The Slave Of The North And South - 947 Words

Abolitionist came from middle class families, particularly those of New England Stock. They viewed slavery as a national sin; quoted from the book, â€Å"an evil that mocked American ideals of liberty and Christian morality.† Reformers who were antislavery of the North and South created the American colonization society, the removal of freed blacks to Africa. Henry Clay, James Madison, and President James Monroe lead the organization. Their goals were to make America free and all white. Even though the American Colonization Society had supporters, it did not succeed. The African Americans did not stand by while this happened, they fought back and confronted the colonizers with their assumptions that â€Å"free black people were unfit to live as citizens in America.† Most of the African Americans who lived in American, were native born, which to them meant that they belonged in America. Free African Americans established some 50 abolitionist societies that presented refuge to fugitive slaves, and launched the first African American newspaper in 1827, Freedoms Journal by David Walker, a free black man who published this to Appeal the the Colored Citizen of the World. He insisted, â€Å"America is more our country than it is the whites, we have enriched it with our blood and tears.† Thus, created a comeback that exploded in the summer of 1831, Nat Turners Rebellion. From both sides, a small group of antislavery white people lost hope of colonization and boarded on a new method. Returning toShow MoreRelatedWhat Make The Different Of Sla ves Between North And South America?843 Words   |  4 PagesWhat make the different of slaves between North and South America in the 1760? Northern and Southern slavery colonies in the United States differed in the treatment and culture. Most slaves are taken for farming or other agricultural work while a handful acquire slaves to serve in households. South American Slavery In 1760’s, around 20% of the total population of states where slavery occur are composed of African Americans although most of the African American population are found in the southernRead MoreThe Differences Between The United States And The North And Slave Owners Of The South2502 Words   |  11 Pages During the 1800s The United States of America faced a great divide, with slave states concentrated in the South and free states occupying the North, both sides differed greatly. While the foundation of the South was built and relied on the principles of slavery, the North was vastly different in that the region was built upon a system of industry and manufacturing, where all workers were employed and gainfully compensated. Although these two regions of the country were supposed to stand united,Read MoreNorth vs South1028 Words   |  5 PagesNorth vs. South Compare and Contrast The north and south were very different from each other socially and economically. They each had their won interpretations of the Constitution and their differing views creating much conflict. Each conflict gave the two regions their own reasons for entering a Civil War. First of all, economic circumstances were very different between the north and the south. The north gradually had become an economy revolving around manufacturing and commerce; they focusedRead MoreThe Slavery Of The North And South Between 1700 And 17991072 Words   |  5 Pagesnations incorporated provisions for slavery within their structure of governance. As slavery took roots in the North and South between 1700 and 1799, it influenced political, social and economic structures of the two regions throughout the 18th century. Towards the end of 17th century, European masters embarked on granting independence to their colonies. As the European colonies in the North gained independence, residents of the independent states acquired cheap land that was left by their colonialRead MoreEssay on Emancipation1140 Words   |  5 Pagessociety between the North and the South. The war divided the country between the North (Union) and South (Confederate). There were many factors that led to the war and the chief ones were political, social, and economic differences between the North and the South. Slavery was a major issue that triggered the American Civil War. Basically the South wanted and needed it and the North did not want it at all. The South was going to do anything they could to keep it. Slavery and slave trades had becomeRead MoreWhat Caused The Civil War? Slavery? Politics?Social Conflicts?Maybe1628 Words   |  7 Pageshappened. It was called the Civil War. The Civil War was between the North and the South about slavery. The North was antislavery, but the South was all for slavery. The North wanted to free the slaves to help fight the war, but the South was not fond of that. Some would believe that they would talk it out; however, they both decided to have a four-year war about it. Although many feel that slaves were only used to help the North in the Civil War, in reality, they determined how it came about. Read MoreThe End Of The Civil War1483 Words   |  6 Pagesbetween the North and South. This line differentiated everything from crops to religion. A s the country expanded and evolved this line not only become clearer but also started to cause more conflict. Eventually it became clear that the North was industrializing and the South wanted to remain an agrarian society. Leading up to the civil war was basically a sibling rivalry of push and shove. One day the South would start to implement slavery in a disputed or free territory and he next the North would beRead MoreFrederick Douglass : The Cause Of The American Civil War998 Words   |  4 