The Case Of The Texas Family Code ß 54.02 ( A ) ( West...

) Analysis under Tex. Fam. Code  § 54.02(a) The court must initially examine Sophia Edwards’ case under the Texas Family Code  § 54.02(a) (West 2014). It sets forth three objective factors the court must find before considering whether to certify a minor for adult prosecution. In order to meet the first prong of this three-part test, Sophia must be facing felony charges. The drunken driving offense, if standing alone, could be classified as a misdemeanor. Tex. Penal Code  § 49.04 (West 2011). Sophia, however, faces aggravated charges due to her passenger s death. Under Texas law, this intoxication manslaughter charge is a second-degree felony offense that satisfies the first prong in this test. Tex. Penal Code  § 49.08 (West 2011). Under the second prong test of this section, the Court must examine the child s age and the type of felony. This subparagraph allows for adult prosecution of a 14 year old who commits more severe felonies but prohibits adult prosecution for 14 year olds facing second-degree felony charges. Sophia, however, was 16 years old at the time of the offense and thus falls under subparagraph 2b which allows for adult certification of older children facing less severe, second-degree felony charges. Tex. Fam. Code  § 54.02(a)(2)(B) (West 2014). Finally, the juvenile court must determine after a full investigation whether there is probable cause that Sophia committed the offense alleged, the seriousness of the alleged offense, Sophia’s background, and

Marjane Satrapis Persepolis Essay - 1403 Words

Western culture has often misperceived the east and the way that their society functions. In Marjane Satrapi’s Persepolis, Satrapi uses graphic novels as a way to demonstrate to the western culture how the east has been misrepresented. The use of media helps to depict to the west how their views of the east may have been unfairly formed in the past. The media has only revealed limited knowledge that only shows partial perspectives because it is difficult to get perspectives of the minorities although they are the ones who hold the most truth. In other words the use of graphic novels and a child’s perspective give the west a new idea on how it is that society in the east functions. This style of writing brings the connection between the two†¦show more content†¦By allowing the reader to form their own perspective it â€Å"makes the reader reconsider the assumptions†¦[of the] so-called other† by giving the reader the freedom to perceive the events of the revolution as they wish and not reconsider the way that they once understood the people of the east to be (Darda 34). Satrapi is using her experience and graphic novels to show what her experience as a child was, she does not claim at any point to be telling the entire story of the revolution she is merely introducing a new perspective which up until that point had not been seen in the western countries. The concept of â€Å"making the hidden visible† allows the reader to understand the Israeli revolution in a way that is has not been viewed before (Chute 106). Through the strategic use of graphic novels it demonstrates the way that she experienced it first hand without the interruption of western style media. Graphic novels take away any assumptions that you may make about the revolution while reading it because you have the image right in front of you and there is no way for it to be misinterpreted. Due to the large impact that media has on the viewpoints and ideas of western citizens the westerns perspective of what is true and what doesn’t exist hasShow MoreRelated Marjane Satrapis Persepolis3668 Words   |  15 Pagesin the sudden transition. As a member of the Iranian diaspora, Marjane Satrapi endured many hardships in her efforts to transition from Middle Eastern culture to a more modernist Western culture. Her series of graphic novel memoirs, Persepolis, depict her childhood growing up in Iran during both the Islamic Revolution and the Iran- Iraq War, and moving to Austria as one of many emigrants of Iran at the time. Marjane Satrapis memoir is just one example of an exile bearing the burden of memoryRead MoreMarjane Satrapis Persepolis 2059 Words   |  9 PagesMarjane Satrapi’s graphic novel Persepolis is an expressive memoir of her growing up in Iran during the Islamic Revolution, the fall of the Shah’s regime and the Iran-Iraq War. The dictionary definition of a memoir is, the description of one’s personal life and experiences, and most writers use the conventional text format to write theirs but Satrapi has contributed to a whole new way of writing memoirs that may last for many generations to come. Unlike conventional memoirs, she uses the black-and-whiteRead MoreMarjane Satrapis Persepolis1238 Words   |  5 PagesPersepolis Review â€Å"One can forgive but one should never forget† is one of the quotes that Marjane Satrapi says in her memoir titled Persepolis. 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When analyzing the current relationshipRead More The Veil in Marjane Satrapi’s Persepolis Essay1296 Words   |  6 PagesMarjane Satrapi’s Persepolis introduces the Islamic veil as an attempt by the Iranian government to control women. Islamic radicals promised safety and security for those who abided by their rules. Rebels who refused to wear the headscarf were threatened with beating, rape or death. These modern women who fought against religious oppression met the minimal requirements of the government rules to safely live in the hostile environment. Through being forced to wear the veil, the control of the IslamicRead MoreMarjane Satrapi’s Challenging of Stereotypes in Persepolis1059 Words   |  4 PagesMarjane Satrapi’s Challenging of Stereotypes in Persepolis In Marjane Satrapi’s graphic novel Persepolis, Satrapi states that her goal in writing the book was to dispel many of the hasty generalizations made by the Western world about Iran, a principal sentiment being that the country is little more than a nation founded by fundamentalists and home to terrorists and extremists. To combat the misconception, Satrapi enlists the assistance of examples from her adolescence of barriers and dissent towardsRead MoreMarjane Satrapi’s Challenging of Stereotypes in Persepolis Essay example1112 Words   |  5 PagesIn Marjane Satrapi’s graphic novel Persepolis, Satrapi states that her goal in writing the book was to dispel many of the hasty generalizations made by the western world about Iran, a principal sentiment being that the country is little more than a nation founded by fundamentalists and home to terrorists and extremists. To combat the misconception, Satrapi enlists the assistance examples of barriers and dissent towards the new conservative regime in Iran from her adolescence. By employing eventsRead MoreAnalysis Of Marjane Satrapis Graphic Novel Persepolis823 Words   |  4 Pages Marjane Satrapi’s graphic novel Persepolis, illustrates her own experience of the Iranian world through revolutions and corrupt dictatorship. Throughout her life, Marji is faced with numerous hardships that challenge her life from a young age. From struggling to adapt into diverging cultures to standing up for her identity, Marji’s conflicts force her to choose between family and herself. Unlike the people from her homeland, Marji has many opportunities to explore her liberty, however, she hasRead MoreMarjane Satrapis Persepolis: A Personal Version and Vision of the Iranian Revolution1341 Words   |  5 PagesPersepolis: Marjane Satrapis personal version and vision of the Iranian Revolution Marjane Satrapis Persepolis is a graphic novel that suggests that there is a sharp discrepancy between the world of the Iranian Revolution, as depicted in the Western media, versus how many Iranians experienced it in the context of their own lives. Satrapi was the product of a liberal home environment. Behind closed doors, the life the young Marjane led was often very different from the images of burka-wearingRead MoreEssay on The Role of Women in Marjane Satrapis Persepolis 1111 Words   |  5 Pages Throughout Persepolis, Marjane Satrapi displays the vital role that the women around her have in developing her character and becoming the woman she is today. Women such as her mother, her grandmother, her school teachers, the maid, the neighbors, and even the guardians of the revolution influenced Marjane and caused her to develop into an independent, educated, and ambitious woman. Throughout the novel, Marjane never completely conforms or lets go of her roots, this is prima rily due to

