Ecosystem lesson plan

Students will be introduced to two new and different ecosystems and all of the elements that are found inside the ecosystems. As a category, pupils will build a Venn Diagram placing the distinguishable differences between the two ecosystems every bit good as any similarities. LESSON OBJECTIVE: Students will larn how the universe contains different ecosystems that possess similar and different elements. Students will besides be exposed to how workss and animate beings rely on one another in order to properly map. Last, pupils will detect the intense competition some animate beings and workss face in certain ecosystems. Students will larn this stuff through the use of synergistic direction. First, the pupils will listen, deduce, and callback earlier, during, and after the two books are read. Then, pupils will join forces to make a in writing organiser in the signifier of a Venn Diagram to expose their findings. A formative appraisal will be conducted by simple observation while the Venn Diagram is constructed. I will do mental note of lending pupils and guarantee that all pupils have had an chance to lend to the diagram or to the conversation. Materials: Tropical Rain Forests ( True Books- Ecosystems ) by Darlene R. Stille, Mountains ( True Books-Ecosystems ) by Larry Brimner, chalkboard or whiteboard. Concept: Ecosystems, animate being and works relationships Vocabulary: ecosystem, system, community, population, home ground, nutrient concatenation, manufacturers, consumers, decomposers, nutrient concatenation, nutrient web ( FlashcardExchange, 2010 ) MOTIVATION/INTRODUCTION TO THE LESSON: Today ‘s motive is reading two books. Students will hold merely completed a desert terrarium the twenty-four hours before and are go oning a hebdomad of merriment with ecosystems by listening to the teacher read two colourful and descriptive books!STRATEGIES/ACTIVITIES/PROCEDURES:Measure 1. Students ‘ attending is gathered.Measure 2: Students gather in a general seating country or stay quiet at their desks.Measure 3: The instructor informs the pupils that they will be listening carefully to 2 books about ecosystems. Each book contains similarities and differences and their occupation is to listen carefully or take notes in order to happen interesting facts! Following, I introduce today ‘s subject: comparison ecosystems and all it ‘s dwellers.Measure 4: Uncover the first book: Tropical Rain Forests. I identify all of the print constructs so begin reading page one. I allow pupils to inquire inquiries and do notes after each page.Measure 5: Have a brief treatment about the tropical rain forest ecosystem. Students make notes about what their fellow schoolmates have noticed.Measure 6: Uncover the 2nd book: Mountains. Identify all of the print constructs and get down reading page one. Students have the chance and are encouraged to inquire inquiries and do notes after each page.Measure 7: Have a brief treatment about the mountain ecosystem. Students make notes about what their fellow schoolmates have noticed.Measure 8: I draw a Venn Diagram on the board and label the 3 subdivisions. I ask the pupils what a Venn Diagram is.Measure 9: Students take bends raising their custodies and coming to the board to put specific similarities and differences sing the ecosystems into the Venn Diagram.Measure 10: Students besides observe the works and carnal relationships and note them in the diagram.Measure 11: Appraisal is taking topographic point.Measure 12: I verbally review the Venn Diagram allowed for support.Closing : â€Å" Can you call some workss and animate beings that live in the tropical rain forest that could ne'er last in the mountains? Why is that so? † Students exchange replies with their desk spouse, come to a consensus and a few portion their response with the category. â€Å" How is competition for nutrient different between these two ecosystems? † Students think and respond. â€Å" Yesterday we created a desert planetarium to demo us what populating in that ecosystem would be like. Today we have experienced two new ecosystems: the mountains and the tropical rain forest. Tomorrow you will all see how black the affects of an oil spill can be on certain ecosystems and it ‘s dwellers. Keep in head all of the different ecosystems we have covered every bit good as what they have in common! † Alterations: All pupils have chances to inquire inquiries every bit good as discuss with a spouse. This should enable pupils that have a difficult clip hold oning the constructs to pass more clip on the specific country they are confused with. These pupils can talk one on one with their spouse and will hopefully derive a better apprehension of ecosystems. Second, 3 visuals are utilized in this exercising that should make repeat throughout the activity. I should hold a general thought of which pupils will get the hang this aim before the lesson begins. However, this peculiar lesson is an full class-interactive lesson. These pupils will non have alterations because it is imperative that they listen to the guided reading and take part in making the Venn Diagram.BeginningsBrimner, Larry. ( 2000 ) . Mountains ( True Books ) . Nutmeg state: Children ‘s Press.FlashcardExchange. ( 2001-2010 ) . 4th Grade Ecosystem Vocabulary. Retrieved from hypertext transfer protocol: //www.flashcarde xchange.com/flashcards/list/260902Stille, Darlene. ( 2000 ) .Tropical Rain Forests ( True Books ) . Nutmeg state: Children ‘s Press.Webb, Dr. Tim. ( 2007 ) . Curriculum Standards- TN Department of Education. Retrieved from hypertext transfer protocol: //www.state.tn.us/education/ci/sci/index.shtml

Are Gertrude and Ophelia merely pawns in the world of Hamlet? Essay

‘Are Gertrude and Ophelia merely pawns in the world of Hamlet? Explore the plays representation of femininity, paying close attention to the role and function of each of these two characters in the play’. William Shakespeare’s ‘Hamlet’ can be seen as a chess game bought to life. The play depicts the events in a 16th century Danish royal family that unfold after a suspicious murder of the king. The plays two female characters Gertrude and Ophelia can be likened to pawns in this intricate web of lies and deceit, as their words and actions are dictated by the males of the play. This can be directly linked to the broader cultural understandings of gender roles in 16th century England, as women were portrayed as passive, weak and submissive to the males power strength aggression and action . As all texts position readers to interpret different characters in different ways, this text to can be read as empowering the females, by appearing to be submissive, in order to manipulate the men. However, as essentially Gertrude acts as a vehicle for Hamlets emotions, and Ophelia is primarily shaped to conform to external demands to reflect the male characters desires, the role of the women in Hamlet is primarily that of a manipulated pawn in a chess game that not even the kings can win. The play ‘Hamlet’ begins with the funeral of the former king of Denmark, that is simultaneously the wedding celebrations of the new king Claudius and his bride Gertrude, the young Hamlet’s mother and former King’s wife. Hamlet’s suspicions that â€Å"something is rotten in the state of Denmark† are later confirmed by the ghost of his father, who reveals Claudius killed him, in a bid to gain power and his wife, Gertrude. Hamlet then decides that he must get revenge on Claudius and so pretends to be mad, fooling his mother, lover Ophelia and Claudius. However, due to Hamlet’s procrastination, events take a turn for the worse as the end of the play brings about death to every main character through error of judgment. Gender roles in the play Hhamlet are a major factor dictating the lives of the females Ophelia and Gertrude. As strong masculinity was cherished, female traits were not desirable in a man, and this explains the actions of Hamlet, who acts in the realm of feminine for the first 4 acts. His fathers death bought about this loss of masculinity and Claudius further strips him of this honor by saying, â€Å"of impious stubbornness. Tis unmanly grief. † (Act 1 sc. 2, 94 ) thus Hamlet is left vulnerable and passive. He recognizes this in his second soliloquy, ‘Oh what a rogue and peasant slave am I,† and he shows his disgust at his feminine characteristics by loudly disapproving of Gertrude and Ophelia’s blatant sexuality. This is best shown as he shouts at his lover Ophelia, â€Å"get thee to a nunnery,† to preserve her purity and voice his disgust. Hamlet’s change of feeling towards Ophelia is a direct result of his dissatisfaction with his own short comings, and Ophelia has no choice but to conform to this change of attitude unquestionably. Therefore Ophelia through no fault of her own is faced with the fact she has lost her lover, but also her respectability, as it is well known she was not the innocent doyenne she is initially presumed to be, she is in the doghouse so to speak. Ophelia’s actions in the first part of the play are determined by her brother Laertes and father Polonious to great extent, as they warn her to stave off Hamlet’s advances. She states to her father, in response ‘my lord he hath importuned me with love in an honorable fashion,†(act 1 sc. 3)in such a way that would indicate she believes he genuinely loves her. Yet as he further challenges she submits without fight, â€Å"my lord I shall obey†(act 1 sc. 3) and is forced into an informant role. This lack of strength of character is in keeping with typical gender roles of the era, and is further evidence that whilst Ophelia feels differently, she is perfectly willing to go along with whatever the male figures in her life decide for her. As the play progresses we as readers gain the full force of the dependence Ophelia has on these characters, as their absence and later killing, drives her into the madness from which she never recovers. This culminates in her untimely suicidal death that sums up the purpose her role had in the play, to merely conform to the males desires and needs. She is Laertes ‘angel’, Polonious’s ‘commodity’ and Hamlets ‘spectre of his psychic fears’ . Ophelia could be called an unstereotypical female in the play, because she does not play the innocent virgin role, and she goes mad after the death of her father instead of quietly accepting it. However this more strongly reflects the weaknesses of her character ,the absence of her inner strength and reveals that she is too easily overcome by emotion, traits that are more prominently associated with females, especially in the 16th century. Thus Ophelia is dominated by the males in the play, due to her weaknesses that lead to her demise, much like a pawn on a chess board. Gertrude’s role in the play of ‘Hamlet’ is controversial, considering firstly her position of power, that she has continued to hold despite her late husbands death, as queen of Denmark. One would assume that Shakespeare, by placing Gertrude in this highly respected role is empowering her and her authority, therefore moving against broader cultural assumptions of femininity. This is certainly a possibility, given the lengths Claudius went to in order to satiate his lustful desires, as with the romanticized story Helene of Troy. That Claudius the new King would desire Gertrude as his wife, although she had already been married, had a son and was middle aged puts Gertrude in yet another position of power, but did this empower her? After all, it is certain Claudius’s main ambition was to gain the throne from his brother and so his marrying Gertrude provided, perhaps not love, but for an easy transition that would not bring about much controversy. Either way, as with Ophelia she does not take advantage of this power and is entirely submissive to Claudius. This is primarily because she allows herself to be manipulated. She is aware of the approved role of women and ascertains to it, as she states when watching the character reflective of herself in Hamlet’s play, ‘The lady protests to much, methinks’,(act 3, sc. 2, 226) Claudius effectively uses her throughout the play, most notably when he arranges with her agreement, for Polonious to spy on a conversation she has with Hamlet. This betrayal of trust to the son she loves demonstrates how easily she is led astray by persuasive men like Claudius and it is a serious weakness in her character. Essentially her role consists of a pawn, not a queen, passed between two kings who dominate her and her actions. This weakness translates to her relations with her son Hamlet, upon whom she dotes, and this is noticed by Claudius, ‘The queen his mother lives almost by his looks. ‘(Act 4,Sc. 7,11-12) That the norm of parental roles have almost been reversed, with Gertrude looking up to her son and idolising him, whilst Hamlet looks down upon her gives him a superior position, from which he directs her actions. This happens most noticeably in the closet scene with Gertrude, as Hamlet shames his mother into helping him to convince Claudius further, that he is in fact mad, despite the fact prior, she conspired with Claudius over Hamlet. Thus, this proves that she did not intentionally want to hurt Hamlet by conspiring with the king to spy on him, in the previous scene, but that she is so willing to be led that she will follow the directions of whichever male instructs her. This closet scene also gives rise to the climax of Hamlet’s rage, but in this intense emotional scene, we as readers are given no indication as to Gertrude’s feeling. It is in fact because her character is so negative, insignificant and undeveloped that she arouses in Hamlet the feelings that she is incapable of representing. This translates to her primary role being that of a vehicle for Hamlet’s emotions-thus she is again manipulated and used as a pawn for Hamlet’s emotional state. Not only this, but Gertrude can also be seen as the reason, at least for Hamlet, for the tragedy. Gertrude’s guilt and Hamlet’s disgust at her, had to be maintained and emphasised in order to supply a physiological solution for Hamlets actions. As Hamlet shamelessly uses his mother to prove he is mad, to show his emotions and provide a reason for his anger it gives rise to the question, who the real villain is in Hamlet. Gertrude and Ophelia, whilst looked down upon throughout the play for being blatantly sexual and susceptible to her passions and are thus blamed by Hamlet, are merely acting the role of pawns in a chess game, manipulated by the males. Each female appear only to fulfill the role of reflecting the males desires as is in keeping with the representations of femininity by Shakespeare. Whilst readers may emerge initially from a reading of Hamlet with the impression that Hamlet is the misunderstood hero, with Ophelia and Gertrude playing the interfering adulterous ‘ugly stepsister’ role, another reading is possible. That, through no fault of their own, the female’s submissive roles in fact corrupted the males to such an extent that they, even Hamlet became obsessed with the idea of power. So, although the females were manipulated by the males, it caused the opposite effect by empowering them, as they ended up as the reason for the males actions. In conclusion, though controversial, it is evident that due to the role and function of the females in the play, Gertrude and Ophelia were used by the males to such a point, that although the end result would suggest otherwise, their role consisted of nothing more than pawns in a chessgame. http://www2. students. sbc. edu/young02/hamlet. html ibid http://www. turksheadreview. com/library/introlit. html http://www. freeessays. tv/c2951. htm T. S. Eliot (1888-1965). The Sacred Wood: Essays on Poetry and Criticism. 1922.