Pagessocial disputes between the North and the South. The morality of the issue of slavery was one which was highly debated. The North found that slavery was immoral and should be abolished. Frederick Douglass, a former slave, in his speech on â€Å"The Meaning of July Fourth for the Negro,† holds little back and criticizes the happening of the white man in celebrating freedom yet enslaving African Americans (Doc. 4). Be mindful that this is a speech that was given by a former slave to an audience that primarilyRead MoreThe North And South Were Divided Into Two Sections Essay914 Words   |  4 Pagesthe Antebellum period, the North and South were divided into two sections. The North opposed slavery while the South believed that it ultimately benefitted society, creating conflicting views on many different issues. The issues that were brought about during the antebellum period between the North and the South were centered around what type of societies slavery created. Although the North and South had some similarities during the antebellum period, the North and South were consistently more differentRead MoreEssay about Causes of The Outbreak of the American Civil War1129 Words   |  5 PagesCivil War The deep south had strong opinions on issues on which the south had other feeling on, one of the main issues was that of slavery. The north had an obvious disagreement with the south over the issue of slavery, this started at the very beginning of the union with the south saying that slaves had been used for years in ancient Greece and Rome. Southerners felt that it was a more distinguished way of life and thought that the north did not like the idea of slavery

Immune Of Doubt By Rene Descartes - 916 Words

Immune to doubt In his meditation writing, Rene Descartes tries to find that one thing that is absolutely certain and therefore is immune to doubt. The way in which he attempts to do this is by doubting everything that he knows to be true until the mere action of doubting that thing becomes a contradiction in itself. Since it is unrealistic, and maybe logistically impossible, to doubt every single thing that he holds to be true in this world, Descartes starts by rejecting everything that he would consider to be fundamental and he declares, in his writhing, that everything is unreal because doing this knocks down the foundation of his knowledge. The foundation of his knowledge, for all he knows, might be true but since he has not proven it to be true yet, it would be easier to start in a clean slate and build undoubtable knowledge from scratch. Descartes eventually comes to the conclusion that the one thing that is immune to doubt is that he is a thinking thing. In making this assertion, Descartes ha d to establish that he exists and subsequently make several enquiries about his attributes and be able to demonstrate that he can only be sure of his ability to think. In the process of questioning his own existence Descartes starts by denying the existence of his body and his senses, perhaps the two most important things that we humans associate with our being. He biases these denials on the fact that he had dreams before that had seemed just as vivid as ‘real life’ perhaps heShow MoreRelatedRene Descartes And Skepticism Argument763 Words   |  4 PagesEssay 1 Skepticism, in general, is the theory that knowledge is impossible without certainty. Rene Descartes aimed to prove skepticism wrong by using his method of hyperbolic doubt, which stated that you should only believe certain things that are immune from doubt and throw out anything that may be doubted. In his mediations, he then came up with two different arguments from this method: the dream argument, and the evil demon argument. These skeptical arguments are not intended to be a denial ofRead MoreBakit hangad ng mga bansang Asyano na magkaroon ng pambansang Wika?5719 Words   |  23 PagesRenà © Descartes (1596—1650) Renà © Descartes is often credited with being the â€Å"Father of Modern Philosophy.† This title is justified due both to his break with the traditional Scholastic-Aristotelian philosophy prevalent at his time and to his development and promotion of the new, mechanistic sciences. His fundamental break with Scholastic philosophy was twofold. First, Descartes thought that the Scholastics’ method was prone to doubt given their reliance on sensation as the source for all knowledgeRead MoreTheoretical Relationship Between The Mind Body1193 Words   |  5 Pagesthe highest within college students, and this theory explains that sometimes the mind affects the body, and vice versa. In other words, the body and mind are separate, and they affect one another. One philosopher who supported this theory was, Rene Descartes; by stating, â€Å"We are physical beings because we are extended in space. We are mental beings because we think.† Another theory according to Andrew Gummow and Adrian Janit is Materialism, which its position is that the only physical matter is realRead More The Free Will in Meditations on First Philosophy by Descartes3767 Words   |  16 PagesFree Will in Meditations on First Philosophy by Descartes I In Meditations on First Philosophy, Descartes takes the reader through a methodological exercise in philosophical enquiry. After stripping the intellect of all doubtful and false beliefs, he re-examines the nature and structure of being in an attempt to secure a universally valid epistemology free from skepticism. Hoping for the successful reconciliation of science and theology, Descartes works to reconstruct a new foundation of absoluteRead MoreEssay on The Concepts of Belief, Certainty, and Knowledge1942 Words   |  8 Pageswhat cannot be seen and is rationalism’s