Technical Report on Victorian Desalination Plant †Free Samples

Question: Discuss about the Technical Report on Victorian Desalination Plant. Answer: Introduction: The Victorian Desalination Plant project is a government-funded project that was initiated in 2007 with the aim of providing a reliable water supply. In a single private partnership, the government offered the contract to AquaSure Company in 2009 to build, maintain, and finance the project for the next thirty years, which was fixed at $ 3.5 billion. It encompasses the construction of pipelines, water plants drainage, and maintenance among others. In the single private partnership, aquaSure is expected to play a more substantial role in managing, monitoring, and tracking of the project progress. In the definition of its role, includes maintaining best practices and standards across the operations, creating the best liaise with the surrounding community to ensure operation and maintenance of the water tunnels, ecological reserves and the pipelines accordingly. Fifty-two people run the project with the capacity of supplying up to 150 billion liters of good drinking water per year to the people living around the local regional community, including Melbourne and Geelong. The project is undertaken with an expectation of over 95 years lifespan. The water being processed at the project is subjected to real-time and online monitoring to ensure quality. Furthermore, laboratory tests are carried out both during water processing session and in the reservoir tank. The rules and regulations help to clearly appraise the procedural order in which the parties will operate and the alternative actions in case the agreed terms are not successfully achieved by either the contracting body or the contractor. Furthermore, it is also important in tracking the adherence of the contract to the standards and rules put forward by authorities. With the effort to ensure health enforcement and building standards, the building act 1993 may be applied. This fosters the enforcement of the construction regulations such as monitoring the health of the workforce involved in the construction of the water project. furthermore, the act may be applicable in granting the operational permit, warrantees and insurance, among others (Martin 2009, p.91). This is important in attaining the established construction standards in the water project. Taking a critical analysis of the possible diverse effect of land excavation and concrete construction, the Environmental protection act 1970 is a substantial tool for the enforcement of appropriate construction lines. As the pipelines are constructed, there must adequate survey conducted to ensure minimal destruction of vital resources that may cause more adverse effect to the environment if they are destroyed. Such resources may include forests, water bodies, and recreation centers among others. In ensuring privacy between the dealing parties, Privacy Act 1988 is applicable in the contract. The terms and condition under which the information will be shared is highlighted in this regulation. For example, no party is legible to sharing information of the contract for its independent benefit at the expense of the other. May be in form of reputation and company image to the general public (Goodman and Douglas 2017, p.350). Planning and environment act 1987 is an important act and can be used concurrently with the environmental protection act 1997. This all focus on the environmental sustenance and maintenance. As the water construction project is signed, the partnership contract has to adhere to the standard environmental laws. The Australian government takes initiative of ensuring environmental protection and management. Responsible authorities are subject to signing the contract before it kicks off. It therefore implies that the established laws will have to be followed (Cheung et al. 2012, p.45). The architect act 1991 may be applicable in the implementation of the project design. It must be based on a clear model, for example, Build-lease-transfer (BLT), build-own-operate (BOO), Build operate-transfer (BoT), among others. This clearly determines the phases in which the project will run. Either if the project will be handed over to the client after its complete of the private entity will continue with the operations (Martin, 2009, p.90). Critique of the type of contract that was used Public private partnership can basically be understood as a mutual contract understanding/ agreement built between a private sector entity and a public agency. The contract agreement grants the [private sector entity an upper hand in monitoring, financing, procurement, and delivery of the project requirements. It is important to note that in the contract agreement, the private entity takes significantly a greater role in the management and control of the project under execution (Cheung et al. 2009, p.83). For the last two decades, public private partnership has demonstrated a promising solution for filling up of the gaps that prevail in other forms of contracts. Taking a critical analysis and review of the public private partnership and innovation undertaken by many public agencies and Victorian Desalination Plant (VDP) in particular, there are several remedies, which among others include; Share of risks; as a result of collaboration between the government and the private entity, the impacts of the risks are minimized. This ensure quality assurance due to the fact that the client has the ability to monitor, track, supplement or complement on the progress of the project being undertaken. Some projects can tend to be too risky and costly for private entities to fully undertake. Other wise, if undertaken, the quality of the work done may be compromised. To help in solving scenarios of this kind, public private partnership serves to be the best and most appropriate for highly risky and costly projects (Jin, and Doloi, 2008, p.720). Improvement in the accountability of public entities. It is considerably true that government entities have always had problems of fund swindling, misappropriation and poor implementation effectiveness in planned programs. It is therefore more convenient to employ partnership in which case the, the private entity takes on the accountability (Nisar 2007, p.19). Though collaboration, an enhanced public management is attained as the public agencies may act as regulators who basically monitor the quality of work being undertaken. Rather than taking the responsibility of day today management, the public agency capitalizes on planning and performance monitoring. The method is also an appropriate way of increasing production scale (Regan et al. 2010, p.9). Resource pooling serves as a solution for addressing the problem of resource shortages. There tend to be cases of resource shortages in terms of expertise, finances, capital stock, and equipment among others. In some instances, projects may require a wide diversity of expertise and resources, which may necessarily be available to one firm. This makes the private public partnership the most recommendable (Garvin, M.J., 2009, p.409). Public private partnership also serves as a solution for addressing topics that require a multi-stakeholder/ neutral environment. For progress to be achieved on some issues there is need for creation of a neutral environment. Relative partnership between the private entity and the public agencies serves as the best solution in this case (Deva 2006, p.107). An incite can be drawn in the issues of the regulatory arena where the regulatory authorities have a substantial role to play and yet inputs from the industry is also required (Bailey et al. 2011) However, it is important to note that, even if the type of contract is good and recommendable, it also has its adverse effects and shortcomings. Among others, include; Time-lines and sustainability; in private public partnership, the private sectors usually receive funding for a period of three to five years. Victorian Desalination Plant (VDP) in particular received a particular sum of finances budgeted to achieve a particular goal within a given time schedule. The stipulated terms of contracts tends to be breached due to the time limitedness (Osei-Kyei, and Chan, 2015, p.1340). Difficulties in handling conglomerate leadership and project management. As the project is run in partnership, there is need to have extra ordinary competencies and skills to effectively integrate and coordinate the parties involved with the aim of capacity building. Challenges may emerge due to the fact that the level of competencies and expertise differ and this could lead to disagreement between the parties. Furthermore, there is a bureaucratic flow of information and decision-making becomes substantially hard and long. It is therefore not recommendable for projects that require execution in the shortest time (Ke et al. 2009, p.1010). The type of contract chosen does not give adequate room for performance measurement in relation to the roles played by each party in the achievement of the project goals and objectives. In other words, it is difficult to examine and evaluate the performance contributed by each entity. This type of contract also eliminates the role of small and medium sized enterprises. These types of contracts are meant only for large entities, consequently leading to the neglect of the upcoming firms. Furthermore, lager entities are highly mechanized hence offering less employment to the locals. In other words, public private partnership employ more of technological intensive method rather than labour intensive and in return, leads to technological unemployment (Hodge and Greve, 2007, p.550). Basing on the relevance and the shortcomings of the contract type, it a better strategy for achieving the best results in bigger, costly and risky projects. Given the long-term period for the project lifespan and the role it plays in providing a public service, it is unrealistic to fully contract a private firm. References Cheung, E., Chan, A.P. and Kajewski, S., 2009. Reasons for implementing public private partnership projects: perspectives from Hong Kong, Australian and British practitioners.Journal of Property Investment Finance,27(1), pp.81-95. Cheung, E., Chan, A.P. and Kajewski, S., 2012. Factors contributing to successful public private partnership projects: Comparing Hong Kong with Australia and the United Kingdom.Journal of Facilities Management,10(1), pp.45-58. Deva, S., 2006. Global Compact: A Critique of the UN's public-private partnership for promoting corporate citizenship.Syracuse J. Int'l L. Com.,34, p.107. Garvin, M.J., 2009. Enabling development of the transportation public-private partnership market in the United States.Journal of Construction Engineering and Management,136(4), pp.402-411. Hodge, G.A. and Greve, C., 2007. Publicprivate partnerships: an international performance review.Public administration review,67(3), pp.545-558. Jin, X.H. and Doloi, H., 2008. Interpreting risk allocation mechanism in publicprivate partnership projects: an empirical study in a transaction cost economics perspective.Construction Management and Economics,26(7), pp.707-721. Ke, Y., Wang, S., Chan, A.P. and Cheung, E., 2009. Research trend of public-private partnership in construction journals.Journal of Construction Engineering and Management,135(10), pp.1076-1086. Martin, C.E., 2009. Sovereignty, Meet Globalization: Using Public-Private Partnerships to Promote the Rule of Law in a Complex World.Mil. L. Rev.,202, p.91. Nisar, T.M., 2007. Risk management in publicprivate partnership contracts.Public Organization Review,7(1), pp.1-19. Osei-Kyei, R. and Chan, A.P., 2015. Review of studies on the Critical Success Factors for PublicPrivate Partnership (PPP) projects from 1990 to 2013.International Journal of Project Management,33(6), pp.1335-1346. Regan, M., Smith, J. and Love, P.E., 2010. Impact of the capital market collapse on public-private partnership infrastructure projects.Journal of construction engineering and management,137(1), pp.6-16. Bailey, I.H., Bell, M. and Bell, C., 2011.Construction law in Australia. Lawbook Company. Goodman, R. and Douglas, K., 2017. Dealing with Conflict in Local Planning: Reflections from Australian Planners.Planning Practice Research,32(4), pp.345-360.

Passage To India By Foster Essays - A Passage To India,

Passage To India By Foster In his novel A Passage to India, Forster uses a series of repeated misunderstandings between cultures, which become hardened into social stereotypes, to justify the uselessness of attempts to bridge cultural gulfs. In many instances, the way in which language is used plays a great role in the miscommunication between the English and the Indians, as well as among people of the same culture. This is exemplified in the way in which people use the same words, but do not hear the same meaning. It is also displayed through the British characters Aziz meets and befriends, through a series of invitations and through time and true mistakes. Upon Meeting the British: Two significant instances of miscommunication occur when Aziz meets the British characters in the novel that will end up being very close, yet controversial friends. Upon his encountering Mrs. Moore at the Mosque, he sees a British woman and right away develops a series of misconceptions about her. He believes that she is like all other British women (bring up conversation on women being alike): ?Madam, this is a mosque, you have no right here at all; you should have taken off your shoes; this is a holy place for Moslems.' ?I have taken them off.' ?You have?' ?I left them at the entrance.' ?Then I ask your pardon. I am truly sorry for speaking.' ?Yes, I was right, was I not? If I remove my shoes, I am allowed?' ?Of course, but so few ladies take the trouble, especially if thinking no one is there to see' (18). What Aziz finds is the unexpected fact that she is like Aziz in many ways, or as he describes her, "Oriental" (21). Yet, when seeing this side of the British woman, he again breaks his connection with her when she speaks of her son: ?And why ever do you come to Chandrapore?' ?To visit my son. He is the City Magistrate here.' ?Oh no, excuse me, that is quite impossible. Our City Magistrate's name is Mr. Heaslop. I know him intimately.' ?He's my son all the same,' she said smiling, (19). It does not occur to Aziz that Mrs. Moore's son may be part of the Indian race. It is something that is not understandable at first. Another British character that Aziz makes a connection with is Mr. Fielding. When Aziz arrives at Fielding's home to meet him for the first time, he has the same type of miscommunication that he does with Mrs. Moore, yet is is displayed in an opposite manner: "Lifting up his voice, he shouted from the bedroom, ?Please make yourself at home.' The remark was unpremeditated, like most of his actions; it was what he felt inclined to say. To Aziz it had a very different meaning" (66). Aziz understands Fielding's remark as a warm invitation, whereas Fielding has a routine of making the remark. People Saying One Thing and meaning another, usually just to be polite: A. Invitations The matter of invitations in the novel creates a cultural misunderstanding between the Indians and the British in the sense that the Indians make invitations just to be polite, which the British take literally. This causes offense in some cases to the British involved, whereas the Indians see it as a normal part of their society. This is first apparent at the Bridge Party, where Adela and Mrs. Moore are introduced to Mrs. Bhattacharya: When they took their leave, Mrs. Moore had an impulse, and said to Mrs. Bhattacharya, whose face she liked, ?I wonder whether you would allow us to call on you some day.' ?When?' she replied, inclining charmingly. ?Whenever is convenient.' ?All days are convenient.' ?Thursday...' ?Most certainly.'... ?What about the time?' ?All hours.' ?Tell us which you would prefer.' Mrs. Bhattacharya seemed not to know either. Her gesture implied that she had known, since Thursdays began, that English ladies would come to see her on one of them, and so always stayed in. Everything pleased her, nothing surprised. She added, ?We leave for Calcutta today.' ?Oh do you?' said Adela, not at first seeing the implication. Then she cried, ?Oh, but if you do, we shall find you gone.' Mrs. Bhattacharya did not dispute it. (44). Mrs. Bhattacharya doesn't think of the invitation in the same way Adela does. The same is for Aziz when inviting the two women to the Marabar caves. "He thought again of his bungalow in horror. Good heavens, the stupid girl had taken him at his word! What was he to