How far a company in the UK faces barriers to new product innovation Essay

How far a company in the UK faces barriers to new product innovation - Essay Example enterprises were surveyed , mostly across the manufacturing and services sectors and predominantly those firms which had more than 10 employees, and focused primarily on the development of new products. The innovativeness of films in the 2005 survey was categorized into three distinct sub classes, i.e., (a) novel innovators, who introduced at least one new product in the market (b) imitating innovators who have not introduced at least one new product and (c) incomplete innovators, who had engaged in innovation activities but had not introduced any new product or process during the period. When all the participant firms were assessed on the basis of novel innovators, it may be noted that only 16% from all the various sectors were found to belong in this first category, as depicted in the graph below: As clearly evident from the graph above, manufacturing firms appear to have been the largest innovators, followed closely by financial and business services, and these sectors have also been the most profitable sectors. As compared to this, the approximate percentage of firms engaging in continuing new innovation activity in the same sectors in 2007 is provided in the table and graph below: It is significant to note that construction is the sector that shows the highest percentage of new innovation activity, while similar activities in the manufacturing sector appear to have declined (See Figute 3.1 in 2007 survey). However, when this is compared to the extent of continuing innovation activity, the graphical representation changes as follows: This reveals that innovation activity has been continuing in the manufacturing sector, while the extent of continuing innovation is low in the construction sector. This appears to suggest that the patterns of innovative activity have changed; the drive to develop new products was greater in the manufacturing sector in 2005 which has been continued, while the manufacturing sector may be experiencing a similar drive towards

Installation project Assignment Example | Topics and Well Written Essays - 1250 words

Installation project - Assignment Example The main purpose for this installation will be to ease the service delivery in the airport making it more comfortable for the travelers departing and those arriving. This will not be just limited to the passengers but all the activities that take place at the airport in general. The project will be meant to monitor movement of air traffic, movement of road traffic to and from the airport, movement of goods within the airport and to an extent the weather conditions at the airport. This information will be crucial in reducing the intensity of travelers while at the airport. While undertaking this project, it is important to understand that the area in question is a normal 2D earth surface that will have to be transformed into a 4D Euclidean surface using the transformation mathematical formula. The surface will further be embedded into maps and metrics using the same concepts as those used in 4D Euclidean space transformations. 2. A general survey will have to be conducted across the airport to determine the general layout and nature of the airport. This will involve picking of data about feature s such as buildings and other structure s available at the airport. This task can be carried out by a surveyor or a GIS technician. 3. After analyzing the layout of the airport, the site engineer will choose a point at which the giant bear will be installed taking into consideration the movement of air traffic and passengers and also its proximity to the main travelers’

Summary on Creep Behavior of Discontinuous SiC-Al composites Essay

Summary on Creep Behavior of Discontinuous SiC-Al composites - Essay Example The first experiment tested compressed creep on SiC with 3-5 wt. percentages of Li at a temperature of 505-866k. The results showed that Li increases the strengthening power of SiC and its wetting behavior. The second experiment tested the creep behavior of SiCw and SiCp covered with aluminum alloy at a temperature of 505-644k. The results showed that both composites were steady but SiCW was more resistant to creep compared to SiCp. The results were because of the variations in the components load bearing abilities, their strengths and the applied temperatures. The conducted experiments revealed that the quality of creep rates depend on the applied temperatures and stress (Mohamed, Park & Lavernia 22). The article also used the shear lag method to test the creep rate of discontinuous composites by applying stress and geographic parameters. In this method, the composite has short fibers inserted in the creeping matrix; the shear transports the load from the matrix to fiber and this ap proach applies creep power law. This method is efficient in transferring the load from matrix to fiber and handling stress level within the fiber. ... In the experiment, the composite phase acted as a regular aligns and there was periodic array of fibers. The experiment applied the creep power law by ensuring that reinforcement phase remains elastic (Mohamed, Park & Lavernia 26). The results indicated that matrix develops higher stress, which reduces composites creep rates. It also showed that geometry arrangements affect the quality of the creep rate. Indeed, the results note that creep law favors the Ag-40wt. percentage composites only but not the composites of SiC-Al (Mohamed, Park & Lavernia 27). Considering the obtained results, the article explains the deformation models using dislocation motion. It analyses whether similar dislocation processes can be applicable for both DS alloy creep and the SiC-Al composites creep. In addition, the article also evaluates successfully the characteristics of deformation process on DS alloys and SiC-Al composites. The article highlights the strain exponent of creep and identifies the followi ng assumptions. Firstly, the high stress exponent and variations results from threshold stress. Additionally, the threshold stress and strength applied on the creep depends on applied stress and lastly, the activation energy for SiC-Al composites and DS alloys are similar (Mohamed, Park & Lavernia 30). The article concludes that SiC-Al composites and DS alloys have similar creep behaviors regardless of their stress exponent and activation energies. Importantly, the article identifies that shear log assumptions on the creep behavior of SiC-al are inconsistence. Indeed, the study offers the similarities in the creep behavior among composites, the evidential calculations and dissimilarities among activation

The Financial Crisis And The Lender Of Last Resort. What Is The Role Essay

The Financial Crisis And The Lender Of Last Resort. What Is The Role Of The State And Central Banks - Essay Example The state every time after undergoing a crisis had to interfere in the monetary policies adopted by central banks and frame suitable policies for recovery. This has continued to be a regular phenomenon. Even for the current scenario the state as well as central banks have very carefully made certain changes in existing laws and imposed certain new legal restrictions to deal with the economic conditions post crisis. Appropriate monetary and fiscal policies have become a necessity right from the emergence of crisis. They are framed as per the needs of the respective countries. Governmental policies play an active part in setting up an effective regulatory framework that control all segments of financial services2. The concepts of economic Law and monetary law at the international levels have been merged together for establishing rules for regulating financial services globally. With this at the backdrop the paper intends to give a detailed description on the role of central banks and s tate during financial crisis and how reforms undertaken have brought about a change in the situations post crisis. World economy has suffered from a series of crisis dating back to the days of World War II which left the economy into a miserable state. The great depression of 1929 proceeding World War II deserves mention in the list of economic disasters. The financial crisis at the end of 1998 in the West hampered the normal functioning of many liberalized markets and private sectors3. The most recent has been the global financial meltdown in 2008-09 which led to vast unemployment and demand cuts. It was found that some features of monetary policies could be blamed for such a crisis. The defects of the prevailing macroeconomic framework had been realized immediately after the crisis. It needed a reconstruction for recovering from crisis. Monetary policies under pre crisis situation State had given central banks much freedom so as to frame monetary policies for the country. It was b elieved that the central banks should be allowed to frame monetary policies independently so as to maintain a stable price system in the economy and minimize the chances for high inflation. For giving this independence to the central banks modifications were made in the policies during 1990. But such a freedom proved costly to the state as it was utilized elsewhere like short term demand management. Besides the ‘flexible inflation targeting’ policy adopted by central banking system ignored the problem of instability in inflation. Established with the purpose of reducing output volatility, the inflation policy initiated instability by limiting information about inflation output gap. Errors were detected in gap measurements and this diverted the economy from the right track. The issue of liquidity and money were also ignored and this favored the climate for economic downturns. The inefficiency of the adopted theoretical models was revealed during crisis.4 The models did n ot have practical implications. While looking upon the stability of one period it did not consider important factors that also contributed towards stabilization. It neglected a wider picture of the assumed period. Fitting models only on the basis of empirical data could not be considered enough. It was equally necessary to look upon the causes of instability and capture those factors in the model5. The 2008-09 financial crises has taught a lesson to many risk loving investors who were lured by

Strategic Management Essay Example | Topics and Well Written Essays - 500 words - 12

Strategic Management - Essay Example The model focuses on manufacturing hardware and software. This is mainly through contracting manufacturers such as Foxconn and also focusing on the integration of software in order to complete user experience (Hill & Jones 2013). However, the current expansion of its market has been supported by the changes in its business model. This is through changing its business model to accommodate selling of its products through the retail channel, playing the role of wholesaler, while also selling directly to its consumers who are located in different parts of the world. The Apple strategy to continue increasing its market share could not have been possible if the business model is only focused on a single market segment. For instance, the recent increase in the overall performance of the company in the market can be attributed to the support that emanates from the internal business model. Therefore, for the company to implement its strategy successfully, it must have a strong business model which is growth oriented. In order for the business to maximize its returns in this attractive market, focus should be on intensifying its competition levels in the market. This is through allocating funds to the marketing department in order to enable it to stage a strong campaign to persuade the customers to purchase the company’s products. The campaign should use audio, visual, and print media in order to reach all customers irrespective of their geographical location. The reason behind prioritizing the marketing of products is because increasing the level of production would not guarantee the company success if the customers are not aware of the existence of the product in the market. As a result, the financiers should prioritize making the company to be well known by the potential customers. This strategy would enable the firm to penetrate the market and position them strategically in the market. In