fundamental philosophy of life. To be able to reason based on a logical and rational premise is crucial to arriving at a conclusion that serves its purpose of increasing our knowledge. Rationalists like Renà © Descartes are particularly impressed with areas of knowledge such as logic and mathematics, which seem to be both certain and useful[4] and claim that reason provides belief of a high epistemic status, thu s being able to develop subjectively comprehensiveRead More50 Harmful Effects of Genetically Modified (Gm) Foods14312 Words   |  58 Pagesproducts, why can t we also manufacture living organisms, and using the same or similar principles? Why not take this assembly-line process to the next logical and progressive level? What s wrong then with the advance of genetic engineering? No doubt, with hybridizations conscious life is manipulated. But living organisms continue to make some primary genetic decisions amid limited selections. We can understand this with an analogy. There is an immense difference between being a matchmaker andRead MoreStephen P. Robbins Timothy A. Judge (2011) Organizational Behaviour 15th Edition New Jersey: Prentice Hall393164 Words   |  1573 Pagesshort to medium term), the better off we’ll be. The workplace is no place for fantasies. COUNTERPOINT here are employers and employees who show little regard for each other. That each side can be uncaring or cavalier is hardly a revelation. No doubt such cynical attitudes are as old as the employment relationship itself. But is that the norm? And is it desirable? The answer to both these questions is â€Å"no.† Says management guru Tom Peters, â€Å"Bottom line: loyalty matters. A lot. Yesterday. Today

Creating A Constructivist Classroom Education Essay Free Essays

string(30) " manners and personalities 2\." Abstractions: Constructionism claims that scholars are able to build cognition most of course and wholly while they are building some artefacts. This paper explains that cognition acquisition is a procedure of design that is facilitated when scholars are actively engaged in planing cognition instead than simply construing or encoding it i.e. We will write a custom essay sample on Creating A Constructivist Classroom Education Essay or any similar topic only for you Order Now Learners benefit the most from the larning procedure when they are the interior decorators of the instructional experiences. Constructivist instructors encourage pupils to measure how the activity is assisting them derive understanding. By oppugning themselves and their schemes, pupils become adept scholars as they learn how to larn. The pupils so have the tools necessary to go life-long scholars. Educational Technology can help pedagogues in making a constructivist larning environment. It offers a enormous sum of information, tools for creativeness and development, and assorted environments and forums for communicating. Through engineering, pupils can show themselves and their creative activities and they can reply inquiries that they are presenting for themselves. Hence, this paper tries to set forward the fact that Constructivist pattern is made easier with engineering because it promotes collaborative, synergistic and student-centered acquisition. Cardinal words: Constructionism, instructional experiences, life-long scholars, collaborative, student-centered acquisition. Introduction: Education is at the meeting of powerful and quickly switching educational, technological and political forces that will determine the construction of educational systems across the Earth for the balance of this century. The handiness of engineering may take instructors to integrate constructivist patterns in their schoolroom. Rakes, et.al. ( 1999 ) found that the sum of engineering available, the degree of engineering accomplishments of the instructors, and the usage of engineering were straight related to utilize of constructivist methods in the schoolroom. They province, â€Å" engineering can supply the vehicle for carry throughing constructivist instruction patterns † . Technology complements constructivism by supplying on-going information and tools for pupil creativeness and development, which contributes significantly to an addition in pupil larning results. It serves as a powerful tool for constructivism ‘s cardinal rule that pupils learn by making. Constructivis t pattern is made easier with engineering because it promotes collaborative, synergistic and student-centered acquisition. The usage of engineering in the schoolroom besides has a positive consequence on pupil attitudes because they feel more successful, are motivated to larn and hold better assurance ( Dwyer, et Al, 1991 ) . In today ‘s digital economic system, the ability to entree, adapt, and make cognition utilizing engineering is critical to a pupil ‘s success. Significance OF CONSTRUCTIVIST VIEWS OF LEARNING: Merely late has it become executable to see constructivism rules within the context of technology-mediated higher instruction ( Gunawardena, Lowe A ; Anderson, 1997 ; Blanchette A ; Kanuka, 1999 ) . This is due chiefly to progresss in communicating engineerings ensuing in an effectual agencies to implement constructivism rules, which would be hard to carry through with other media ( Driscoll, 1994 ) . Specifically, communicating engineerings have the capacity to supply an synergistic environment that can back up instructional methods required to ease constructivist rules. For these grounds, constructivism has become a popular epistemic place for many pedagogues who are utilizing technology-mediated acquisition. Unfortunately, pedagogues who take on the challenge of seeking to do sense of the literature on