How Tobacco Advertising Influences Young People. Essay Example

How Tobacco Advertising Influences Young People. Essay Example How Tobacco Advertising Influences Young People. Essay How Tobacco Advertising Influences Young People. Essay How Tobacco Advertising Influences Young People. At the age of fourteen, I had my first puff of smoke. Even before that I knew a lot of cigarette brands due to advertising. Since then I started smoking and when I went to cafeterias and clubs the people who were promoting cigarettes would offer me a new brand to try and gave me free packs of cigarettes and a lighter with their brand. They didn’t mind how old I was, they just wanted to give them away and promote their product. But except this kind of advertisement, I had seen lots of tobacco advertisements on billboards which made me believe that everything is ok if I smoke. This is a false impression that tobacco advertisements picture to teenagers. Tobacco advertisements influence teenagers by glamorizing smoking. The World Health Organization blamed the advertisers for attracting young people, by representing cigarettes with being glamorous, energetic and attractive (BBC News 1). Except that, is how big the billboards are (see fig. 1 and fig. 2). Fig. 1. Photograph of a billboard advertising Peter Stuyvesant cigarettes Fig. 2. Billboard, featuring a man leaning against a boat and smoking, with the caption Slow Down. Pleasure Up. Even teenagers can see these big advertisements and they imitate what they see from different media which influences them into smoking. Although tobacco advertisers say that their advertisements are aimed for adults, yet this is not true because teenagers imitate those images . The glamorization of tobacco, the positive impression which teenagers get from tobacco advertising and the effects of advertisement are the main reasons why tobacco advertising attracting teenagers should be banned. Banning tobacco advertisements at places where teenagers are able to see them, means ban at all public places which leads to violation of companies’ rights. Young people go everywhere and since the advertisements are put everywhere the advertisers wont be able to advertise tobacco anymore. This means that the advertisers might lose their jobs. But there will be no violation of companies rights if they advertise their product in a different way. The cigarette expenses’ were replaced by advertising cigarettes with another way without profits or loss of the advertisers jobs. This has been tested in a number of European Union countries, which have banned tobacco advertising (Tobacco Advertising, Promotion and Sponsorship 2). They will still be able to advertise their product but only to adults. A way for the advertisers to do that, is to make a magazine advertising all the cigarette brands, in a way of attracting smokers. And this magazine be purchased only by adults over the age of twenty five years old and the salesmen should always ask for an identity. Another way to advertise cigarettes at adult smokers, is to offer them free packs of cigarettes at cafes and clubs. But also ask for an identity before giving them the free pack. The first main reason why tobacco advertising attracting teenagers should be forbidden is that the advertisers glamorize smoking. They use billboards, bus stops, the movies and kiosks (see fig. 3) to advertise cigarettes. Fig. 3. A new stand in Athens with a tent with a Davidoff advertisement. They present the Davidoff cigarettes with a sexy, successful, rich and smart man. Also they have put the slogan â€Å"the more you know† which gives the impression that smoking Davidoff will make you know more things or become smarter. They have glamorized their product in such a way for teenagers to believe that if they smoke Davidoff they will be successful, rich and smart. The advertisements create the image of smoking as cool, acceptable and popular among independent, active and fun-loving people. The advertisements at billboards and bus stops are presented in the same way. The bad thing with the bus stops advertisements is that they are placed not even a meter from the ground, where even a baby can see and touch them. But in the movies there is a big deference, because there are actors and actresses which are successful and well known and the glamorization effectiveness is bigger than in any other advertisement. The second reason why tobacco advertising attracting teenagers should be forbidden is the positive impression which teenagers get from tobacco advertising. When teenagers see a tobacco advertisement showing smokers who are pictured with lots of friends, they feel they want to be cool or successful socially. This is how the advertisements play into the natural insecurities of young people. Also when the teenagers see the Virginia Slims advertisements they get the impression that smoking will make them beautiful and thinner. But this is not true, because it destroys the beauty. The tobacco companies use this confusion that many young people think (KQED). The advertisements connect smoking with romantic relationships. Because many people want to feel emotionally secure and physically attractive advertisements create a false impression between smoking and finding the soul-mate. Another way to advertise their product is to put healthy, successful and thin role models to act in such a way to attract teens. A recent report from the National Cancer Institute strongly suggests that tobacco advertising and the depiction of cigarette smoking in movies can encourage teenagers to start smoking (Hayes 1). Also Hausa film Industry stars glamorize the smoking of cigarettes and the rate of this glamorization is very big. Young people imitate the actors and actresses, who are passing a fake message to young people, that smoking can bring success and popularity. Although it is an unreal message and young people should be aware of it because there are a lot of dangers if they believe it (Triumph Weekend 1). The advertisers try to convince teenagers that smoking is a mature adult activity creating them the feeling that if they smoke they will be as much mature as an adult. But nothing from the feelings they create is true because smoking can’t make people smarter, thinner, attracting, beautiful even more mature. The third reason why tobacco advertising attracting teenagers should be forbidden is the effect which advertisements have on young people. Young people imitate what they see from different media and children are influenced into smoking from tobacco advertising. Although the companies say that advertising is aimed for adults yet they know that younger teenagers imitate the older images of cigarettes which are shown (Donnellan 8). The teenagers who own a tobacco promotional item and could name a brand of cigarettes were more than twice as likely to become smokers (Benier 1). This is a fact that the tendency which teenagers have to imitate the advertisements of cigarettes leads to the bad habit of smoking. The more exposed teenagers are to advertising the most likely are to become smokers. And smoking leads to the bad effects of tobacco use. The boy or girl you like will go away if you smell cigarette smoke. But this is nothing in comparison to the effects of smoking on every organ of your body. The tobacco smoke harms the health of the person who smokes (Hazard 1). Concluding, cigarette advertisements targeting young people should be banned to protect the teenagers from this unhealthy activity. The call by the World Health organization for a ban on advertising of smoking was published in May, the day before the World No tobacco day. This is a part of a 2008 effort to prevent tobacco companies from making advertisements attracting young people to smoke. Because the more tobacco advertisements young people see, the most they are likely to smoke (Chan 1). â€Å"Advertising and Children’s Use of Tobacco’’. National Institute of Media and Family. 18 Nov. 2004. 16 March 2009 mediafamily. org/facts/facts_tobacco. shtml. Bronwyn, Lamay. â€Å" Busting The Tobacco Ads†. KQCD Education. 2001. 26 May 2009 http://uw. kqed. org/edresources/plan. . â€Å"Call To Ban All Tobacco Adverts†. BBC News 31 May 2008. 24 Apr. 2009 newsvote. bbc. co. uk/. Chan, Margaret. Who Calls for Banning all Tobacco Advertising, Promotion. Nations Health 38. 6(Aug. 008): 21. Academic Search Premier. EBSCO. Amer. Coll. of Gr. Libraries, Athens, Gr. 9 rill 2009 ;http://web. ebscohost. com;. Donnellan, Craig, ed. â€Å"Children and Smoking†. Smoking and your Health. Vol. 86. Ser. 362. 2. Cambridge: Independence, 2004. Hayes, Susan. â€Å"Smoke Screen†. NewsBank Popular Periodicals Jan. 2009: 16 Hazard, Andrea. †Å"It Stinks To Smoke†. NewsBank Popular Periodicals Nov. 2008:32 â€Å"Hausa Film Stars Glamorize Smoking Of Cigarettes†. Triumph Weekend 17 March 2007. â€Å"Industry Arguments†. Tobacco Advertising, Promotion and Sponsorship. Nov. 2008 8 June 2009. ; tobaccofreecenter. org;.

Reinforcement in Applied Behavior Analysis

Reinforcement in Applied Behavior Analysis Reinforcement can mean lots of things to different people. In the science of Applied Behavior Analysis, it has a very specific and narrow definition. That it is narrowly defined by its function does not narrow the range of possibilities: it can be money, smiles, warm water or an infinite number of things. Reinforcement and ABA Reinforcement is any stimulus (something that a sensory organ can experience) that will increase the likelihood of a behavior reappearing. Can a high pitched noise be a reinforcer? Yes, if the organism finds it pleasurable. Can a punch in the face lead to reinforcement? Yes, if it eliminates some of the throbbing pain of a toothache. A practitioner of Applied Behavior Analysis will seek out the function of a behavior by questioning how a consequence of the behavior creates reinforcement for the client/patient/student. Reinforcement on a Continuum Reinforcement happens along a continuum from primary reinforcement ( food, water, other physical reinforcers ) to social reinforcers, such as social attention, praise or recognition. Many children with disabilities do not respond to secondary or social reinforcers since they dont actually function to provide reinforcement. A child who has spent money will find a quarter reinforcing whereas a child with severe autism or cognitive disabilities will not find a quarter reinforcing. Typical children and most adults generally respond to secondary and social reinforcement. We work long hours for monetary amounts that are deposited electrically into bank accounts we access online or with a credit card. The goal of ABA is to move children along the continuum to secondary reinforcers, so that they, too, will work for a paycheck and learn to make choices about how they use the result of their own labor. For many children with disabilities, that needs to be taught, and it is often learned by pairing primary reinforcers with social or secondary reinforcers. Choosing Reinforcement Once the replacement or target behavior is defined in an operational way, the ABA practitioner needs to find reinforcers that will drive the students/clients behavior. Children with significant disabilities may need to be reinforced with primary reinforcers, such as favorite foods, but unless this reinforcement is paired with social or secondary reinforcers, it can create an unhealthy and unsustainable reinforcement strategy. Many sensory reinforcers can be successful with children with significant disabilities, such as low functioning autism when you can discover what sort of sensory toy appeals to children. I have used buzzing toys, spinning toys, and even water play successfully as reinforcers with students with significant language and developmental disabilities. Some of these children like to play with musical toys. It is important to create a rich menu of reinforcers, and continuously add items into a childs reinforcement menu. Reinforcement, like all matters of taste, change. Also, students can sometimes become satiated by too much of a single reinforcer, whether its Blues Clues or Reeses Pieces. Often, practitioners will begin with a Reinforcer Assessment which can be done a number of different ways. A successful practitioner will ask parents or caregivers for the childs preferred foods, television shows or characters, activities, and toys. These are often a good place to start. Reinforcers can then be presented in a structured or unstructured way. Sometimes two or three items are placed in front of the child at a time, often pairing preferred items with new items. Sometimes you can present a child with a large number of reinforcers at one time, and eliminate items a child ignores. Reinforcement Schedules Research has evaluated regular reinforcement (on a schedule, from each correct response to every three or four responses) as well as variable reinforcement (within a range, such as every 3 to 5 correct behaviors.) It has shown that variable reinforcement is the most powerful. When a child/client discovers that they are reinforced for every third correct response, they rush to the third response. When they dont know exactly when they will be reinforced, they tend to have stronger responses, tend to generalize across environments and tend to retain the new behavior. The ratio is important: too high a ratio too early may not help the subject learn the target behavior, too low a ration may lead to reinforcement dependence. As a child/subject learns the target behavior, the practitioner can thin the reinforcement schedule, increasing the ratio, and spreading out the reinforcement over more correct responses. Discrete Trial Teaching Discrete Trial Training or Teaching (more acceptable now) is the principal delivery method for instruction in ABA, though ABA is increasingly employing more naturalistic methods, such as modeling and role-playing. Still, each trial is a three-step process: Instruction, Response, and Feedback. The reinforcement happens during the feedback part of the trial. During feedback, you want to name the target behavior ¸ and in initial trials, you want to begin with a one to one reinforcement schedule. You will reinforce every correct response in a one to one schedule, so your student understands that he/she gets the goodies every time they give you the behavior you want. Success in Reinforcement The most successful reinforcement is when a child/client begins to reinforce themselves. That is the intrinsic reinforcement that some of us receive for doing the things that we value or enjoy the most. But lets face it. None of us would go to work without the paycheck, though many of us accept a lower paycheck (as lowly teachers) because we do love what we do. Success, for many students with disabilities, is to learn to find social interaction, praise and appropriate social interaction as reinforcers, so that they acquire age-appropriate social skills and function. Our hope is that our students will gain the level of social and cognitive function that will give them full and meaningful lives. Appropriate reinforcement will help them achieve that.