Compare and contrast the development of the colonists of Virginia, the Essay

Compare and contrast the development of the colonists of Virginia, the Puritans of Massachusetts, and the Native Americans of th - Essay Example Following that was persecution of the confessed puritans which led to their migration in escape of death. Back home in England, the church had big influence on the on people way of life and the diplomatic matters towards governance. So, when they settled in, they aggressively practiced their faith regardless of the say of the welcoming Indian inhabitants. The churches were started in New England, spread all through to Massachusetts, Connecticut and New Hampshire among others. The church leaders and the ministers were selected based on electorate method by all. â€Å"American Puritans could form churches with their owner will, in which they chose priest by themselves and they managed by themselves. There was no rigid hierarchy in church.† (â€Å"Review of European,† 150). The puritans had long desired to rule themselves and with time, the church popular concept based on their democratic free will spread across to other settlers; which led to the embrace of democracy in A merica today. The Indian Americans, for a long time had a different social structure of leadership more embraced on monarchy. A chief leader referred to as ‘sagamore’, directed the Indian people in various tribes, enforcing governance from within. If there was no son or the son was not old enough, then the widow was allowed to rule. â€Å"The right to rule (power and respect) came primarily from inheritance although some significant accomplishment or assertiveness by a warrior, for example, could qualify him to be a sagamore.† (â€Å"Narrative: Three Indian,†). This was arbitrary ignored by the white settler whose influential religious believes had sunk deep in Massachusetts. The puritans came in with the structured electoral rule while the Indians were ruled under monarchial system. Differences in cultures: The puritans’ women played no role in church and governance. All the important decisions were made by the clergy who were singly men. They had made their religious faith their culture and every action they deed had a supportive reason rooted in their faith. In the mid 16th century after the Europeans had settled they opened schools and colleges so as to promote education for every individual. Their strong motive was to enable everyone read the Bible as a plot to raise and ensure growth in Christianity. Puritans strictly followed the Bible doctrines and were keen to every little social detail. They marked the Bible as the peak book that contains right guide that can free a man from the trouble of sin that he entered in. They instilled education in schools and colleges something that the woodland Indian communities never implied to. A review of the European study reveals that â€Å"Puritans formed the first formal school in1635, which was called the Roxbury Latin School. Four years later, in 1639, the first American College –Harvard College was established.† ( 151). All this would later enforce Christianity and civilization; a literate population in the North. The American Indians instead lived in assembled families in dispersed villages and at times would meet for festivals at different season. It was a tribe who practiced fishing, hunting and gathering. Women would gather while men hunt wild animals for food and fur for trading. Native

Should be Abortion be Allowed Essay Example | Topics and Well Written Essays - 750 words

Should be Abortion be Allowed - Essay Example According to the essay very important reason as to why abortion is not right and therefore should be condemned is because there are very many other safe options to whatever the problem a pregnancy poses in one’s life. The United States alone has over2 million that are unable to get their own children and therefore are more than willing to adopt. It would be more human and wise on the part of a woman who finds herself with an unwanted pregnancy to give birth and then give the baby up for adoption as this will allow the baby enjoy life. Ending a baby’s life is therefore an act of cruelty and selfishness as one sacrifices a precious life that would have been loved and raised by other willing parents. From this study it is clear that abortion can also be harmful to the mother; by deciding to procure an abortion a woman places her life at get risk of being negatively affected. Psychiatrists have opined that over 65% of women who have had abortions are found to show the signs of post-traumatic stress disorder afterwards. Many women end up in depression since they regret their actions and this can really affect their health. Other medical effects can also follow such as failure to failure to conceive in future, sicknesses and even in some cases. It physically affects the victim in a way that is dangerous. Abortion in itself is also brutal as the life of a living baby is taken away in a manner that is painful. It is therefore by all means wrong for someone to imagine ending a baby’s life in a way that is harmful. Even with many adverse effects of abortions those people who belong to the pro-choice school believe abortion should be left to the choice of the individual. According to this school thought the woman should be left to choose what is done in, on and with her body. This is agreeable across the board since everyone has the constitutional right of choice but the bone of controversy arises when life of an innocent is involved.

Essay on video games violence Essay Example for Free

Essay on video games violence Essay The gaming industry greatly impacts how people, from young children to adults, spend their time. According to Health Magazine (2009), â€Å"90 percent of kids aged 8 to 16 play video games, and they spend about 13 hours per week doing so (more if you’re a boy). † Whether its educational, or just plain fun and entertainment video games have evolved greatly in the last 40 years. Today’s sophisticated games are in a class of it’s own with it’s realism and impressive graphics. With this ever advancing technology, comes better games with realistic situations. There’s no harm in playing video games for recreation. However, the problem lies within the violent video games and the aggression that these video games cause in children. For years researchers and experts have issued studies linking video games to aggressive behavior. It’s a controversial subject, nonetheless, it shows just how powerful the affect the games have on children. To illustrate, CBSnews. com reports a story of a 17 year who bought the popular game, â€Å"Grand Theft Auto†. In this game, the player is encouraged to do as much illegal activity and engage in as much violent behavior as they can to be rewarded with accolades and higher points. The more heinous the act, the higher you move up in the game. After playing this game for nine months, the 17 year old gunned down three men, two police officers and a dispatcher in a county jail, in the same style he was trained from the video game. In the kids statement to police, he said : â€Å"Life is like a video game. Everybody’s got to die sometime. † This is just one example of aggressive behavior as a result of violent video games, but there are many more cases. Children’s minds are very impressionable, and violent video games are harmful to their minds because of how interactive and realistic these games can be. According to research by child psychologist David Walsh, as further reported in the article, violent video games can be linked to physical aggressive behavior in children because of the brain. His study revealed that the teenage brain is not fully developed. Violent video games have a deeper impact on a teenage brain versus an adult brain. Walsh further states, it’s â€Å"largely because the teenage brain is different from the adult brain. The impulse control center of the brain, the part of the brain that enables us to think ahead, consider consequences, manage urges thats the part of the brain right behind our forehead called the prefrontal cortex. Thats under construction during the teenage years. In fact, the wiring of that is not completed until the early 20s. Therefore, since children’s mind are still underdeveloped, violent video games have a negative effect and cause children to believe aggression is appropriate. From the National Institute on Media and Family, six medical groups issue warnings as to the effects that violence has on children: (1) â€Å"Children will increase anti-social and aggressive behavior. (2)Children may become less sensitive to violence and those who suffer from violence. (3) Children may view the world as violent and mean, becoming more fearful of being a victim of violence. (4) Children will desire to see more violence in entertainment and real life. (5) Children will view violence as an acceptable way to settle conflicts. † From studies to real life examples of violent behavior, video games has shown to have an influence on children’s behavior. Violent video games will not be going away anytime soon. The only solution to combat the issue of violent video games is for parents to be actively involved in their children’s free time and take an interest in what their children play. Once parents are informed on their decisions to allow their children to play violent video games, they will know that if choosing violence, it will have an effect on the impressionable child mind.Parents beware. References Harding, A. (2008). Violent video games linked to child aggression. Health Magazine. Retrieved from http://www. cnn. com/2008/HEALTH/family/11/03/healthmag. violent. video. kids/ Bradley, E. (2005). Can a video game train someone to kill? Retrieved from http://www. cbsnews. com/stories/2005/03/04/60minutes/main678261. shtml 2010. Fact Sheet. National Institute on Media and the Family. Retrieved from http://www. mediafamily. org/facts/facts_vlent. shtml.