constructivism frequently find it to be an overpowering escapade. There are a assortment of epistemic places that coexist in the literature on how we construct knowledge – many utilizing the same constructivist label. Conversely, there are many different labels used to depict the same cardinal thoughts built-in in many constructivist places. Adding to the labeling confusion is another job: some of the instruction literature describes constructivism as a set of instructional schemes, some describe constructivism as a acquisition theory, and others describe constructivism philosophically – or as a manner we come to understand ourselves and our environment. The undermentioned literature reappraisal identifies the Hagiographas on constructivism that are notable. Hagiographas were identified as notable when they made of import theoretical points about the usage of constructivism for technology-mediated acquisition. Constructivism positions larning as a personal, brooding, and transformative procedure where thoughts, experiences, and points of position are processed into something new. In this doctrine, instructors are the facilitators for the pupils ‘ acquisition ( Sandholtz et al. , 1997 ) instead than the provokers. In the knowledge-constructed schoolroom, the pupils work together, sharing the procedure of larning non merely with their equals but with parents and others ( Sandholtz et al. , 1997 ) . The literature is rich with illustrations and grounds back uping the claim that cognition is constructed and non transferred. This attack to acquisition has become known as constructivism ( Jonassen, 1999 ; Riel A ; Fulton ; Schank, Berman, A ; Macpherson, 1999 ) . Learning takes topographic point in every schoolroom. The job is that it is frequently non what we expected would be learned ( Smith, 1998 ) . The constructivist larning environment contains a job that is cardinal to the sphere of survey, theoretical accounts of the acquisition procedure by an expert, and is scaffolded by a manager or more adept scholar that extends the ability of the scholar ( Jonassen, 1999 ) . Balakrishnan ( 2001 ) investigated the usage of constructivism and engineering in project-based acquisition in simple schoolrooms and found that instructors ‘ planning and pattern of project-based acquisition activities are focused more on multiple instructional activities and less on integrating of constructivism and engineering. Julius ( 2001 ) investigated how constructivism was evidenced in the beliefs, perceptual experiences, and patterns of in-between degree instructors who were considered to be effectual instructors. The consequences revealed that constructivists held consciousness of the function of both pupil and instructor in impacting the cognitive development in pupils. Classrooms using a constructivist attack to pedagogy would be pupil centered ( Bransford, 2003 ) . PRIORITIES OF EDUCATIONAL TECNOLOGY IN CONSTRUCTIVIST PRACTICE: The four precedences are: Thatch for Intellectual Development 1. Critical and originative thought accomplishments development 2. Demonstrated competences in nucleus course of study 3. Effective usage of engineering in the schoolroom in support of larning 4. Application of larning accomplishments to relevant, real-life state of affairss Make Learning Meaningful 1. Appreciation of diverseness of larning manners and personalities 2. Appreciation and application of appropriate instruction manners 3. Giving pupils the chance to have their acquisition experiences 4. Developing a passion for life-long acquisition Use Authentic Assessment 1. Set high criterions for ego and pupils 2. Developing a dynamic attack to a changing universe 3. Demonstrate competences through public presentation 4. Promote active engagement in our democratic society Focus on Students Becoming Manufacturers and Subscribers 1. Lend to others in category in and community 2. Foster value as an person and as a conducive member of society 3. Use larning accomplishments in real-life state of affairss and for existent wagess 4. Interact/team with other instructors and community members. ROLE PLAYED BY EDUCATIONAL TECNOLOGY IN CONSTRUCTIVIST CLASSROOM: a-? Paradigm displacement in position of the learning procedure: Paradigm displacement in position of the acquisition procedure coupled with applications of the new information engineerings, may play an of import function in conveying educational systems into alignment with the knowledge-based, information-rich society. The general impression sing the usage of computing machines in instruction is that it may best be used as a tool for drill and pattern plans supplementing the instructional procedure. In such instructional procedures, the scholar receives information already programmed inside the computing machine following an algorithm. Although some sum of interactivity is ensured, the general feeling is that in such instructional procedures, computing machines control the acquisition construction giving the scholar really small room for creativeness, doing him a inactive receiver of information. There is a demand to research the potencies of this device beyond these traditional impressions i.e. the meaningful designing of computing machine based instructional procedures with increased pupil engagement. Besides, it is non the drawn-out use on the device that would guarantee the coveted acquisition instead the nature of these larning undertakings, which would transform and enrich the instructional procedures. Computer application plans can be used to plan larning experiences to develop originative and critical thought and be used as ‘mind tools ‘ that can be used by pupils to stand for what they know