Response Essay Example | Topics and Well Written Essays - 500 words - 1

Response - Essay Example continuity: It is the only nation on earth that inhabits the same land, bears the same name, speaks the same language, and worships the same God that it did 3,000 years ago†¦Ã¢â‚¬  To some extent Israel only regained its independence because of the guilt over the Holocaust. Because of the advancement of technologies, the Holocaust was documented through statistics, pictures, and some film footage. The difference in Australia was little tangible proof of the atrocities toward the Indigenous people, these people were terra nullius (no one lived there), and they were treated as â€Å"invisible†, living as hordes in tribal form. While Britain came building structures, setting rules, and demanding that the Indigenous people join their culture. As Israel, Charles highlighted, looks whole, even after being controlled and ruled by many empires, the Jews still kept their own culture. This culture was even recognized by the British. The difference is the publicity of the Holocaust versus the Indigenous Australians. Because society differ from one another, even if the societies seem to have some common features, such as their historical domination over indigenous populations and the processes by which older political ‘settlement’ are being unsettled in the recent years in the face of dynamic and renewed indigenous challenge. They are not distinguishable from other kinds of (post) colonial societies (Curthoys, p.20). 3. Do you agree with Curthoy’s argument that Australians resist coming to terms with their colonial past because they see themselves as victims? Yes. Australians see themselves as victims, not oppressors. In non-indigenous Australian popular culture, people see themselves as victims of ‘large economics forces, middle class elites and powerful nations overseas. An example we can see through such as WWII and Anzac Myth which Over 8,000 Australian soldiers were killed. News of the landing at Gallipoli made a profound impact on Australians at

Produce a component drawing suitable for transfer onto a CAM system Essay

Produce a component drawing suitable for transfer onto a CAM system (Mechanical Engineering) - Essay Example in the industry because of several reasons including improved design quality, increased productivity, establishment of data base for manufacturing, creation of standards for design and doing away of inaccuracies brought about by hand-copying of several drafting as well as drawings’ inconsistency (Introduction to CAD, 2008). CAM (Computer Aided Manufacturing) refers to the effective employment of the computer technology for manufacturing planning and control. CAM is concerned with manufacturing engineering processes including planning and scheduling of manufacturing processes, machining operations, control of quality of production processes and products as well as Numerical Control (NC) part programming. Computer-aided manufacturing is usually integrated with Computer Aided Design in CAD/CAM systems. This allows movement of information from design section to product production planning with no need of entering the data manually on the part geometry(Introduction to CAD, 2008). CAM develops the information stored by CAD into information which is used as instructions for running and controlling production operations, machining, materials and equipment handling, product inspection and automatic testing. The rationale for CAD/CAM comes out to justify improvements based on technology as far as manufacturing is concerned. This approach grows as a result of the need to make improvements on quality, productivity and product competitiveness. Other major reasons include: Better quality of the produced goods, better communication, higher production level, manufacturing common database, lowered prototype costs of construction and quicker customers’ response(Introduction to CAD, 2008). The necessary hardware part for a CAD/CAM system includes components such as a digital computer, workstation, plotters and output put devices as well as storage devices. The system, in addition to this encompasses an interface communication which usually enables data transmission to other

Introduction Building Service Essay Example for Free

Introduction Building Service Essay Building service is one of the important parts for a building because it will make a building to function well. Building service is responsible for the design, installation, and operation and monitoring of the mechanical, electrical and public health systems required for the safe, comfortable and environmentally friendly operation of modern buildings. Modern technology of building service can make a building to become more safety or more comfortable. While building developers are increasingly being asked to analyze and improve building security, developing technologies assisting engineers in the pursuit of safe working environments couldnt have better timing. Hence, innovation of new building service is important so that the level of safety and comfortable can be increases. Building services influence the architecture of a building and play a significant role on the sustainability and energy demand of a building. Within building services engineering, new roles are emerging, for example in the areas of renewable energy, sustainability, low carbon technologies and energy management. With buildings accounting for around 50% of all carbon emissions, building services engineers play a significant role in combating climate change. As such, a typical building services engineer has a wide-ranging career path. Communication lines, telephones and IT networks (ICT) also make an important role in building service, and the modern technology for the ICT is fiber optics that makes use of fiber optics than normal internet cable, hence this can hugely increases the speed of internet because fibers are used instead of metal wires because signals travel along them with less loss and are also immune to electromagnetic interference. Fibers are also used for illumination, and are wrapped in bundles so they can be used to carry images, thus allowing viewing in tight spaces. Due to the environment change in society, the comfort level and safety in nowadays on a building is still not enough to completely cover up. This assignment is talk about the modern technology of building service, that important of innovation of technology of building service can be made our living style in a building to be easier.

The Sound and the Fury by William Faulkner Essay -- Slavery The Sound

The Sound and the Fury by William Faulkner One of the main realities of human existence is the constant, unceasing passage of time. The Sound and the Fury by William Faulkner explores this reality of time in many new and unexpected ways as he tells the tragic tail of the Compson family. The Compsons are an old Southern aristocratic family to whom time has not been kind. Years of degeneration mainly stemming from slavery have brought them to the brink of destruction. Most of the story focuses on the Compson children who are undergoing the worst of the social and moral decay. Each of the four children perceives time in a much different way but by far the strangest and most bizarre attitude toward time that is given in the text is held by one of the three male children, Quentin. He is totally consumed with his past and at times can think of nothing else. He also becomes determined to stop time itself—a futile effort that will eventually force him to take his own life. Quentin’s obsession with the past and with the passage of time is a central theme of not only the Quentin section but of the entire book, and it is the key to understanding what Faulkner is trying to say about the decay of Southern culture and traditions. To fully understand the motif of time in the Quentin section it is first necessary to compare it with the different ways in which Faulkner uses time in the other three sections. The first section is narrated by the mentally retarded brother, Benjy, who has abs...