Effects of suicide bombing on dera ghazi khan criminology essay

Effects of suicide bombing on dera ghazi khan criminology essay Suicide bombers blow themselves up in order to attack people or property. They may attach explosive to their bodies, which permits them to access crowded areas where placing explosive would otherwise be difficult. Other suicide tactics involve using vehicles to create dangerous accident or run into buildings. In Pakistan mostly the teen agers take participation in suicide attack in the recent past. As of July 2007, before the Lal Masjid assault, the volunteers for self-martyrdom tended to be young, ranging from 18 to 24 years (Dawn, 2009). The main objective of the present study is to assess the socio-economic and Psychological effect of suicide bombing on community. The Universe of study will be comprised of the city areas of Dera Ghazi Khan. The sample of present study will comprised of 120 respondents. The data will be collected from two union councils of city Dera Ghazi Khan that will be selected through simple random sampling technique. Multistage sampling technique will be used . At first stage, two union councils will be selected. At the second stage, two colony/Blocks will be selected through simple random sampling technique and the third stage, 60 respondents (30 from each blocks/colony) will be selected randomly and over all 120 respondents will be interviewed. Research tool (Questionnaire) will be constructed to get information according to the objectives of the study. To check the accuracy and suitability of research tool, 10 respondents will be pretested. After making suitable corrections, final data will be gathered. And it will be analyzed by using appropriate statistical techniques (descriptive and inferential). The results will be presented in the form of M.Sc.Thesis. Need for the project: Islam and suicide bombing: The Quran mentions fighting (military jihad) in some 38 verses. Fourteen of the verses, make glancing reference to fighting in the way of Allah (which can mean anything from defensives military operations to a purely personal struggle to improve spiritual conditions). Seven of the verses criticize cowardice in battle. Three verses deal with Gods commands to the (ancient) treacle of Israel to fight against oppressors, two verses deal with the subject of those who break treaties, two refer to losses in battle suffered by unbelievers and two concerns the offering of peace. The remaining verses refer variously to the account of a battle, an attack on Muslims, the experience of fighting, provisions for battle and fighting during Ramadan (Dewdney, 2003) And fight in the way of Allah those who fight you. But do not transgress limits. Truly Allah loves not the transgressors. (Quran, Surah Al-Baqarah 2:190). What is suicide Terrorism? Clear operational definitions and well-defined variables are challenge to researcher who studies suicide terrorism. Some conference attendees disagreed on which definitions of suicide terrorism to use. Andrew Silke of the University of East London noted that through out history, acts that some might dismiss as crazy or diabolical have frequently been employed as rational terrorist tactics. Examples include Catos self-inflicted stabbing and Samsons destruction of the temple where he was held. He noted that groups that have used suicide as a tool include Japanese samurai, English suffragists, IRA hunger-strikers, and Japanese Kamikaze pilots. Silke also raised the questions of how we should consider last-stands battles, such as the Spartans at Thermopylae or Americans at the Alamo. Silkes historical frame work prompted the panel of experts to debate how best to determine the difference between suicide and suicidal (high-risk) acts. Central to the discussion was deciding whether an act that is considered suicidal contributes seminal knowledge to the under standing of suicide terrorism. In other words, should the definitions of suicide terrorism be limited to actions that result only in suicide of should suicidal acts be included as well (Michael, 2006)? Suicide bombing has justly been centre of tending in recent years. A common perception among public and even scientific community is that suicide bombers are abnormal in some way and must be mentally ill. So for there have been no evidence that people who perpetrate the suicide bombing are with mental illness. (Clovard K, 2007). The black and white and simplistic thinking like I am good and right You are bad and wrong are the beliefs which may be fundamental these acts. These beliefs distance people from their foes and make it easier for them to kill people with plain little or no sense of compunction or guilt. However these may be over simplifications for a very complex phenomenon. (Merari A, 2007). Suicide bombers blow themselves up in order to attack people or property. They may seize explosive to their bodies, which allows them to approach crowded areas. Other suicide tactics involve using vehicles to create deadly accidents or run into buildings. Suicide bombers in Afghanistan and Iraq have driven trucks with explosives into buildings to attack them: The 9/11 hijacker flew planes into the World Trade Center and the Pentagon. Suicide attackers know that they will die for their causes, and are therefore believed the most attached of terrorists. However, there is much professional supposition about the motivations and mindset of suicide bombers (Zelman, 2008). Several news papers reports and information from news channels suggested that the phenomenon of suicide bombing is new in Pakistan. November 6, 2002 marked the occasion when a lady blow herself in front of news paper office in Karachi, injuring 6 people. Since the there have been 40 incidents up till now exacting more than 832 lives and injuring about than 1762. There have been constant rise in the incidents since 2006 with its peak in August 2007. NWFP is the most affected province followed by federally administered Tribal Areas (FATA). Regarding targets of the security personals have been the main target of suicide bombings, followed by other religions sects (Kaplan A, 2007). Psychology of terrorism and especially suicide bombing has drawn so much attention compared to other threats to life in recent years. This perception and attitude aspect to suicide bombing of perpetrators is of great interest to social scientists as well as psychiatrists and psychologists. Therefore psychological explanation of such a behavior could be of interest to many segments of society. Psychological perspectives could explain this extreme behavior of suicide bombing to some extent, though may not be fully applicable to all cases (Kaplan A, 2007). The curse of terrorism have left negative imprints on the economy of our country and devastated the socio conditions of our society also. A large number of domestic investors have flown away due the prevailing shadows of suicidal attacks and foreign investors also avoid investing their capital in our country. Which is one of the main sources that stabilize our economy? Many bread-winners of families have been victimized by this evil currently prevailing in our country. On socio front, the element of uncertainty have created in the minds of masses while going outside for job or business, no one knows whether he/she will come back home or not. (Jones, 2008). Purpose of study: District Dera Ghazi Khan geographically located in a key position and preferring the role of heart. All provinces (Sindh, Baluchistan, Khyber Pakhtun khwa and Punjab) are connected here. National trade and social mobility depend on the calm and peaceful environment of this area so the purpose of this study will be to highlight perception of common people of the area about the suicide bombing and also the atmosphere of uncertainty in their social and economic life. In this study, research will concentrate on the perception of people and to examine that how suicide bombing affects their social and economic life. Most previous studies had focused on infrstctural loses of suicide bombing and I will try to high light the social economic and psychological effects of suicide bombing according to the perception of common people. OBJECTIVES: 1. To find out the socio-economic characteristics of the respondents. 2. To examine the perceptions of people about suicide bombing and its impact on their Socialization process. 3. To find out the perceived impact of suicide bombing on community psychology and Economy. 4. To suggest some possible measures for the reduction of suicide bombing. Review of literature: Saxton (2002) recommended that the economic cost of terrorism is comparable to a security or terrorism tax due to the extra cost of security. These diverse costs represent a supply side shock to an economy and can be very large. For example, in Pakistani Army or security forces clash against terrorist in Wana and Swat and much amount spent on this war it is burden on the country. Abadie and Gardeazabal (2003) the impacts of terrorism on (GDP) Grass Domestic Product per capital in our Country a region that has been weighed down by terrorism. They make an unreal region that consists of a weighted combination of different regions of our country that is planned to act as a counterfactual. It is intended to reflect an economic profile of the region before the start of terrorism. The author says that if any country faced terrorism and then people live difficult life. Palmer (2003) the author explored the general phenomena of terrorism, in a try to inform understanding of terrorist act. He stresses the need for contextualization of acts to terror, their perpetrators their effects on population and individuals, and attention to the psychology of groups. The author covers a brief history of terrorism organizational requirements of terror groups and process of recruiting personnel to them the; the means motives and opportunities terrorist exploit in their work; the need for communication with terror groups; sacrificial death governmental responses to terrorist acts and fear the mental health. The author proposed that terrorist organizations perform some of the functions of a family; that act of terror are propaganda by dead; that terrorism more precisely media treatment of it, breeds formless fears which may directly need to the development of fear-based symptoms and illness with in societies. He noted that terrorism is an enterprise from which many players benefits; that terrorism has a shadow in counter-terrorism, which may range from benign to malignant and that psychiatry could, in this context, acknowledge its bias towards individual psychology and rectify its lack of understanding of groups and the behavior of individual within them. Robert (2003) in his book dying to win; the strategic logic of suicide terrorism controverter many widely held beliefs about suicide terrorism. Based on an analysis of every known case of suicide terrorism from 1980s to 2005 (315 attacks are as part 18 campaigns), he concluded that there is little connection between suicide terrorism and Islamic fundamentalism, or anyone of the worlds religions Rather, what nearly are suicide terrorist attacks have in common in a specific secular and strategic goal: to compel modern democracies to withdraw military forces from territory that the terrorist consider to be their homeland. The taproot of suicide terrorism is nationalism; he argues it is an extreme strategy for national liberation. Robert work examines group are diverse as the Basque ETA to the srilankan Tamil Tigers. Robert also notably provides further evidences to a growing body of literature that finds that the majority of suicide terrorist do not come from impoverished or uneducated background, but rather have middle class origins and a significant level of education. Tavares (2003) explained that those who conserve suicide attacks are forced by religious beliefs suggest that the bombers believe that God has sent them on a task. They are motivated mostly by the assure of a happy after life and heavenly reward and the threat of pretty payback their basis is that by blowing themselves up in a crowd of people, they are making themselves martyrs and forge their own entrance to heaven. Blomberg, Hess and Orphanides (2004) estimated a number of models in a challenge to estimate the economic cost of terrorism. Using panel regressions calculating for country-fixed effects, they find that the living in a society we faces many problems but the terrorism is big threat for our safety and our country. No one knows that if he go to the job and he come back home or not. And with this curse our total economy affected because foreigner investor not comes here for business. Chen and Siems (2004) determine the impact of terrorism on justice index with an occasion study method. Unusual takings (deviations of situation-event key ethics from the pre-event average) and increasing irregular takings are the needy variables and the number of military and terrorist trial is the events. Using abnormal and collective abnormal returns on the Dow Jones Industrial Average equity index, the authors discover that of the eight terrorist incidents. Nitsch and Schumacher (2004). He suggested that Religious Terrorism is terrorism fragrant by groups or individual, the drive of which is usually fixed in the trust based tents. Terrorist acts during out the centuries have been performed on religious basis with the wish to either reach or implement a structure of belief, point of view or judgment. Religious terrorism does not in it self essentially define a specific religious stand point or view, but instead usually defines an individual or group view or analysis of that belief systems teachings. Piskhiatr and Korsakova (2004) stated that the consequences of terrorist threat and terrorist acts for mental health of the individual, groups of individuals and community in general were analyzed. Mental disorders emerging in the victim of terrorism is described. The problem of terrorist threats use as a psychic weapon is discussed. Tolerance of population to terrorism can be divided into two types that is psycho physiological and socio-psychological. The ways for elevating tolerability to terrorist threat and terrorist acts are suggested. Help in the centers of terrorist acts must be of the complex character, benign provided by different specialists including psychologists and psychiatrists. The importance of state structures and support in this work is emphasized. Abadie and Gardeazabal (2005) examined the impact of terrorism on foreign direct investment (FDI) which, they make up, may be superior to its impact on economic growth. Different other studies, which use also the number of losses or the number of terrorist attacks as their calculate of terrorism, the authors use an index that is based on expert ratings of the drive, company, size, competence, and barrier of terrorism at a country level. PGAP (2005) this pew global survey concerned over Islamic extremism. According to pew global survey, nearly three-quarters of Moroccans and roughly half of those in Pakistan, Turkey and Indonesia see Islamic extremism as a threat to their countries. At the same time, most Muslim publics are expressing less support for terrorism then in the past. Confidence in Osama Bin Laden has declined markedly in some countries and fewer believe suicide bombings that target civilians are justified in the defense of Islam has declined significantly, In Turkey Morocco and Indonesia.15% or fewer act now say such actions justifiable. In Pakistan, only one in four now take that view (25%), a sharp drop from 41% in March 2004. Hronick (2006) stated that in a study conducted by Muhammad Hafez from university of Missouri-Kansas reported that suicide bombing were often conducted by secular organizations to advance political objectives against a stronger, technologically superior enemy. He noted that these organizations often invoke religion to appeal to individuals in order to convince them that they are fulfilling a commitment to God. He also explained how what he called the reward of martyrdom might motive an individual to undertake a suicide attacks and cited terrorists in Palestinian society as an example. There, suicide attackers are regarded by some as heroes, with their names given to babies or streets, and their sacrifices promoted by posters and mass funerals. Among the purported rewards for a martyr in the afterlife was the ability to intercede with God on behalf of friends and family and redemption for not only the individual, but for the society as well. Also, organizations that sponsor terrorism often bestow money and status on the families of suicide terrorists. Robert and Badar (2006) had explained the rise of suicide bombing since the early 1980s by focusing on the characteristic of suicide bombers, the cultural matrix which they operate, and the strategic calculations the make to maximize their gains. They offered an alternative approach that emphasizes the interaction between Palestinian suicide bombing and Israeli government actions, analyzing the motivations organizational rationales and precipitants for the 138 suicide bombings that took place in Israel the west bank and Gaza between October 2000 and July 2005. Using several sources including Arabic newspapers they find that much of the impetus for Palestinian suicide bombing can be explained by his desire to retaliate against Israeli killings of Palestinians: and that much of the impetus for Israeli Killings of Palestinians can be explained by the desire to retaliate for suicide bombing. When men are angry they commonly act out of revenge and not ambition. Aristotle, politics oppress ed people can not always be expected to behave in a reasonable manner. Benmelech and Berrbi (2007) showed that they study the relation between human capital of suicide bombers and outcomes of their suicide attacks. They argued that human capital is an important factor in the production of terrorism, and that is if terrorist behave rationally we should observe that more able suicide bombers are assigned to more important targets. The empirical analysis suggests that younger and uneducated suicide bombers were being assigned by their terror organization to more important targets. We found that uneducated and younger suicide bombers are less likely to fail in their missions, and are more likely to cause increased causalities when they attack. Gill (2007) narrated that understanding suicide bombing entailed studying the phenomenon on three different dimensions: the suicide bomber, terrorist organization and the community from which suicide bombing emerge. Political and social psychology allow us to establish the reciprocal relationships that underpin the exchange between three dimensions. This method increases our theoretical understandings of suicide bombing by moving away from the UN dimensional models that have previously dominated the terrorism literature. Hassan (2007) Awake till now, it is not possible to decide to what level children are being used for suicide operations in Pakistan and if it was ever a source of income for the TTP (Terikh Tailban Pakistan). Yet, it is known that the phenomenon does s and is also prevalent in nearby Afghanistan. One of the reasons suicide attacks have flourished in the past few years is the visible rapprochement between al Qaeda and the Pakistani Taliban. What affects one country will ultimately affect the other, and in the absence of any sign of social and economic development in the most isolated districts of the country, Pakistani suicide bombers tend not to be by-products of the madras system the Pakistani society might have to fear the worst regarding its youth. Unama (2007) presented the main findings Unamas comprehensive inquiry into the phenomenon of suicide attacks in Afghanistan. This study contextualizes suicide attacks in Afghanistan against its occurrence in other theatres, identifying the ways in which suicide attacks in Afghanistan differ from attacks elsewhere. It details available information about the backgrounds of the attackers and sources of support they enjoy, both in Afghanistan and across the border in Pakistan. This report described the human cost borne by its largely civilians victims and identifies several policy implications as well as mitigating strategies. While suicide attackers elsewhere in the world tend not to be poor and uneducated, Afghanistans attackers appear to be young, uneducated and often drawn from madras across the border in Pakistan. They were also fortunately relatively inept at this tactic, managing to kill only themselves in many instances. Suicide assailants in Afghanistan and their supporters seem to be mobilized by a number of grievances. These include a sense of occupation, anger over civilian casualties and affronts to their national, family, and personal senses of honor and dignity that are perpetrated in the conduct of counterinsurgency operations. Some attackers are also motivated by religious rewards and duties. Abawi (2008) reported that CNN terrorism analyst Peter Bergen said the number of suicide bombings in Pakistan has reached unprecedented levels in the past year. Previously, Bergen says, such attacks were rare. The reason for this rise was because Al Qaeda and the Pakistani Taliban had morphed together ideologically and tactically, and both see themselves at war with the Pakistani state, Bergen says. Many of the suicide attacks had been aimed at Pakistani politicians, officials and soldiers. Pakistani president Pervez Musharraf had vowed to fight militancy and religious extremism, going after Taliban and Al Qaeda within the country, Pakistans ambassador to the United States, Muhammad Ali Durrani, Some years ago told CNN that the Pakistani military was totally focused in destroying Al Qaeda and the Taliban network and not just one person. Still, the suicide bombers were succeeding targeting political partys rallies military installations and anyone seen as a threat. Meanwhile, civilian s were caught in the crossfire. The bombings, he said, must be stopped. I hope that we will succeed and, God willing we will try to stop these bloody cowards, he says. I dont think they are Muslim. Sayre (2009) analyzed the relationship between Palestinian suicide bombings and economic and political conditions. Labor market conditions can affect the frequency of attacks because when the economy worsens, the opportunity cost of being a terrorist decreases. An alternative explanation is that suicide bombings are responses to changes in the political environment. This paper examined these alternative explanations by estimating court data regression models of the occurrence of Palestinian terrorist attacks from 1993 to 2004. Contrary to the previous literature, this paper found that economic conditions were correlated with suicide terrorism. Specifically, deteriorating local labor market conditions during the al- Aqsa intifada account for nearly half of the increase in suicide bombings during that time. Procedure: The main objective of methodology is to explain various tools and techniques employed for a data collection, analysis and interpretation of data related to research problem. According to Nachmias and Nachmias (1992) the scientific methodology is a system of explicit rules and procedures upon which research is based and against which the claims for knowledge are evaluate. The purpose of the present study is to assess the socio-economic and psychological effect of suicide bombing on community. The Universe of study will be urban areas of District Dera Ghazi Khan. The sample of present study will comprised of 120 respondents. The data will be collected from two union councils of city Dera Ghazi Khan that will be selected through simple random sampling technique. Multistage sampling technique will be used and at first stage, two union councils will be selected. At the second, stage two colonies/Blocks will be selected through simple random sampling technique and the third stage, 60 respondents (30 from each blocks/ colony) will be selected randomly and over all 120 respondents will be interviewed. A research tool (Questionnaire) will be constructed to get information according to the objectives of the study and to check the accuracy and suitability of research tool, 10 respondents will be pretested. After making suitable correction, final data will be ga thered.Collected data will be analyzed by using appropriate statistical technique (descriptive and inferential). Literature cited: Abadie, A .and Javier G .2003. The Economic Costs of Conflict: A Case-Control Study for The Basque Country. American Economic Review: 93:113-132. Abadie, A. and Javier G.2005. Terrorism and the World Economy. Working Paper Harvard Kennedy School of Government, http://ksghome.harvard.edu/~aabadie/twe.pdf. Abawi, A.2008. Pakistan bombings reach unprecedented level. CNN. Com edition. 10january , 2008. And population studies; Princeton University department of; Economics RAND Corporation NBER working paper no.W12910. Blomberg, S. Brock, Gregory D. Hess and Athanasios O.2004. The Macroeconomic Consequence of Terrorism Journal of Monetary Economics. 51(5). 1007-1032. Benmelech, E. and Berrebi C.2007. Terrorism and mental illness is there a relationship. Rand Corporation Labour. Chen, A and Thomas S .2004. The Effects of Terrorism on Global Capital Markets. European Journal of Political Economy, 20:349-366. Colvard K. 2007. Commentary: the psychology of terrorists. BMJ 2002; 324: 359. Dewdney, AK. 2003. Islam does not support suicide attacks. Physics, 911. Scientific panel Investigation Nine-Eleven. http://physics911.net/islamnotsuicidal. Dawn. 2007. Into the mind of a suicide bomber. Available on http:// www.dawn.com. Suicide Terrorism in Pakistan. /2007/07/21/local17.htm Gill, P. 2007. A Multi-Dimensional Approach to Suicide Bombing. International journal of conflict and violence, 1 (2) 142-159 Hronick, S. Micheal. 2006. Analyzing terror: Researchers study the perpetrators and the effect of suicide terrorism.NIJ journal, (254):1-7. Onlinewww.suicideattack.com/palestineattach.html Jones, J. W. 2008. Blood that cries out from the earth: The psychology of religious Terrorism New York, NY: Oxford University Press. Kaplan A.2007. The psychodynamics of terrorism. In Alexander Y, Gleason J editors. Behavioral and quantitative perspectives on terrorism. New York: Pergamum Press 1981: p.35-50. Michael, S.H. 2006. Analyzing Terror: Researchers study the perpetrators and the affect of Suicide Terrorism. National Institute of justice. NO.254. International centre of the National institute of justice Noorani, T.2008. Root causes of terrorism. Associated Press of Pakistan. Merari A. 2007. The readiness to kill and die: Suicidal terrorism in the Middle East. In Reich W editor. Origins of terrorism: Psychologies, ideologies, theologies and states of mind. Cambridge University Press 1990; 118-24. Nitsch, V and Dieter S .2004. Terrorism and International Trade: An Empirical Investigation European Journal of Political Economy. 20: 423-433. Nachmias, C.F. and D. Nachmias. 1992. Research methods in the social sciences. Published by Edwards Arnold. A division of Hodder and Stoughton. London. Palmer, Ian. 2003. Terrorism, Suicide Bombing fear and mental health. International Review of Psychiatry, 19 (3):289-296 Pew Global Attitude project, (2005). A project of the pew research center. Islamic extremism Common concern for Muslim and attitude survey ww.pewglobal.org/Research (NBER)NBER working paper now 12910. Psikhiatr, Zh. Nevrol and Koraskaova, S.S. 2004. Terrorism and mental health (problems scale, Population Tolerance, management of care). {Article in Russia} 104 (6) : 4-8.Russian.PMID:15285627 Pub med -indexed for MEDLINE Robert J., B. and Badar, Araj. 2006. Suicide bombing as strategy and interaction: The case of the Second Intifada. Social Forces, 84 (4):1969-1986. ISSN 0037-7732 Robert, 2003. The strategic logic of suicide Terrorism. American political science Review, 97(3): 1-19. Hassan,S.S.2007. Recruiting Taliban child soldiers. BBC News. 12 June. http://news.bbc.co.uk/2/hi/south_asia/6731389.stm Sayre and Edward A, 2009. Labor Market conditions political events and Palestinian Suicide Bombing Peace Economics. Peace science and Public Policy: 15 (1) http://www. Bepress.com/peps/vo115/iss1/1 www.state.gov/s/ct/rls/pgtrpt. Saxton, J.2002. The Economic Costs of Terrorism Joint Economic Committee U.S. Congress. May .Available from http://www.house.gov/jec/terrorism/costs.pdf. Tavares J .2003. The Open Society Assesses Its Enemies: Shocks, Disasters and Terrorist Attacks prepared for the Carnegie-Rochester Conference on Public Policy, Nov. 21-22, 2003. UNAMA. 2007. Suicide attacks in Afghanistan (2001-2007) United Nations Assistance Mission Kabul, Afghanistan. 09-09-2007. Zalman, A.2008. Suicide Bomber. Terrorism issue. About, Inc., A part of the New York Times Company http. About.com/od/tacticand weapons/g/SuicideBomber.htm.

Jerry Sandusky: Child Molester or Not? Essays -- Child Molestation

To most children, everything in the world is good, righteous, and completely innocent. Getting their apple juice stolen by his or her brother is the worst thing that could possibly ever happen to them. Being safe, secure, and worry free is the reality for most children, as it should be. For 10 individuals that have made their childhood incidents open to the public, a very evil and twisted man stole the innocence that they once knew. This man is Jerry Sandusky. Sandusky was known to most as a normal man who coached football at Pennsylvania State University, also known as â€Å"Penn State† (Bronstein). In the 23 years that Sandusky coached, he primarily served as defensive coordinator (Scott). In 1999, after his 23rd season, head coach Joe Paterno informed Sandusky that he would not become the next head coach of the Penn State football team (Scott). That single conversation led Sandusky to his retirement that same year (Grand Jury Report 16). Victim 4 later testified that this s ituation upset Sandusky greatly (Grand Jury Report 16). Jerry Sandusky first met his victims through The Second Mile, a charity for at-risk children (Johnson). This charity was started as a group home in 1977 by Sandusky himself, but turned into an organization that stretched across all of central Pennsylvania (Grand Jury Report 1). While the Second Mile program served over 100,000 children, it’s net worth exploded to over $9 million (Roebuck). This program gave Sandusky easy access to small boys and plenty of them through summer camps, picnics, and chances for the boys to attend football games with him (Johnson). Sandusky would first start casual conversation with the boys before inviting them to Penn State football games or other miscellaneous outings (Johnson... ... Transcript. Leshan, Bruce. "Sandusky "Victim #1" Ready To Testify | Wusa9.com." Wusa9.com. 12 Dec. 2011. Web. 14 Dec. 2011. Monk, John. "In Sandusky Case, Columbia Lawyer Stands with Victim No. 6 - Local / Metro - TheState.com." TheState.com. 13 Dec. 2011. Web. 15 Dec. 2011. Roebuck, Jeremy. "Penn State Scandal Directs New Scrutiny to University's Relationship with Second Mile Charity." Philadelphia Inquirer 26 Nov. 2011. Print. Roebuck, Jeremy. "Sandusky Lawyer Decries Media's Chilling Effect on His Witnesses." Philadelphia Inquirer 27 Nov. 2011. EBSCO Publishing Service Selection Page. Web. 30 Nov. 2011. "Sandusky Case Now Heads to Trial." EBSCO Publishing Service Selection Page. USA Today, 14 Dec. 2011. Web. 15 Dec. 2011. Scott, David C. "Jerry Sandusky: What Did Penn State's Joe Paterno Know about Him?" Christian Science Monitor. Web. 30 Nov. 2011.