Computerised quotation system Essay

The task that I am going to provide a solution for is to produce a computerised quotation system for S & S Insurances. EXISTING SYSTEM: Thomas Davidson is currently a broker providing insurance for cars. At present he insures through a financial institution, S & S Finances. He is a broker working for the insurance company S & S Insurances. He has worked with many insurance companies in the past trying to find the best deal so that he can earn a good amount of profit. He finally made a deal with S & S Insurances in which he can gain a good amount of commission. His job is to find customers who would like to buy insurance for their cars and he gains a commission of 7.5% for each customer to whom he sells a quote. He started his career as a broker approximately three years ago after being made redundant as a factory worker assembling car parts. He has no employees working for him at the moment. However his wife helps him with the paperwork when she can. Thomas works full- time from his home study, which is located in the heart of Streatham. In the past Thomas has had a lot of experience dealing with customers and clients. He now has a number of devoted customers who frequently contact him when the renewal for their car insurance is due. Thomas usually interacts with his customers over the phone from his study; sometimes however he does conduct business at the home of his customer to their convenience. When Thomas finds an interested client he firstly explains to the client everything that is involved in the quote. In order for Thomas to calculate the insurance quote, he uses a calculator, a record of tables with the insurance ratings provided by S & S Insurances and his diary where he notes all the information down. The insurance ratings show a different variety of things the first table is the insurance group, which shows the basic cost for a car depending on the car’s make, price and power. The more expensive and powerful the car, higher the basic cost. Thomas then adjusts the basic cost by multiplying it by various factors, which could affect the insurance. Age is also a factor, the older the driver is, the less they are considered as a risk. Sex is also a factor; a female is considered as a less of a risk than males. The area you live in is also a criterion which Thomas considers before issuing an insurance quote, if you live in a high risk sensitive area you are likely to pay more. The customer can then choose what type of insurance he would like; third party only, third party fire and theft or fully comprehensive. The insurance also offers an extra driver criterion, which can be added at an increased cost. Thomas then offers a discount to the customers if they have had no claims varying from the past year or five years. Thomas then calculates the quote by multiplying the basic cost with all the factor multipliers and seeing if they can get a discount and then giving the customer the final result. Thomas writes all of the things discussed and quotations in his diary. If the client agrees to go ahead with the quote after hearing the final cost, Thomas makes a word- processed quote, which he then sends to S & S Insurances. From there S & S Insurances make the actual policy and then send it directly to the customer. Thomas does possess a computer and laptop at home, which his children use for educational purposes. Thomas has very little knowledge about using computers, however to produce the insurance quotes which are word-processed his daughter helps him and recently Thomas has started to produce the quotes by himself since he is gradually learning to use a computer, even though he is slow with the typing. Thomas makes hand-written notes about all his clients, their details and policies, which is time consuming and can get tiring and boring despite having a computer due to his lack of computer skills. Furthermore sometimes Thomas’ wife also helps him with the paperwork, if there are too many customers wishing to have a quote ready. Thomas says that most of his customers find out about his business by word of mouth or from the consequence of the advert he has placed in the local newspaper, if he could he would also like to attract more customers to increase the standard of his living. Thomas Davidson finds the existing manual way he issues quotes prolonged and exhausting and would like to automate the system. He would also prefer to make more use of his laptop, however his lack of computer skills is a problem and therefore would like to be able to issue quotes on a simple and straightforward system. He would also like to automate the system so that it would be much faster to issue quotes and therefore would not have to spend too much time doing things manually. At the moment he hardly gets anytime to spend with his children especially when there is a heavy workload. Thomas feels that if he were able to get the system to be computerised he would like to employ some staff and expand and preferably shift into an office. He would also like to work with more than one insurance company at the same time if possible in the near future. CONSTRAINTS: There are not many constraints however there are a few which are important. My user Thomas Davidson has no experience of using a computer except for possessing basic typing skills. This means the system will have to be easy and simple to use and understand. Another constraint is time, although my user does not want the system to be made immediately or as soon as possible. However he would like the computerised system to be created soon so that he can use it and update all his handwritten manual notes onto the system and be able to use it with future clients. USER REQUIREMENTS: My user is Thomas Davidson, who is a broker for S & S Insurances for whom I will be creating a computerised quotation system. He would like the following requirements to be taken into account. * To be able to see the total cost of the insurance quote. * To be able to see the total cost of the insurance quote before a discount is given. * To be able to print the quotation. * To make sure that system is safe and secure. * To be able to see the details of all the customers such as; forename, surname, age, and the type of insurance they would like. * To be able to store the issued quotes so that they can be used at a later date. * To enable phone enquiries to be dealt much quickly. * To make the system user- friendly. * To make sure the data entered is accurate. * To make the system look professional, systematic and organised. QUANTITATIVE OBJECTIVES: * To use a formula to work out the total cost of the insurance quote. * To use another formula to work out the cost of the quote excluding the discount. * To be able to print multiple copies of the quotes. * To make the system password protected so a password will be needed in order to enter the system. * To make sure the details about the customers’ names, surnames, addresses, age and other details can be seen. * To be able to use a command button so data can be stored. * To use drop down boxes to be able to select options. QUALITATIVE OBJECTIVES: * To make the system user- friendly I will create a user interface so that it is easy to move around the system. * To make the system look professional and organised. PERFORMANCE CRITERIAS: * The system should be able to use a formula in order to work out the total cost of the insurance quote. * The system should be able to use a calculation in order to work out the cost of the insurance excluding the discount. * The system should be able to print multiple copies of the insurance quotation. * The system should be password enable, so a password will be needed in order to access the system to make sure the system is safe. * The system should show all the details about the customers such as names, surnames, addresses and other details. * The system should be able to store the issued quotes so that they can be used at a later date. * The system should have drop down boxes so the user can select options quickly and easily. NEW SYSTEM: HARDWARE: In order to computerise the quotation system I will need a Windows XP computer. I will also need a QWERTY keyboard and a mouse in order to input the data into the spreadsheet. I will be using the hard drive to save the spreadsheet on an internal storage. I will also be saving the spreadsheet on an external storage such as CR-RW so that I have a back- up copy of the data in case the original copy is deleted I will still have another copy. I will also be using a VDU (visual display unit) to see the spreadsheet. I will also be using a printer to print out the quotes so that the user can see them and then send them to S & S Insurances. SOFTWARE: In order to produce the car insurance quotation system I will be using spreadsheet software for many reasons. In a spreadsheet I can use many of the features which will enable me to produce an efficient quotation system. I can use macros, list boxes, combo boxes, V Lookup, IF statements and other features in the system. There is other software such as a word- processor or a database but they are not suitable for this quotation system. Although you can make tables and do basic calculations they are only limited as they are not mainly designed for that purpose. I will be using Microsoft Excel 2003 as I do not have any other spreadsheet software available on my computer. I will also use it as I am more familiar with it as I have used it many times in the past. SECURITY: I will need to make sure the spreadsheet I create will be kept safe and secure. I will need to make sure the data is secure as I will need to follow the Data Protection Act 1998. In order to comply with the law I will keep the data safe by having cell protection so if anyone other than me or the user accesses the data he will need to enter the password in order to alter the information. I will also keep a backup copy of the system so if the user loses the original copy he will still have another backup copy. INPUT, PROCESSES AND OUTPUT: Input: I will input all the data required using a keyboard into the spreadsheet. The input data I will need in order to produce the quotation system are all the customer details and the headings. I will require the following specific data about the customers: forename, surname, address, sex, model and make of the car. I will also need the age of the driver, which will be in a grouped arrangement e.g. 17- 19 or 60- 65. The type of insurance the driver wants will also be required whether it is, fully comprehensive, third party only or third party fire and theft. I will abbreviate the type of insurance to make it shorter so it would be much quicker to type and also easier. I will also need to know what type of area the driver lives in, as this could be a risk factor, low, medium or high. I will also need to know if the driver would like to state an extra driver or not. I will also need to know the number of claims the driver has made in the past 4 years and whether he is eligible for a discount. The other details I will need to know is about the insurance and which rating the cars are allocated according to their power and cost. I will also need to know about the multipliers so that I can work what I need to multiple the costs, these will be allocated to the sex, age of driver, risk of area and insurance and type. The final detail I will need to know are the number of penalty points the customer has, as having more conviction point will increase the cost of the insurance quote. Processes: In order to create the quotation system I will need to carry out a number of processes with the input data in order to produce the output. The fixed data will be the data that I will not change on the spreadsheet such as the main headings e.g.: forename, surname, address. The variable data will be the data that will change. The data that will need to be changed are all the details about the customer and his car. In order to fulfil the following user requirements I will carry out a number of processes: * To be able to see the total cost of the insurance quote and to be able to see the total cost of the insurance quote before a discount is given. I will be using a formula to calculate the total costs of the quote and also to work out the cost excluding the discount. I will be using a simple Auto sum calculation in order to do this. In order to work out the total cost I will need to use a V Lookup formula. A V Lookup searches for a value in the leftmost column of a table, and then returns a value in the same rows from a column you specify in the table. I will be using a V Lookup formula since I will having different things on different sheets it will need to lookup the values in other cells. * To be able to print the quotation. In order to do this the user can use the menu options on the toolbar however to make it easier for the user I will have a macro. * To make sure that system is safe and secure. In order to keep the data safe I will be using cell protection. I will be keeping a password so when someone accesses the file he will be prompted to enter the password. If the password entered is correct he will gain access and be able to change the data. However if an incorrect password is entered an error message will appear informing the user he cannot gain access. * To be able to see the details of all the customers such as; forename, surname, age, and the type of insurance they would like. In order to do this I will have a sheet where the details about the customer can be seen. * To be able to store the issued quotes so that they can be used at a later date. In order to do this I will be using macros. Macro is a feature that stores a series of commands so that the user can use them with a single command. I will be using macros for various things such as printing the quote, storing the quotes, to view the quotes and other tasks. * To enable phone enquiries to be dealt much quickly. In order to fulfil this requirement I will be using a variety of buttons to make it easier for the user. Option buttons are used for choosing one item from a list of options, where you can select one option button at a time. I will be using them so the user can select the sex of the driver, either male or female. Combo boxes can also be called drop- down boxes, which offer a number of choices to the user, one of which maybe selected. I will be using a combo box so that my user can select the driver’s car. By selecting on the drop- down arrow will provide the models of the cars. A list box and combo boxes are alike however a list box shows the choices available without having to click on the arrow. I will be using a list box for the risk assessment of the area and type of insurance, as there are only three options from which the user can select. A check box is a box, which can either be selected or unselected, when you click on the box a tick appears in the box. I will be using a check box for the declaration of the extra driver. A spinner is made up of two arrows, one point up and the other down. By clicking on the up arrow increases the value and the down arrow decreases the value. I will be using the spinner to choose the number of years the driver has made no claims. I will also be using IF statements in order to see the values of the check box which will check whether the customer would like an extra driver. * To make the system user- friendly. In order to make the printed quote professional and organised I will be adding the name of the company, address, telephone numbers and the company logo at the top. I will also arrange all the information into sections and add colour to make it look more attractive. I will create the macros into buttons so the user can quickly carry the tasks. I will also add a front end to the system. A front end is the name given to the user-friendly interface that will appear on the screen when the file is loaded. It will provide the user with a number of options. Once the data has been entered I will need to rename the worksheets and insert a defined name for certain data which will be used in calculations. Output: The output will be the full quote details, which will be on the screen of the computer showing the customer name, address, car details, and the cost of the insurance and without the discount. The output on the screen will also show the macros, which can be used to navigate around the system. The other output will be the fully modified and professional printed quote that will show the company logo along with the company’s address and contact numbers. It will also show the issue date, all the details about the quote and the expiry date of the quote.

Girl Interrupted Character Analysis Essay

Borderline personality disorder is characterized by intense shifts in mood. This is often accompanied by periods of intense aggression, substance abuse, and self damaging behaviors. People with borderline personality disorder will sometimes attempt suicide impulsively in periods of extreme depression or anger. Often times people with borderline personality disorder feel extremely bored, empty, mistreated and alone. Intense feelings of loneliness usually are followed by frantic efforts to avoid being alone. Suzanne is initially institutionalized for taking a bottle of aspirin with a bottle of vodka. She claims that she was not trying to kill herself, but only get rid of a headache. At the beginning Suzanne claimed that she had no bones in her hand. This fits more with a delusional disorder. Suzanne often exhibits spontaneous damaging behavior that is mainly sexual. Other spontaneous behaviors include breaking out of the hospital, stealing her medical files, and not taking medication. She also aids in drugging a nurse and steals a guitar from the art room to help cheer up another patient. Spontaneous dangerous behavior is one of the major signs of borderline personality disorder. Suzanne has strange ideas about her symptoms and diagnosis, the major example being the bones in her hand disappearing and then reappearing. She often seeks to be alone; shows many social anxieties around people and had a lack of close friends on outside of the hospital. These symptoms go along with schizotypal personality disorder. Contradictions to the possible schizotypal personality disorder would include that she is sometimes the â€Å"life of the party† which falls in line more with borderlines. She also desperately seeks male attention leading to her promiscuous sexual behavior that goes against the seeking of complete isolation often exhibited by others with scizotypal personality disorder. Her social anxieties are not clear in the movie and it is unknown whether they are because of negative feelings about her or whether she has paranoid fears. Despite the schizotypal possibility it is more likely that she has borderline personality disorder. This is because she clearly exhibits the majority of the signs of someone with borderline personality disorder including self destructive behavior, feelings of emptiness, intense shifts in mood lasting only a short period of time, consistent suicide ideation, feelings of â€Å"rejection and not fitting in.† Even the schizotypal symptoms can be explained by borderline personality disorder. People with borderline personality disorder often have odd thinking, quasipsychosis, and unusual perceptions. Although Suzanne showed symptoms of many types of disorders, the Borderline that she was diagnosed with was the most fitting and prevelant in her actions in the movie.

Reader-profile questionnaire - Emphasis

Reader-profile questionnaire Reader-profile questionnaire That business writing should be centred on the readers needs is not exactly earth-shattering news. But putting this maxim into practice is a different matter altogether. Reader-centred writing If youre like most people, youre much more likely to be focused on your own needs such as impressing your manager or getting the task of writing the email or report off your to-do list than on those of your audience. So you need to take definitive action to switch yourself out of this default position. Nor is it enough to identify the areas of the subject that are going to be most useful to the reader(s). You also need to gauge their likely level of interest. And, of course, if they have very little interest in the subject, you will need to work extra hard to grab and keep their attention. You can find out more about grabbing and keeping attention on our courses. But for now, you can download our free reader-profile questionnaire to help you focus on the needs of your audience.