A Country Split in Half :: essays research papers

There has never been an issue which caused more disputes and conflicts within our country, than abortion. We can all agree that abortion is an incredibly complex issue. The opinion of the American people is also a lot more complex than â€Å"pro life† or â€Å"pro choice†. According to one poll that was conducted by a Christian organization, seventy-five percent of Americans believe in â€Å"pro life† theory. According to another poll, which was conducted by a state medical board, concluded that the majority of Americans believe in a â€Å"pro choice† ideology. Who do we believe? There seems to be an obvious difference in the definition of the terms. I suppose it is possible to create unanimous definition of both terms, which will be approved by both sides, but until then our country will continue to fight a never-ending battle. I also believe that we would not have to fight over this issue if everybody fully understood the indisputable consequences, whic h would be caused by a ban on abortion.   Ã‚  Ã‚  Ã‚  Ã‚  Abortion right is the most controversial issue among women. I find it disturbing that some women advocate a ban without considering the consequences. By advocating a ban on abortion women deprive themselves of some of the fundamental rights of our political system. The freedom to make individual choices and decisions should be protected at all times. If people understood this principle, we probably would not be in the situation that we are in today. Most Americans would not want the government to interfere in their personal lives but a â€Å"pro life† decision will do just that.   Ã‚  Ã‚  Ã‚  Ã‚  Banning abortion will not solve this issue because we will be left with undeniable negatives, which will make the problem even worse than it is now. There will always be a controversy about abortion for as long as it exists. Even if we ban abortion, we will be left with such undeniable negatives as rape, economic inequality and illegal abortions. Today there are hundreds of thousands of children in foster homes partly because abortion was not available to their parents. According to one government study, unwanted number of children will more than triple thus flooding foster homes all over the country. Rich women will have an opportunity to obtain abortion in foreign countries that do not consider it to be a crime, while the poor will be left with a baby, which may not be loved or appreciated.

Greek Mythology and Athena Essay

1. True myth is primarily concerned with: a. the gods b. wars c. heroes d. animals 2. What does Athena offer to Athens in her contest with Poseidon? a. the knowledge of weaving b. the olive tree c. victory in battle d. wisdom 3. What goddess does Iris usually serve? a. Athena b. Aphrodite c. Artemis d. Hera 4. With what goddess is Hephaestus often associated through practical wisdom, arts and crafts, and the advance of civilization? a. Hera b. Artemis c. Athena d. Aphrodite 5. Which goddess is not one of the three goddesses that Aphrodite was unable to overpower? a. Demeter b. Artemis c. Athena d. Hestia 6. Why did Gaia punish Uranus? a. He killed their children as soon as they were born. b. He refused to lie with Gaia when she came to him. c. He refused to allow their children to leave the womb of earth. d. He wanted Themis to take her mother’s place. 7. What animal is Athena most closely identified with? a. the owl b. the dolphin c. the spider d. the lion 8. Aphrodite Pandemos means which of the following? a. Celestial Aphrodite b. Common Aphrodite c. Genital Aphrodite d. Lustful Aphrodite 9. What Trojan youth did Zeus carry off to become cupbearer of the gods? a. Hebe b. Ganymede c. Hector d. Paris 10. What does the word chthonic or cthonian mean? a. pertaining to the sea b. having to do with the earth c. related to the sky d. characteristic of the citadel 11. Who wrote the Theogony? a. Homer b. Hesiod c. Vergil d. Ovid 12. Whom did Poseidon mate with in the form of a stallion? a. Demeter b. Medusa c. Amphitrite d. Scylla 13. Who wrote the Prometheus Bound? a. Ovid b. Euripides c. Aeschylus d. Plato 14. Which of the following is not an epithet of Athena? a. Pallas b. Glaukopis c. Metis d. Tritogeneia 15. Who is the consort of Poseidon? a. Galatea b. Scylla c. Amphitrite d. Thetis 16. Who is the hunter that caught Artemis bathing? a. Orion b. Arcas c. Actaeon d. Tityos 17. Which best describes an etiological interpretation of myth? a. It attempts to see myth as a metaphor. b. It attempts to understand myth in terms of an underlying ritual. c. It attempts to see myth as a pre-scientific mode of explanation. d. It attempts to uncover the historical kernel behind all myth. 18. In some versions of her birth, who is the mother of Aphrodite? a. Ge b. Hera c. Cybele d. Dione 19. Who will eventually rescue Prometheus from his sufferings? a. Heracles b. Perseus c. Zeus d. Achilles 20. What god gave Theseus three curses? a. Zeus b. Apollo c. Proteus d. Poseidon 21. What is the name of the guardian that was set over Io? a. Charon b. Cerberus c. Hermes d. Argus 22. Who wrote the Hippolytus? a. Sophocles b. Euripides c. Aeschylus d. Seneca 23. Who at times appears as the particular servant of Hera? a. Hermes b. Hestia c. Iris d. Diana 24. What is the name of the Graces, who attend Aphrodite? a. the Horae b. the Moirae c. the Charites d. the Graeae 25. What did Artemis promise Hippolytus as he lay dying? a. She will raise him from the dead. b. She will grant him a place in Elysium. c. She will punish a favorite of Aphrodite. d. She will punish Theseus for his curse. 26. What goddesses does Hesiod invoke at the beginning of the Theogony? a. the Fates b. the Graces c. the Muses d. the Sirens 27. With whom does Athena share her function as a deity of war? a. Apollo b. Hephaestus c. Ares d. Mercury 28. What is the hallmark of the Greek conception of the Olympians? a. animism b. theriomorphism c. anthropomorphism d. monotheism 29. Who is the mother of Zeus? a. Ge b. Rhea c. Gaea d. Cybele 30. What is the most distinguishing feature of the Greek gods? a. omniscience b. omnipotence c. immortality d. physical stature Part II – Short Answer (2 points each) 31. What is the Roman name of Poseidon? 32. What is the Greek term that means a â€Å"sacred marriage†? 33. Who is Theseus’ father in the Hippolytus? 34. Who was the sculptor who created a statue that came to life? 35. What is the Roman name for Athena? 36. What does the Greek word mythos mean? 37. Together with what creature is Scylla usually mentioned? 38. What does Pandora’s name mean? 39. To what force may Zeus himself be subject? 40. Who is the mother of the Muses? Part III – Essay (20 points) Write an essay on one of the questions listed below. Be sure to make direct reference to primary sources (i.e. passages [included in the textbook] of ancient authors) to support your statements; with the exception of the textbook, do not base your discussion on any other secondary sources. The essay must be 200-250 words in length. When referring to primary sources, include the following: (1) page number of textbook on which passage occurs, (2) name of the ancient author, (3)title of ancient work from which passage is taken, (4) location within ancient work in which passage occurs. (a) Discuss Zeus . Include within your discussion an identification of his attributes and the myths associated with him. What do the myths communicate about his character and qualities? or  (b) Discuss Athena . Include within your discussion an identification of her attributes and the myths associated with her. What do the myths communicate about her character and qualities?

Lexington and Concord: Who Fired First? Essay

The purpose of this Essay is to investigate and state my opinion on who fired first at the Battle of Lexington and Concord. As for every story, there are two sides to this important timepiece. There are many sources of information for this subject. Many provided for me were affidavits, or accounts, of key people in the conflict. Some are more credible than others. As for the affidavit of John Parker, it seems believable. On the other hand, it lacks detail. His account is very short and simple. Not many details are present compared to others. In this legal document, he states he ordered them to disperse and to not fire upon the enemy (British Troops). According to him, the British troops approached and rushed with fury and fired without any previous provocations. In my opinion, this may seem like a good source, but when compared to others it is not the greatest. I believe that the affidavit of Edward Thoroton Gould is the second to the last most credible group of statements of the six pieces of evidence/ information that were given to me. He testified that on April 18th of 1775, he embarked with the light infantry and grenadiers of the line commanded by Colonel Smith, proceeding to Lexington. â€Å"On our arrival at that place, we saw a Body of provincial troops armed, to the number of about sixty or seventy Men; on our approach, they dispersed, and soon after firing began, but which party fired first, i cannot exactly say, as our troops rush’d on shouting , and huzzaing, previous to the firing, which was continued by our troops, so long as any of the provincials were to be seen.† As you can see, Edward Thoroton Gould is very clear and detailed in his description. He seems to know what he is talking about, and has no doubts that it happened that way. Simon Winship of Lexington speaks for the opposing side of Edward Thoroton Gou ld. They are both clear and detailed, and have well-written descriptions. He was passing the public road in Lexington, peaceably and unarmed, when he was met by a Body of the Kings regular  Troops. Also being asked to dismount, he was forced after asking why. Ordered to march in the midst of the Body, he was being examined as to whether he was or was going to warn the Minute Men. He came within about an eighth of a mile of the meeting-house, when he saw an officer commanding his troops to halt, prime and load their firearms. They marched a little further, within a few rods of Captain Parkers Company , when Winship â€Å"observed an Officer at the head of said troops, flourishing his sword, and with a loud voice, giving the word fire!† If Winship is honest, this is the most believable story. He even has the details of the word â€Å"Fire!’† being said. He declares in the most solemn manner that there was no discharge of arms until the word fire was given by the British Officer. In the diary of British Officer Lt. John Barker, he makes the most detailed description of what happened ikn his eyes. Since this is a diary/primary source, this may be the most credible for me to believe. According to him at 2 o’clock they began marching through a very long ford up to their middles, where they took 3 or 4 people who were going to give intelligience. â€Å"About 5 miles on this side of a town called Lexington, which lay in our road, we heard there were some hundreds of people collected together intending to oppose us and stop our going on. At 5 o’clock we arrived there and saw a number of people, I believe 2 and 3 hundred, formed on a common in the middle of the town; we still continued advancing, keeping prepared against an attack tho’ without intending to attack them, but on our coming near them they fired one or two shots, upon which our men without any orders rushed in upon them, fired and put ‘em to flight.† Their missioon was to destroy a magazine of stores collected in Concord. Of all the legal documents, the diary entry of British Officer Lt. John Barker is the most credible. Bits and pieces of all the affidavits could be true, but as a whole piece the diary entry in my belief is the best. The reason for this is because it is a actual written entry, and has the greatest of details. The colonial troops fired first, in my opinion. Only someone who experienced it firsthand and documented it could have given that credible piece of evidence. He even stated that were actually a few people trying to sneak intelligience, otherwise stated by Simon Winship. This is my opinion of who fired first at The Battle of Lexington and Concord.