How Eli Whitney Invented the Cottin Gin

How Eli Whitney Invented the Cottin Gin Eli Whitney was the inventor of the cotton gin and a pioneer in the mass production of cotton. Whitney was born in Westboro, Massachusetts on December 8, 1765, and died on January 8, 1825. He graduated from Yale College in 1792. By April 1793, Whitney had designed and constructed the cotton gin, a machine that automated the separation of cottonseed from the short-staple cotton fiber. Advantages of Eli Whitneys Cotton Gin Eli Whitneys invention of the cotton gin revolutionized the cotton industry in the United States. Prior to his invention, farming cotton required hundreds of man-hours to separate the cottonseed from the raw cotton fibers. Simple seed-removing devices have been around for centuries, however, Eli Whitneys invention automated the seed separation process. His machine could generate up to fifty pounds of cleaned cotton daily, making cotton production profitable for the southern states. Eli Whitney Business Woes Eli Whitney failed to profit from his invention because limitations of his machine appeared and his 1794 patent for the cotton gin could not be upheld in court until 1807. Whitney could not stop others from copying and selling his cotton gin design. Eli Whitney and his business partner Phineas Miller had decided to get into the ginning business themselves. They manufactured as many cotton gins as possible and installed them throughout Georgia and the southern states. They charged farmers an unusual fee for doing the ginning for them, two-fifths of the profits paid in cotton itself. Copies of the Cotton Gin And here, all their troubles began. Farmers throughout Georgia resented having to go to Eli Whitneys cotton gins where they had to pay what they regarded as an exorbitant tax. Instead planters began making their own versions of Eli Whitneys gin and claiming they were new inventions. Phineas Miller brought costly suits against the owners of these pirated versions but because of a loophole in the wording of the 1793 patent act, they were unable to win any suits until 1800, when the law was changed. Struggling to make a profit and mired in legal battles, the partners finally agreed to license gins at a reasonable price. In 1802, South Carolina agreed to purchase Eli Whitneys patent right for $50,000 but delayed in paying it. The partners also arranged to sell the patent rights to North Carolina and Tennessee. By the time even the Georgia courts recognized the wrongs done to Eli Whitney, only one year of his patent remained. In 1808 and again in 1812 he humbly petitioned Congress for a renewal of his patent. Eli Whitney - Other inventions In 1798, Eli Whitney invented a way to manufacture muskets by machine so that the parts were interchangeable. Ironically, it was as a manufacturer of muskets that Whitney finally became rich. The cotton gin is a device for removing the seeds from cotton fiber. Simple devices for that purpose have been around for centuries, an East Indian machine called a charka was used to separate the seeds from the lint when the fiber was pulled through a set of rollers. The charka was designed to work with long-staple cotton, but American cotton is a short-staple cotton. The cottonseed in Colonial America was removed by hand, usually the work of slaves. Eli Whitneys Cotton Gin Eli Whitneys machine was the first to clean short-staple cotton. His cotton engine consisted of spiked teeth mounted on a boxed revolving cylinder which, when turned by a crank, pulled the cotton fiber through small slotted openings so as to separate the seeds from the lint a rotating brush, operated via a belt and pulleys, removed the fibrous lint from the projecting spikes. The gins later became horse-drawn and water-powered gins and cotton production increased, along with lowered costs. Cotton soon became the number one selling textile. Demand For Cotton Grows After the invention of the cotton gin, the yield of raw cotton doubled each decade after 1800. Demand was fueled by other inventions of the Industrial Revolution, such as the machines to spin and weave it and the steamboat to transport it. By mid-century America was growing three-quarters of the worlds supply of cotton, most of it shipped to England or New England where it was manufactured into cloth. During this time tobacco fell in value, rice exports at best stayed steady, and sugar began to thrive, but only in Louisiana. At mid-century the South provided three-fifths of Americas exports, most of it in cotton. Modern Cotton Gins More recently devices for removing trash, drying, moisturizing, fractioning fiber, sorting, cleaning, and baling in 218-kg (480-lb) bundles have been added to modern cotton gins. Using electric power and air-blast or suction techniques, highly automated gins can produce 14 metric tons (15 U.S. tons) of cleaned cotton an hour.

Attributes of an Effective Teacher Essay Example | Topics and Well Written Essays - 1000 words

Attributes of an Effective Teacher - Essay Example As opposed to the traditional perception that the duty of the teacher is to "stuff" students with knowledge, I agree with the Socratic philosophy that learning should be elicited from the students. The understanding that students are imbued with the innate capability to reason and indeed the capacity to learn by the constant utilization of this rational skill should be the first attribute of an effective teacher. I believe that a teacher should recognize this innate skill of the student because it will change the approach that he uses in teaching. Ever since I started to become a private tutor, I have always believed in the capacity of the mind of the student under my tutelage. Thus, instead of just spoon-feeding them and "stuffing" them with facts and information, I tried to sharpen their ability to reason by asking questions as we go along the lessons. Instead of directly explaining forward what happens during a physical change, I challenged them by describing what happens when ice turns into water. This approach enables them to participate more in the lesson and made them better scientists. I have been using this approach ever since and I am confident that I will be remembered as the tutor who did not only passed on knowledge but draw them out of the students. In effect, I significantly enhanced the rational ability of all the students who were under my tutelage. The second trait of an effective teacher is his possession of adequate knowledge coupled with mastery of his field. This follows with the logical argument that a person can never pass on what he does not have. It should be noted that what the student learn is limited with the amount of knowledge that the teacher posses. In the maximum, he can only be as good as the teacher and this makes it imperative for a teacher to equip himself with all the knowledge in his field possible. The basic requirement for a French as a second language teacher is the fluency and mastery of the French language. Having born and grown in Algeria, French has been my mother tongue and Arabic is my second language. Thus, I am more than fluent in French and more importantly, I am very much confident in English language skills which will also enable me to teach French efficiently to English speaking students. During my travels as a flight attendant, I have used both French and English in conversing with passeng ers. A teacher's knowledge is futile without the good communication skill to impart this to his students. I believe that knowing is different from communicating what you know. There are a lot of people who are gifted with knowledge but are unable to communicate them well. Thankfully, I am blessed with both abilities. Having worked as a bilingual client representative, I am tasked to communicate with customers through all their account situations imparting my knowledge as well as the service that they deserve. This has not been easy as I know that I was not just communicating facts but is representing the company with these dealings. However, my good communication skills helped the company to address customer concerns and retain major customers. Flexibility defines the commitment, dedication, and sincerity which a teacher puts in his profession.

Crime Analysis in the State of NY and California Term Paper

Crime Analysis in the State of NY and California - Term Paper Example On the other hand, mayhem could be a combined assault or battery with exceedingly high deprivation of an individual to defend or fight for his or her life (Indermaur & Bennett, 1997). Therefore, these three crimes could be defined based on the following classifications: degree of physical harm, the intensity of crime committed, and the intensity of violence. Of all three of them, what is substantially less graphic is the assault. There is just an attempt to do physical harm in the assault, while in battery and mayhem; there is a remarkable and actual physical contact. On the other hand, mayhem is significantly most remarkable when it comes to the degree of physical harm because it could be combined assault or battery, however, there is an inclusion of disabling an individual to fight or defend one’s self. ...Finally, all these three crimes are considered violent, but sometimes assault cannot be significantly categorized as one due to the absence of physical evidence. Assault, however, may potentially result in psychological trauma and this could be remarkably used as evidence to recognize it as a violent crime based on the physical evidence. It is not hard to prove physical evidence from the battery because of the remarkable indication of violence. There can be actual inclusion of physical harm in battery and this evidence could be used to recognize the intensity of violence committed. Finally, mayhem may be potentially considered as highly violent due to a remarkable high level of physical evidence even to the point that it may cause the victim’s death. Classification Kidnapping False imprisonment Offense against a person’s liberty or freedom Remarkable (Bacigal, 2008) Remarkable (Bacigal, 2008) Physical movement A requirement (Bacigal, 2008) Not a requirement (Bacigal, 2008) Kidnapping and false imprisonment are all crimes committed against a person’s liberty or freedom.  

Internet Filtration Software Essay Example | Topics and Well Written Essays - 750 words

Internet Filtration Software - Essay Example It was basically designed against the online porn companies, it also counteract the tactics of aggressive website. There are many internet software choices available; I choose two which I think are best and the most popular. The overall rating is full and it is one of the oldest and the trusted filtering software in the market. It has a ContentWatch pooled Dynamic Contextual Analysis, remote administration, an innovative, user-friendly interface. The filtration capability is not as good as Net Nanny but it is also trusted by many people worldwide. It gives the facility to check your computer usage from any other computer. That's why it's easier. It also controls the personal information from going out unlike Net Nanny, it monitors chats, pop-up blocking and also shows history reports. It can also work with every browser and windows version plus Mac3. CIPA stands for Children'sInternetProtectionAct; it is especially designed for the safeguard of children against obnoxious or unsafe material on theInternet. CIPA amendments direct schools and libraries to have Internet safety and a technology-based method of blocking access to anything which is harmful for the child4. AUP (acceptable usage policy) are rules applied by websites owner, but there are million of websites which do not follow these like wikipedia or all sorts of blogs. So in that case COPPA jumps in and make it all these things work as it can control these websites. Our school has many things under control like messengers, wikipedia, and every porn website. Even though COPPA is for under 13 it applied to us aswell. Question 5: COPPA: The Children's Online Privacy Protection Act (COPPA) is a law created to protect theprivacyof children under 135. COPPA have much tighter rules and laws as compare to that of CIPA as COPPA also controls the excessive use of wikipedia and blogs. REFERENCES - COPPA. 2008. CRM sources. Retrieved on 13th November 2008. http://searchcrm.techtarget.com/sDefinition/0,,sid11_gci1262738,00.html - Guide to Effective Searching of the Internet. May 1998. Search Tutorial. Retrieved on 13th November 2008. http://www.psychologia.uj.edu.pl/wolski/Metodologia/Teksty/Isrch.PDF - Net Nanny Parental Control 5.6. 2008.Top Reviews. Retrieved on 13th November 2008. http://internet-filter-review.toptenreviews.com/netnanny-review.html - Safe Eyes. 2008. Top Reviews. Retrieved on 13th November 2008. http://internet-filter-review.toptenreviews.com/safe-eyes-review.html - What is CIPA. 2008. Internet.com. Retrieved on 13t