Gloria Anzaldua

In the essay How to Tame a Wild Tongue from Borderlands/La Frontera, Gloria Anzaldua paints a moving portrait of the search for identity in a world that refuses to allow one. The physical borderland between the U. S. and Mexico helps create, but is also secondary to, the psychological â€Å"fence† that a person is put on when they are denied a culture and a place in society. Anzaldua talks about the dilemma she faced about her own language and how she represents herself through her chosen language, the confusion about their race, and what troubles she faced when teaching about Chicano literature.Anzaldua discusses her experiences growing up between many cultures. As a woman of many identities, she has suffered oppression because of whom and what she represents in an American culture that is threatened by anyone who is not of white color. When she talks about the several languages she had to speak to get by these barriers, she encountered most issues with those of Anglos. Anglo s were considered the England or English people.Anzaldua states, â€Å"On one side of us, we are constantly exposed to the Spanish of the Mexicans, on the other side we hear the Anglos’ [constant] clamoring so that we forget our language (454). She explicated the different ways Spanish people spoke, from standard Spanish to Chicano Spanish (in which consonants were dropped in some words or leave out initial syllables) to Tex-Mex (where words were English but with Spanish sounds). Anzaldua expressed it as a result of pressure on Spanish speakers to adapt to English.Another issue that Anzaldua points out was the Chicanas or Latinas having low estimation of their native language. Women felt uncomfortable speaking to their Latinas or Chicanas because throughout their whole lives they were absorb into the different native tongues from generations, what school taught them, or what the media demonstrated. But Anzaldua doesn’t want to contradict herself in that form. She take s pride in her language, before she does herself (451).When Anzaldua first taught high school English to Chicano students, she was on the verge of losing her job just because she wanted her students to read Chicano literature. But even before reading Mexican literature, she was always interested in the Mexican movies and music; but those Chicanos who were slightly Americanized, or as they say agringado Chicano, felt ashamed being caught listening to their music. There was also great difficulty in acknowledging that there is more than one way of being: people fear that which is different, even though its existence s the â€Å"other† is what defines them. The Mexicans would define themselves either as Raza when referring to Chicanos or tejanos when we are Chicanos from Texas. But it’s not enough to say you’re Hispanic to the Mexicans. If you were asked â€Å"what’s your ethnicity†, would you say you’re Hispanic: just to represent your culture or would you tell your true nationality? In finale, â€Å"yet the struggle of identities continues, the struggle of borers is our reality still,† says Anzaldua (456).