Implications For Classroom Teachers Education Essay

Implications For Classroom Teachers Education Essay Learning is the process that results in a relatively enduring change in a person or persons (Alexander et al, 2009: 186). According to Winn, 1990, learning is a dynamic process whereby the students knowledge and skills are different when compared before to after learning. Since teaching is the promotion of learning, our knowledge of learning and the corresponding theories in how we learn should inform our teaching (Muijs, 2007). Understanding how knowledge is developed can allow teachers to shape the methodological delivery of their subject content to match the theoretical frameworks underpinning how knowledge is enhanced. Attending to the way students learn can be used to foster effective teaching practices, allowing teachers to improve their practice, and ultimately enhacne the quality of the learners experience (Macleod Golby, 2003). A number of educational researchers, including Vytsgosy 1986, Piaget, 1976, Skinner 1974; Bandura 1986 amongst others, offer learning paradigms to explain how individuals learn. For the purposes of this assignment the extremes of this learning theory spectrum, which are represented by the Behaviourist and Constructivist theories of learning, will be discussed. Inevitably, learning and teaching poses a synergistic relationship, reinforcing the need for teachers to teach with an approach that reflects how students naturally learn (Muijs, 2007), and subsequently consider the implications of the learning theories on their classroom practice. The behaviouristic theory of learning Learning, according to behaviourists (Skinner 1974; Bandura 1986), is defined as the acquisition of new behaviour. The focus of behaviourism is the conditioning of observable human behaviour and revolves around the principal conception that a reaction is made in response to a specific stimulus (Prittard, 2009). This reaction leads to a consequence. If the consequence is pleasant and positive, the behaviour change becomes reinforced via positive reinforcement. With consistent reinforcement, the behaviour pattern becomes conditioned and is automatically activated upon stimuli presentation. Physiologically, behaviourist theories propose that learning is achieved through reinforcement of a particular neural pathway, which links the stimuli and response in the brain. This repeated activation and reinforcement ultimately strengthens the neural pathways and connections between the stimuli and specific responses, resulting in a faster, smoother implementation of certain responses (Pritchard, 2009). Behaviourists identify this form of learning as conditioning, where with consistent reinforcement the behaviour pattern becomes conditioned. Classical conditioning involves the reinforcement of a natural reflex or behaviours which occur naturally as a response to a specific stimulus. In contrast, operant conditioning involves reinforcing behaviour by praising it, or discouraging undesirable behaviour with punishment (Prittard, 2009). Constructivist advocates, including Vygotsky 1986 and Piaget (1970; 1976) amongst others, began to criticise the behaviourist approach, as it was seen too teacher centred and directed, void of meaningful learning and the teacher process was focused too much on individual rather than collaborative group work. In addition, the constructivist theorists challenged the behaviourist proposed separation between mental processing and knowledge, which had to be bridged by the role of a teacher (Prittard, 2009). The Constructivist Theory The constructivist movement was formed on Piagets (1976) and Vygotsky (1986) work who viewed learning as the effect of mental construction, whereby learners combined their existing knowledge with new information, to construct meaning and formulated their understanding (Cholewinski, 2009). The constructivist theory proposes that learning is an active, contextual process, a social activity, centred on constructing meaning and regards the learner as a responsible agent in their knowledge acquisition (Loyens 2007; Cholewinski 2009). In constructivist learning, individuals use world-based experiences in an effort to make sense of what they perceive and establish their understanding of their surroundings (Harris, 1994). Since constructivism involves learners to interact with their immediate learning environment, learning has been considered to be situation-specific and context-bound activity (McInerney and McInerney, 2002). Constructivism is an umbrella term to encompass the wide range of constructivist perspectives, which can be separated into two branches; cognitive constructivism (Piaget, 1976) and social constructivism (Vygotsky, 1986). Both sub-types believe that knowledge is actively constructed by individuals (Birenbaum 2003), however through the use of different mediums; either through a series of internal, intellectual stages (cognitive constructivism), or by social interaction (social constructivism). The numerous perspectives on constructivism within these two sub-types could be essentially grouped around a rooted assumption about learning. That is, knowledge is actively constructed by the learner (Birenbaum 2003; Harris and Alexander 1998). Piagets (2001) developmental stage theory, which represents cognitive constructivism, presents four age-referenced development stages which provide a theory of gradual cognitive development up to the age of eleven years old. The stages refer to an explicit age range and characterise the cognitive abilities necessary at each stage to construct meaning of ones environment. Social constructivism emphasises the role of language in the process of intellectual development. Vygotsky considered dialogue, usually with a more knowledgeable other, as a vehicle by which concepts are considered, shared and developed. The dialogue, which is based on learners pre existing and current knowledge (schemas), is then exploited to develop and construct new ideas and understanding. Vygotsky advocates that the process of learning involves moving into and across a zone of proximal development, which is aided by the intervention of another through support. The zone of proximal development is a theoretical space of understanding which is just above the level of an individuals current understanding. The process of giving support to learners at the appropriate time and level of sophistication to meet the individual needs is termed scaffolding. Scaffolding can allow the movement from one zone to another and assists in the passing through the zone of proximal development. From reviewing the literature, educational researchers which employ these constructivist principles select aspects from both strands of this learning theory (Biggs, 1979), and use constructivist theories as a generalised term. Therefore, for the purpose of this assignment, the term constructivism will reflect a collaboration of both social and cognitive strands; however specific branches and the implications of these strands are highlighted where necessary. Critique of learning theories and associated implications upon classroom practice A review of the literature suggests that behaviouristic learning does not offer students the chance to develop deep meaning and understanding (Entwistle Smith, 2002), but instead has a tendency to promote superficial learning of skills (Fosnot, 1996). Making a correct response and remembering content does not necessarily imply understanding, and consequently the actual understanding achieved through behavioural approaches is challenged. Marton et al, (1997) and Entwistle and Smith (2002) conclude that the use of rote memorisation represents a learning approach to a surface level of understanding, whilst establishing links with current knowledge, as encouraged by constructivists, reflects an approach for a deeper level of understanding. This suggests that academic and subject knowledge learning, based on the behaviouristic theory, may not be academically supported. Furthermore, from a constructivist perspective, the principle of learning using prior experience is also beneficial in promoting a deeper and richer understanding (Pressley, Harris Marks, 1992). Demerici 2009 advises that information which is connected to a learners prior experiences is more likely to be retained, explaining higher retention rates when a constructivist approach is adopted. (Demirici and Yavuz, 2009). Research suggests that learning through such constructive mediums, like discussion, participation and practice, are academically successful and associated with learning gains and knowledge retention (Demirci Yavuz, 2009). Dericimi also reported a significant difference in post-test grades and retention learning tests grades, with the constructivist approach being more efficient than the conventional, behaviouristic approach. Cumulatively, the research suggests that constructivist approaches lead to a richer and deeper understanding. It is therefore plausible to suggest that the quality and depth of understanding associated to a constructivist teaching approach is more likely to exceed that of the behaviourist approach. However, as Entwhistle and Smith (2002) identify, the association between memorisation and surface approach learning may be weak. Kember, (1996) and Watkins and Biggs (1996) reported that memorisation can be used to learn unfamiliar terminology, as the first stage to establishing understanding. This concept, where memorisation is part of meaningful learning, is defined as memorising with understanding (Marton, Watkins, Tang, 1997; Meyer, 2000) and has been conducted by students as a successful revision tool (Entwistle Entwistle, 2001). Controversially, Fox (2001) suggests that the constructivist theory may imply that remembering is not important, and that learning is solely centred on understanding concepts. However, neither of these are true, and being able to remember knowledge is an important prerequisite of learning. In addition, Biggs, (1998) and Jin and Cortazzi, (1998) have reported that constructivist teaching approaches dont consistently guarantee teaching effectiveness. Instead, traditional, more behaviourist approaches to learning in large classes has proven to be successful internationally, such as in China. Fox, 2001, argues that constructivism neglects the role of memorisation and mechanical learning techniques Arguably, due to the varying nature of meaning which is uncontrollably constructed by students, in some cases, rote learning and memorisation may be more useful when teaching factual concepts and where clarity in understanding is required. Rote learning may be used to help students cope better with some aspects of work that they find difficult. In addition, Smith (2001, 2002) affirms that rote learning can contribute to understanding. However, teachers must consider that rote learning is not an approach to develop understanding and therefore where possible, should be followed by attempts to encourage and promote understanding. For example teachers could consider engaging with the subject content and provoking discussion of the content in an effort to encourage more meaningful understanding. Group work may play a very important role in reinforcing subject knowledge and working to gether and collaborating with peers could be a useful teaching and learning tool. Ultimately, it appears that behaviouristic learning approaches can be beneficial for particular tasks such as establishing classroom behaviour (Prittard, 2009). For example, Muijs Reynolds (2003) report that standard school and classroom routines and expectations for behaviour can be successfully learnt through behaviouristic approaches. Therefore, teachers need to consider whether the learning is academic or behavioural before teaching the class. In the case of behaviour management, a strategy to quieten the class, such as raising of the hand, or counting down from three could be effectively used. In this case, the stimulus, such as the teacher raising their hand or calling out the number three, must be fully explained to the class. In addition, the stimuli must be fully visible and audible to the students, which is possible with a clearly risen hand or an assertive voice. The response desired, such as a student raising of the hand and silence, must be fully understood by students. It is important that the stimulus-response occurrence is repeated by the teacher and used regularly. The same strategy should be employed every time the teacher wants to quieten the class, establishing consistency of stimuli and behavioural response. This repeated activation strengthens the pathways, affording for a smoother and faster implementation of the response. Pupils should be made aware of the negative and positive consequences if they do not respond to the stimuli as desired and the consequences need to be kept consistent. Therefore, consistency of behaviour management strategies is crucial and classroom practice must adhere to the same strategise as the same stimuli is presented for a specific response. Behaviourism relies on reinforcement which is employed to condition the behaviour, and therefore is essentially the tool which brings about learning. Therefore rewards and punishments for behaviours must play a crucial role and actively administered within classroom practice. Behaviourism may therefore stimulate and encourage more use of positive reinforcement which has been a well recognised effective classroom practice (Elliott and Busse, 1991). However teachers must consider that rewarding children who are already highly motivated may not be as effective, and may actually lead to a loss of interest (Prittard, 2009) Rewards and praise have been shown to enhance motivation, and serve as an effective behaviour management tool, however, praising students may not come naturally to teachers. Behaviouristic approaches to learning appear to be more favourable to certain individuals, and teachers need to consider the pupils concerned and whether this approach to learning suits their learning styles, needs and ability. For example, Prittard (2009) reports that behaviouristic methods are more advantageous for those pupils who display anxious tendencies and low motivation. In contrast, those of higher academic ability perceive simplistic drill and practice unsatisfying and dull (Prittard 2009). In addition, some students demand understanding, yet adhering to behaviouristic learning approaches does not accommodate this requirement. In other situations, the concepts of learning without understanding can fuel frustration, lead to misconceptions and generate a difficult learning environment (Prittard 2009) Another important consideration is that behaviourist approaches dont take account of mental cognitive processing involved in learning. In contrast, constructivism emphasises that the learners must develop their understanding for themselves and constructivist researchers advocate that mental activity is the lifeblood of learning and the extent of what is learnt (Jonassen Rohrer-Murphy, 1999). However, the constructivist theory may imply that all individual differences in learning come down to the consequences of each learners history of learning (Loyens, 2008). Furthermore, although we do learn by acquiring knowledge from our environments through interacting with the external world, Fox highlights that the environment also acts upon learners. That is, we act and react, and learning can be achieved from both experiences. However, constructivism appears to fail to acknowledge adaptive instinctive responses as reactive forms of learning (Fox, 2001) and the role of talent in cognitive development. Furthermore, Fox (2001) and Bredo, (2000) argue that constructivism discounts the role of innate, motivational and genetic factors in knowledge construction, which have been proven to play a role in cognitive development and learning (Carey Spelke, 1994). Teachers therefore cannot assume that the products of learning are solely the teachers effort and thought; instead learning is externally and internally influenced. Importantly, teachers need to provide activities which engage and challenge learners. This demands a board array of work which is differentiated to the learners intellect.. Teachers need to offer scope of activities where the accustomed effort and activity falls on the learners responsibility. Differentiation is a critical implication in the classroom to assure that all pupils have to apply mental effort and take an active role in their own learning. Such opportunities would afford learner engagement and optimise the possibility of effective lasting learning taking place (Prittard, 2009). Personalisation is also crucial to ensure all learners, despite genetic and innate differences which may affect their learning are accounted for. If a pupil is set tasks which do not require thought or challenge, learning constructively will fail. Piagets stage developmental theory offers guidance covering the level of complexity that may be expected in a childs thought processes at approximate stages in their development. Piagets Theory may guide a teachers differentiation as to the ability of pupils, and the required scaffolding and support in order to facilitate the movement between zones of cognitive development. Whilst Piagets developmental stage theory influences principally primary school teaching practices, given the ages this theory is related to, the appreciation and awareness that cognitive ability develops with age is important to consider when teaching all ages. The exactness of the Piaget (2001) stage of development has been criticised since in it unclear and presumptuous to assume children will pass through the stages at specific ages, however, as a developmental process; this theory is useful in teaching practices Another implication for teachers is the questioning they employ within the classroom. To allow pupils to construct their own knowledge and understanding, questions need to be higher order and exploratory Moursund (2003), in accordance with Blooms Taxonomy (1956) , to include command words such as evaluate and synthesise. Moreover, questions need to be open-ended and allow pupils to develop their personal understanding though answering the questions, rather than simple closed questions, where the answers are already pre-determined. Pupils need to be given the opportunity to gradually learn processes and construct their own answers. Teachers can promote this using questions which encourage students to gradually construct their understanding, such as evaluate, synthesise and analytical questions. Another pitfall of the constructivist theory is that it assumes students actively seek resources and experiences, and therefore students understanding is dependent and anchored by their experiences and pre-existing knowledge. In addition, it is assumed that learners utilise the construed data to actively construct their knowledge (Renkl, 1999). Therefore, this approach to learning relies on students encountering experiences and applying these experiences to their pre-existing knowledge to develop their understanding. However, such experiences and world-based interactions may not be feasible or available to students due to their lifestyle circumstances. Consequently, teachers need to be aware that understanding and meaning is limited to the individual experiences of the students. In accordance with this assumption, the constructivist theory can explain why pupils conceptions and meaning do vary between each other (Taber, 2000). In addition, if the construction of knowledge is the acti vity of the learner, then the learner can only understand what they have constructed (Duffy Cunningham). Therefore, constructivism may be seen as subjective and relative (Duffy and Cunningham, 1996). This may lead to marking criteria discrepancies, confusion and inconsistency, and student misconceptions, which do not match reality. In addition, Duffy and Cunningham propose that if the constructions and meanings are different amongst students, the little shared understanding may challenge the ease of communication between learners and the class. This may jeopardise the effectiveness of class discussions and social interactions as a tool to enhance learning. Similarly, as construction is activity on part of the learner (Bruner 1966, 1971), what is constructed cannot be controlled by the teacher. Instead the learner has autonomy and self-regulates what understanding is established. Therefore the students constructed understanding may not parallel with other students, with reality or with the teachers construction and understanding, resulting in multiple understandings (Choleweskni, 2009). Consequently, teachers must not assume that the construction and understanding of a concept is universal between all students. Instead teachers must actively access and consider the alternative perceptions and understanding of the learners, hence why a transmission teaching approach is fruitless. On the other hand, teachers come into the classroom with their own construction and conceptions of subject content, and according to Patrick (1988), are not neutral. Therefore, a teachers understanding can colour the students understanding, and together, Patrick (1998) and Marton and Booth (1997) suggested that some teachers moulded the students construction of a concept to align with their concept interpretation. Einsworth and Collins (2002) conclude that the form of understanding impressed onto students is largely dependent on the teachers personal interpretation of the subject content. Therefore, although the constructivist theory assumes that the construction of understanding is the product of the learners interpretation exclusively, the constructivist theory does not account for the interplay between teachers and learners comprehension. To accommodate these pre-requisites of learning, the individuals knowledge needs to be continually assessed. As a regular classroom practice, formative assessment could be used as a regular approach to assess existing and new understanding, before moving to the next lesson. Formative assessment is a regular, informal mode of assessment, allowing teachers to monitor students progress, gain an appreciation of what has been learnt and adapt their teaching practices to optimise further learning (Black and Wiliam, 1998). Accordingly, given that learning is an active and evolving processes, formative assessment can be used by teachers to assess, monitor, challenge unclear perspectives and adapt classroom practices to accommodate the constructivist principles of learning. Therefore, it is reasonable to believe that constructivist approaches to learning favour the use of formative assessment and may prompt its use in the classrooms, which Atkin et al, (2001) reports as being very valuable. Since formative assessment alone is associated with learning gains, (Black and Wiliam 1998), learning is positively influenced indirectly via adopting teaching strategies which are aligned to learning constructively. Formative assessment may be undertaken through questioning, teacher and pupil discussion, peer and self assessment and interaction with peers. Formative assessment will also identify pupils individual learning needs, supporting teachers conduct in differentiation to assure pupils are moving forward, across their ZPD and optimise learning gains. However, with behaviourism, the opportunities for feedback are confined to only whether the response desired is correct or not. There is little scope for learning, or how to improve in order to meet the desired response. Therefore, under behaviourist approaches, feedback cannot be used for learning purposes, therefore opportunities for assessment for learning, which have shown to enhance learning, may not be fruitful. Consequently, limited feedback combined with the objective outcomes of behaviourist approaches mean that individual student needs are not necessarily part of the formulae when considering teaching strategies and subject content. The need to consider individual needs is undeniable, therefore such constraints of feedback extent presents a multitude of problems to the teaching and learning of students. Importantly, to help progressive learning and avoid developing misconceptions, teachers need to provide a clear focus and goals, with explicit learning objectives (Clarke, 2001), which are rooted within pupils existing knowledge. The clear objectives allow students to construct their ideas using current knowledge and understand the overarching direction and progression of their learning. Activating prior knowledge is important to elicit pre-knowledge, allowing teachers to decipher the students current levels of understanding. Teachers need to highlight the links between students existing knowledge and the new subject knowledge, to help the learner form bridges and facilitate their mental construction and cognitive processes (REF). By forming these links, students can activate and recall their pre-existing knowledge, and use this foundation to build and integrate new concepts. Teachers should encourage students to relate new knowledge to current knowledge and external experiences, allowing the new subject content to become embedded within the existing knowledge structures, contributing to or amending to the students schema. Since learning constructively is based on the addition of new content to current knowledge, the learner must have sufficient levels of understanding before new content can be used to construct more complex meaning and progress. Teachers and educators need to recognise and appreciate that new content cannot be built up until the foundations, such as current knowledge, is secured. Therefore constructive pedagogies include regular formative assessment to assure students understanding. When constructing new concepts and developing understanding, reviewing and reflecting on what has already been learnt also helps to establish and secure students previous knowledge. In addition, by asking what students understand before embarking on a new concept would help students form links between new and previous knowledge (Fulton). This reviewing could be done as a starter, but also plays a role at the end of the lesson, forming a plenary. Teachers should consider, incorporate and plan for well managed plenary to consolidate knowledge. Time to reflect upon what has been undertaken, the processes and the content gives the opportunity for internalisation and for a deeper level of understanding to be developed. Similarly, learning is most effective when learners become engaged, which means that teachers need to adopt an active approach to learning and involve engaging tasks to promote learning in the classroom. Learning using authentic tasks, which allow pupils to relate to their own experience inside and outside the classroom (Selinger, 2001) increases the probability of engagement with the task and supports findings that learning in a familiar context is most effective. Authentic tasks are likely to hold the attention and interest of children, and lead to a deeper level of engagement than with non-authentic or less authentic tasks (Fulton). Favourably, the constructivist principles match those fundamentals associated with effective contextual learning. Evidence suggests that learning occurs in real-life contexts and learning is actually linked to a context, as deduced by Macleod and Goldby 2003. Children working with new ideas in a familiar content are more likely to engage with the ideas, than if the same ideas were present in an alien context. Therefore teachers should strive to include more authentic tasks and set learning concepts which are aligned with students familiar contexts. If a learning activity falls beyond the cultural understanding of the learning, then learning is likely to be less successful than if it had been situated in a more familiar setting. .Meaningful contexts for learning are very important; however, what is meaningful for a teacher is not necessarily meaningful for the student. The association between the concept of learning being situated and the need for authentic learning tasks is evidence (McFarlane, 1997). However, the recommended approach to situation learning in meaningful contexts (e.g. Lave Wenger, 1991) has been argued against. Walkerdine, 1988, for example argued that if school learning became situated solely within the lived world of daily experiences, the opportunities for abstract reasoning and reflective activity, which are all constituents of constructivism, would become limited and sacrificed, whilst confining students to their local environment. An active learning approach can be achieved by encouraging students to explore concepts and ideas, and to follow their instincts (Wray and Lewis, 1997). Given that exploration can promote sequential development of ideas, it is likely to assist in the construction of new knowledge; the roots to constructivism. Classroom practice could be based on a discovery-based approach (Huitt, 2004);, where students can find answers out for themselves, answer their own questions through experimenting with new ideas and discuss their beliefs and thinking patterns with their peers. Importantly, engaging with each other reflects social interactions, which can be a vehicle to develop understanding using social interaction. Unlike behaviourist approaches where the teacher is the primary resources of knowledge and is influenced by their interests and perspective; knowledge construction offers the opportunity of learning to become dynamic and varied (Sudizna, 1997). The use of resources promotes more interactive learning and interest, which are both shown to positively influence learning. Supported by Winn (1990), student knowledge is dynamic and changes, that is knowledge and skills are different before learning to after instruction and Behaviourist approaches have been criticised for not addressing this dynamic nature of learning. In addition, behaviourism theory does not appreciate that students come into classrooms with prior knowledge. Conversely, the constructivist theory acknowledges that pre-existing knowledge is requisite of learning and that students enter classrooms with pre-conceptions, knowledge and beliefs which they deploy in constructing new understanding. (Jones, Carter, Rua, 1999) As already discussed, scaffolding is crucial for the learner to pass through their zone of proximal development, and can be undertaken by the teacher. Scaffolding can be practiced in the classroom in many ways, and teachers need to appreciate that this is fundamental to the educational progression of students and how this may be achieved. Support materials need to be widely available, such as a writing frame to support a particular style of prose, or a list of words to help in the process of completing an exercise, designed to assist understanding The provision of practical apparatus, especially in science, may help to explain the solution to a problem and is an engaging approach. Students can evidence reality and attach a sense of perspective and reality to their learning. Given the exploratory nature of constructivism, classroom practice needs to be supportive and generate an environment where the student feels safe to ask for help and comfortable in approaching the teacher. The teacher must be aware of the different supportive needs of the class, and meet these through differentiation and allowing time for class discussion, misconceptions and any lack of understanding. To help the teacher identify those who need more support than others, formative assessment can be incorporated to highlight the students individual needs that need to be addressed. Ultimately, this will allow tasks to be designed and geared towards the individuals learning ability. Unlike, behaviourism theories, constructivist theory appreciates the important rol