From Practical Knowledge To Practical Theory Education Essay

Several developments and worldwide alterations have begun to transform the nature of the workplaces and occupations in which they are performed ( Nankervis, Compton & A ; Baird 2005 ; Seel 2002 ) . These developments include the influences of globalisation and technological developments every bit good as political, economical, and societal alterations that are associated with the amendments of the new industrial systems and competitory markets or what is called ‘Postmodernity ‘ ( Stoll, Fink & A ; Earl 2003 ; Hargreaves 1994 ) . Postmodernity is defined as â€Å" a societal status in which economic, political, organisational, and even personal life comes to be organized around really different rules than those of modernness † ( Hargreaves 1994, p. 9 ) . It is characterized by the demand of flexibleness and reactivity as reflected in decentralised decision-making, level organisational constructions, dynamic webs of collaborative reactivity, and increased personal au thorization. In instruction, teacher ‘s engagement in the alteration procedure is considered critical, particularly if the alteration is complex and affects assorted educational scenes over a long period of clip ( Hargreaves 1994 ) . Teacher ‘s engagement is to be meaningful and productive when instructors get more than new cognition of teaching method and course of study. Teachers are non merely proficient scholars ; they are societal scholars who play an of import function in society and for society ( Beare 2001 ; Middleton & A ; Hill 1996 ) . Schooling in the station modern age trades with personal formation, belief building, developing a universe position, civilization transmittal, and geting the utile cognition and enabling accomplishments ( Beare 2001 ) . Teaching is considered a complex undertaking that involves garnering out a set of specific activities, patterns, and resources in footings of several educational intents ( Sanders & A ; McCutcheon 1986 ) . Furthermore, Sanders and McCutcheon argue that successful instructors should form these multiple factors so that they are effectual in cultivating the acquisition of a peculiar group of students. The cognition which is considered utile for instructors in transporting out this undertaking is practical information organized in the signifier of repertory, thoughts, and schemes that are effectual for them in a specific scene. In the last 2 decennaries, research on instruction has progressively focused on the knowledges that underlie instructors ‘ schoolroom patterns, instead than on their behaviours ( Van Driel, Verloop & A ; De Vos 1998 ) . This alteration in focal point was reinforced by developments in cognitive psychological science. These developments were based on the cardinal premise that instructors ‘ knowledges and actions influence each other, and, similarly, those instructors ‘ knowledges and their schoolroom behaviours reciprocally affect each other. These knowledges are referred to instructors ‘ practical cognition that underlies instructors ‘ actions. The term practical cognition is drawn from Fenstermacher, who described it as the cognition of instructors ( Husu 1999 ) . Fenstermacher distinguished this type of cognition from formal cognition, which he described as cognition for instructors. Practical cognition is the cognition that instructors generate as a co nsequence of their experiences as instructors and their contemplations on these experiences. This cognition is anchored in schoolroom state of affairss ; it includes all the practical quandary that instructors encounter in transporting out purposeful actions ( Munby, Russell & A ; Martin 2001 ) . Teacher ‘s Practical KnowledgePersonal cognition is related to the experiences and thoughts that a individual draws upon in order to learn and germinate as a instructor, it relates to adult male ‘s action and behaviour ( Back 2002 ) . Beliefs, values, attitudes, prejudices, and temperament are footings that relate to this personal cognition. Connelly, Clandinin and He ( 1997 ) refer this pre-articulated sense of instruction as personal practical cognition. For personal cognition to develop, instructors need clip and infinite to reflect on past practical experiences that inform their positions on learning. Nevertheless, instruction is a dynamic procedure that is constructed and continuously re-constructed, as instructors frame new experiences into their personal practical cognition on instruction. Practical cognition is at the centre of a instructor ‘s professional pattern ( Munby, Russsell & A ; Martin 2001 ) . There are four features of practical cognition. First, practical cognition is clip edge. Second, practical cognition is state of affairs specific and does non interpret easy to other, even in similar fortunes. Third, practical cognition is personally compelling. While information acquired in a professional development seminar might be interesting, it will non do the instructor to change pattern unless the particular job addressed is one that instructor is presently confronting in the schoolroom. Finally, practical cognition is directed toward action. The information is acquired ‘in usage ‘ with the professional giving significance to the new information even as he/she is make up one's minding the following action to take ( Schon 1987 ) . From a reappraisal of surveies on instructors ‘ practical cognition, the undermentioned features are identified: Practical cognition is personal ; each instructor ‘s practical cognition is to some extent unique, it is defined and adapted to the schoolroom state of affairs, it is based on ( contemplation on ) experience. Practical cognition originates in, and develops through, experiences in instruction, it guides instructors ‘ pattern, and it is connected with the topic that is taught ( Munby, Russsell & A ; Martin 2001 ; Schon 1987 ; Connelly, Clandinin & A ; He 1997 ; Driel, Verloop & A ; De Vos 1998 ) Practical Knowledge as TheoryMarland ( 1998 ) argues that practical cognition serves some of the maps of theory. He asserts that practical cognition provides a footing for instructors to depict and explicate what they do in schoolrooms and why. Practical cognition aid instructors to foretell how pupils might respond, to make up one's mind what is the best response to their reaction, and to bring forth effectual and feasible instruction programs and modify them when necessary or possible. Marland adds that practical cognition serves three standard maps of theory: description, account, and anticipation. Practical theories as Drum sanders and McCutcheon ( 1986 ) point out are markedly different from scientific theories. They lack the conceptual preciseness and generalizability of scientific theories, they have non been formulated in footings of a formal linguistic communication, so, can non be subjected to the same strict logical trials as scientific theories. Practical theories are the conceptual constructions and visions that provide instructors with justification for actions and for learning activities they choose in order to be effectual. They are considered the rules that guide instructors ‘ grasps, determinations, and actions. Teachers Practical TheoriesMarland ( 1998 ) argues that practical theories of instructors are impressions about how to learn. These impressions have been crafted by instructors from their ain experiences of learning for the intent of set uping their peculiar work scenes. Practical theories are hence individualized and context-specific. They are inexplicit in beginning and derived from the experience of learning. Drum sanders and McCutcheon ( 1986 ) specify practical theories as â€Å" the conceptual constructions and visions that provide instructors with grounds for moving as they do, and for taking the instruction activities and course of study stuffs they choose in order to be effectual † ( p. 54 ) . Practical theories are considered of import and of value for instructors because they offer their holders guidelines as to what be most effectual in a peculiar educational context. They are prized by instructors who see them as dependable and best ways to continue. For this ground, practical theories could be sometimes immune to alter ( Marland 1998 ) . Fenstermacher ( cited in Husu 1999 ) asserts that justification can take topographic point when logical thinking may demo that action is sensible thing to make, an obvious thing to make, and the lone thing to make under the fortunes. Each one of these is considered a part to the justification of a regulation of pattern. The regulations are justified because they have proven their worth and have hence been approved. Teachers think, both explicitly and implicitly, that their regulations of pattern work. This is why instructors act consequently. They believe that there is a connexion between the regulations of pattern and their intended results ( Husu 1999 ) . Practical theories draw on and incorporate cognition from assorted spheres of practical cognition, such as, cognition of ego, cognition of pupils, cognition direction, cognition of course of study, and cognition of context ( Elbaz 1983, cited in Reading Module 2 ) . Practical theories are considered critical to the success of learning because educational jobs encountered by instructors are normally practical jobs ( Sanders & A ; McCutcheon 1986 ) . These jobs can non be solved by merely detecting or contriving new cognition or solution. Drum sanders and McCutcheon ( 1986 ) assert that in order to be effectual in work outing educational jobs, solutions must be put in action to suit in the peculiar fortunes of a specific educational scene. It is of import to detect here that practical theories are non ever consciously held, despite that instructors may frequently explain them. Sometimes, instructors may still move if they are non witting of the grounds for their actions. In this state of affairs, instructors ‘ actions themselves may be the lone manifestation of what Argyris called their ‘theories-in-use ‘ , which are realized by instructors through contemplation on their pattern ( Sanders & A ; McCutcheon 1986 ) . Teachers in sch oolrooms use more than one theory, some theories could be known to them and some could be non. Whether or non instructors are witting of their theories of action, all what they enact during their Sessionss is rational in the sense that it is intended to carry through some intent and to bring forth a coveted effect ( Marland & A ; Osborne 1990 ) . Every instruction pattern used by instructors is employed rationally because instructors are engaged in knowing and purposive action to make conditions suited and facilitate acquisition ( Sanders & A ; McCutcheon 1986 ) . Teachers hold thoughts about what is of import to accomplish and what specific patterns they may utilize to learn in a peculiar state of affairs. All these thoughts as Sanders & A ; McCutcheon assert might be incorporated into a individual practical theory of learning in the instructor ‘s head, but more frequently, theories are used together in sets. These theories are developed by instructors over their whole calling by reflecting on what they know of the purposes of instruction, through duologue with, and observation of, other instructors, and by informally detecting their pupils as they talk, write, act, respond, speak, and engage in other activities throughout the twenty-four hours. Schon ( 1987 ) argues that the capacity to develop these meta-structures of cognition can be developed through brooding pattern. Brooding pattern requires that professionals engage in a duologue with themselves and their environments in which they review the jobs that are portion of their day-to-day pattern. The professional, confronted with a surprise job, uses intuition and stored cognition to try solutions, with each effort going progressively closer to an appropriate solution. Throughout this procedure, the professional is forced to oppugn premises about the cognition base, doing a restructuring of schemes of action and apprehensions of the phenomena that occurred. Once the solution is reached, each episode of â€Å" reflecting in action † , causes the professional to change pattern behaviour by adding new information to the shop of professional cognition. This increases the organic structure of adept cognition and makes it less differentiated, leting the professional to r eassign cognition across practical state of affairss. Much of the acquisition that is acquired by instructors in the action context is mostly self-validating and self-confirming. Learning basically occurs in fortunes of hot action where determinations must be made rapidly and instinctively, chances to reflect and do significance of the experience are limited. The significance taken from these experiences tend to be self-validating and self-confirming. Components of Practical TheoriesLiterature on instructors ‘ practical theories depicts most of the constituents of these theories. However, practical theory does non merely consist of constituents but of links among, or inter-relationships among, the constituents. These links or relationships among constituents give the theory its construction or form and find how good it fulfils its map. Footings that are normally appear in the literature in histories of instructors ‘ practical theories are as follows: instructors ‘ values, beliefs, rules, regulations, ends, tactics and schemes, normal desirable provinces and pupil provinces, cues, properties, contextual variables, images, metaphors, and pedagogical content cognition ( Marland 1998, 2007 ; Connelly & A ; Clandinin 1988 ; Marland & A ; Osborne 1990 ; Connelly, Clandinin & A ; He 1997 ) . Marland ( 1998 ) argues that instructors are keenly cognizant of how one constituent influences others. Teachers offer accounts for why they adopt different schemes with different categories at the same twelvemonth degree, why they spend more clip with some groups than with others, how their beliefs about pupil larning affect their pick of rules of instructor behaviour and instruction schemes, and how they use the pupil cues to place that provinces of head of pupils. Marland adds that the constituents of practical theories are non isolated, independent, and free-floating units ; they are linked together in a quite important manner. The constituents within a practical theory must complement and back up each other because a practical theory is a program for action. It is directed at accomplishing some ends. In other words, all constituents in a specific lesson program need to work good together in order for the ends of the lesson to be achieved. It is the links between constituents tha t give coherency and integrity of intent to a practical theory ( Marland 2007 ) . The linkages among constituents of a theory are like linkages among words in a sentence. To ease their communicating with each other, the words have to be presented in a peculiar sequence. This careful sequencing of words would give the set of words a significance. In a similar manner, learning becomes meaningful when instructors can do mention to the interactions among the assorted constituents of their theories ( Reading Module 3 ) . Teachers ‘ RulesRules are the clear statements used by instructors in schoolrooms to bespeak to pupils what represents appropriate behavior or action ( Marland 2007 ) . Elbaz uses the term, ‘rule of pattern ‘ and defines it as â€Å" a brief, clearly formulated statement of what to make or how to make in a peculiar state of affairs often encountered in pattern † ( Elbaz, cited in Connelly & A ; Clandinin 1988, p. 63 ) . Classroom regulations are normally used by instructors to set up forms of behaviour that facilitate a societal order and productive working scenes, guarantee effectual usage of clip, and facilitate bend taking in treatment and purposeful motion by pupils ( Marland 2007 ) . Rules may hold two signifiers, they could be brief statements or drawn-out description of pattern from which a figure of related regulations may be inferred ( Connelly & A ; Clandinin 1988 ) . For illustration, when the instructor provinces at the beginning of twelvemonth to the pupils that he/she will listen really carefully to them, promote them to rephrase, and let them to show their feelings, sentiments, and concerns without judging them. This statement expresses a figure of regulations, such as, listen carefully, encourage pupils to rephrase, let express of feelings, do non judge. All these regulations taken together will organize an attack of communicating in the schoolroom that can be expressed in the statement of a rule. They are called as regulations because they make mention to what and how of the state of affairs with the intent being taken for granted ( Connelly & A ; Clandinin 1988 ) . Rules may be suggested by the instructor or formulated jointly by the instructor and p upils. Seeking pupils input in the preparation of regulations will make a democratic ambiance in the schoolroom and will promote pupils engagement, which increases pupils understanding and committedness. Husu ( 1999 ) argues that regulations are normally justified by instructors because they have proven their worth and have hence been approved. Teachers think implicitly and explicitly that the regulations of pattern used in classrooms work efficaciously. And because they work, instructors act consequently. This type of concluding would warrant a connexion between the regulations of pattern and their intended results in schoolrooms. They are justified because they have met the criterions of the smooth practical action held by the instructor. Rules of pattern are socially constructed ; they emerge from old ages of experience in school scenes. It is a manner instructors found to be effectual in work outing debatable state of affairss. They set a strong organisational power to frequently helter-skelter patterns in the schoolroom. Teachers ‘ MetaphorsMarland ( 2007 ) argues that instructors sometimes refer to learning as mothering, coaching, or horticulture, each one of these descriptions draws attending to some similarities between learning and other activities. This pulling attending to similarities between two things is what a metaphor does. Analysis of these metaphors about learning reveals much about the ways instructors think about learning and how they conceptualize of import facets of their work and how they believe schoolrooms map best. Teacher ‘s behaviour in schoolrooms is normally consistent with the metaphors used in their negotiations about learning. For this ground, metaphors used by instructors are considered as supplying valuable penetrations into their practical theories. Metaphor is a constituent of personal practical cognition. It can be identified when listening to the instructor ‘s address ( Connelly & A ; Clandinin 1988 ) . It gives inventive look to this cognition that makes it possible for a individual to research concealed rational avenues contained in a metaphor ‘s frame ( Connelly, Clandinin & A ; He 1997 ) . A individual metaphor can be used to depict how instructors view their work in the schoolroom. It can be used to convey cardinal facets of the instructor ‘s position of instruction and acquisition ( Korthagen & A ; Lagerwerf 2001 ) , covering such constituents as ends, tactics, schemes, values, and pupil provinces. Deductions of Teachers ‘ Practical TheoriesMarland ( 1998 ) argues that a successful alteration in the instruction perspectives requires developing a committedness to follow new values and beliefs. This hard and time-consuming activity is considered critical because values and beliefs are cardinal to instructors ‘ impressions about learning. Valuess and beliefs are considered the cardinal constituents of the moral models that instructors hold, which besides influence their decision-making about learning. This moral model motivates and gives purpose and way to believing about learning. Teacher pedagogues that intend to do the displacement need to value practical cognition about learning that pupil instructors develop within their classs. They besides need to value the procedures such as those built-in in critical thought and contemplation that contribute to the acquisition and alteration of practical cognition and theories. Accepting these values would do instructors pedag ogues review their beliefs about pupil instructors, how they learn to learn, the function of the instructor pedagogue, and the nature of cognition. Alliance with the position that instruction is shaped by the practical theories of instructors requires that teacher instruction aid pupil instructors to develop practical theories that are personally meaningful and relevant to the contexts in which they pattern. This end emphasizes the importance of valuing personal liberty, critical thought, and diverseness of learning manners. This end besides requires careful attending to the schemes used in teacher instruction to guarantee that they are effectual in advancing personal and context-specific practical theories to the pre-service instructors. The schemes selected should be influenced by the nature of the topic for which the instructor pedagogue has duty. Besides make up one's minding the appropriate schemes, pedagogues should seek to bring on through their classs the provinces of pupils in order to ease end attainment. Students need to be inquiry-oriented and self-evaluative, to take enterprises and to be originative, and to demo readiness to be brooding and unfastened to other possibilities in order to construct their ain practical theories. Furthermore, pedagogues here play an of import function in easing pupils ‘ provinces by honoring enterprise, commending soul-searching, back uping flexibleness and bring forthing options, constructing self-pride of pupils, and promote hazard taking. It is imperative for instructor pedagogues to reflect on the rules which they build into their actions to guarantee that they reflect the values, beliefs, schemes, and pupil provinces that facilitate pupil teacher theory-building. Teacher pedagogues need to guarantee that they know plenty about the pupil instructors they are working with in ord er to be able to polish other characteristics of their practical theories, such as schemes, rules, pupil provinces and ends, and to personalise these in the involvements of maximising benefits for pupil instructors ( Marland 1998 ) . DecisionThis paper presented an overview of instructors ‘ practical theories. Practical theories are considered critical to the success of learning because educational jobs encountered by instructors are normally practical jobs ( Sanders & A ; McCutcheon 1986 ) . Practical theories are impressions about how to learn, these impressions have been crafted by instructors from their ain experiences of learning for set uping their peculiar work scenes. Practical theory does non merely consist of constituents but of links among, or inter-relationships among, the constituents. These links or relationships among constituents give the theory its construction or form and find how good it fulfils its map. They serve as the background to much of the instructors ‘ decision-making and action, and therefore represent what has been termed the civilization of instruction. MentionsBack, S 2002, ‘The Aristotelean challenge to teacher instruction ‘ , History of Intellectual Culture, vol. 2, no. 1, pp. 1-5. Beare, H 2001, Making the future school, Routledge Falmer, London. Connelly, FM & A ; Clandinin, DJ & A ; He, Ming Fang 1997, ‘Teachers ‘ personal practical cognition on the professional cognition landscape ‘ , Teaching and Teacher Education, vol. 13, no. 7, pp. 665-74. Connelly, FM & A ; Clandinin, DJ 1988, Teachers as course of study contrivers, Teachers College Press, New York. Hargreaves, A 1994, Changing instructors, altering times: instructors ‘ work and civilization in the postmodern age, Cassell, London. Husu, J 1999, ‘How instructors know and know about others? ‘ paper presented at the 9th Biennial Conference on International Study Association on Teachers & A ; Teaching ( ISATT ) , Dublin, Ireland, July, 25 pages. Korthagen, FA & A ; Lagerwerf, B 2001, ‘Teachers ‘ professional acquisition: how does it work? ‘ , in FA Korthagen ( ed. ) , Associating pattern and theory. The teaching method of realistic instructor instruction, Lawrence Erlbaum Associates, London, pp. 175-206. Marland, P 2007, Learning to learn. A primer for pre-service instructors, Pearson, Gallic Forest, NSW. Marland, PW & A ; Osborne, AB 1990, ‘Classroom theory, believing and action ‘ , Teaching and Teacher Education, vol. 6, no. 3, pp. 93-109. Marland, PW 1998, ‘Teachers ‘ practical theories: deductions for pre-service instructor instruction ‘ , Asia-Pacific Journal of Teacher Education & A ; Development, vol. 1, no. 2, pp. 15-23. Middleton, M & A ; Hill, J 1996, Changing schools: ambitious premises and researching possibilities, Hawker-Brownlow, Melbourne. Munby, H, Russell, T & A ; Martin, AK 2001, ‘Teachers ‘ cognition and how it develops ‘ , in V Richardson ( ed. ) , Handbook of research on instruction, 4th edn, American educational Research Association, Washington, pp. 877-904. Nankervis, AR, Compton, RL & A ; Baird, M 2005, Human resource direction: schemes and procedures, 5th edn, Thomas Nelson, Melbourne. Drum sanders, CP & A ; McCutcheon, G 1986, ‘The development of practical theories of learning ‘ , Journal of Curriculum and Supervision, vol. 2, no. 1, pp. 50-67. Schon, D 1987, Educating the brooding practician, Jossey-Bass, San Francisco. Seel, R 2002, ‘The nature of organisational alteration ‘ , viewed 15 November 2006,. Stoll, L, Fink, D & A ; Earl, L 2003, It ‘s about acquisition ( and it ‘s about clip ) . What ‘s in it for schools? , Routledge Falmer, London. Van Driel, JH, Verloop, N & A ; De Vos, W 1998, ‘Developing scientific discipline instructors ‘ pedagogical content cognition ‘ , Journal of Research in Science Teaching, vol. 35, no. 6, pp. 673-95.