and to prosecute in critical thought about the content. a-? Use of ICT in altering the function of the instructor from ‘prescriptor ‘ to that of ‘orchestor ‘ of acquisition: In schoolrooms today, the function of the instructor needs to alter from the traditional function of prescriptor to that of orchestrator of larning – which necessitates the designing of ICT integrated schoolrooms advancing higher order cognitive accomplishments. The focal point ought to be more on enquiry-based attacks frequently traveling beyond the prescribed course of study to dig and seek replies to the job under concern but now from different positions. This methodological analysis is disputing both for the instructor every bit good as for the scholar but finally the procedure of self-learning ensures a more strict attack and deeper apprehension of facts. The focal point is more on the procedure of information acquisition, the critical and analytical thought involved in geting information from multiple beginnings, analysing any information and so planing the acquisition results in aesthetic presentations. Such a theoretical account of larning focal points more on the proc edure over the merchandise, geting information from multiple beginnings, analytical and critical thought and eventually a comprehensive rating measuring different countries of pupil academic growing. a-? Development of educational portfolio through the usage of ICT: An educational portfolio is one such typical invention that can advance constructivist acquisition in the otherwise traditional schoolroom. It is a combination of a figure of larning undertakings and a digest of the results achieved as a consequence of the procedures undergone therein. A critical constituent is the accent on ‘process ‘ over ‘product ‘ and the changeless contemplation of the scholar as he moves from one phase to another in the realisation of the aims. The other important characteristic is the acquisition of information from multiple beginnings and the necessary constituent of changeless informations analysis before continuing to the undermentioned phases in the development of the educational portfolio. Appraisal of larning results besides is a comprehensive one taking into history different countries of scholar academic growing as a consequence of the procedures being carried out from designation of ends to acquisition of relevant information a nd eventually its processing and airing. a-? Promoting portfolio appraisal through ICT: Portfolio appraisal is a comprehensive mode of pupil rating integrating a assortment of larning undertakings with appropriate and timely proviso of the necessary guidelines to finish the same within accorded standards and allotted clip bounds. Portfolio Assessment, with a focal point on growing and development over clip, implemented through choice, contemplation and review of category work, along with end puting and self-evaluation. These are public presentation enablers that define the acceptable criterions expected from the scholar and therefore specify the way that he needs to follow to accomplish excellence. What differentiates the educational portfolio from the traditional signifiers of appraisal is the designing of the portfolio around a set of criterions and larning ends which are non the direct results of the schoolroom instructional procedures, instead an enterprise to guarantee pupil higher order acquisition as a consequence of these instructional procedures. Function Direction Construction Classroom Activity Teacher-centered ; didactic Learner-centered ; synergistic Teacher Role Fact Teller ; expert Confederate ; scholar Student Role Listener ; ever the scholar Confederate ; sometimes the expert Instructional Emphasis Facts ; memorisation Relationships ; enquiry and innovation Concept of Knowledge Accretion of facts Transformation of facts Presentation of Success Measure Quality of understanding Appraisal Norm-referenced ; multiple-choice points Criterion-referenced ; portfolios and public presentations Technology Use Drill and pattern Communication, collabor- ation, information entree and retrieval, look a-? Educational engineering advancing multiple positions of acquisition: With the aid of educational engineering the accent is on cognition building, non reproduction ; the composing of information instead than the infliction of cognition ; multiple outlooks instead than multiple workbooks. The instructor must fix with inventive foresight, and imperative penetration in order to excite and imitate effectual brushs that resemble existent life instruction. Wyld, S. and Eklund, J. ( 1997 ) .A province that: â€Å" facing scholars with jobs from multiple positions can advance the pertinence of their cognition across changing state of affairss. Learners have to work with the same construct in different environments at different and with different ends. So they are expected to develop cognitive flexibleness and to bring forth multiple positions of their cognition. † a-? Educational engineering making constructivist schoolroom through active acquisition: Learners can non build cognition merely by passively having, geting, or accepting it ; A nor by inertly listening nor heeding.A Knowledge is non formed during the transmittal of it.A Therefore the accent for direction must be on the creative activity of significance and understanding while meeting new information or new contexts.A Active scholars need to be involved bypartaking, take parting, building and cooperating.A Jonassen ( 1996 ) states that scholars must be given chances to be active in ways that will advance autonomy, creativeness and critical analysis of jobs necessitating a solution.A Wilson ( 1997 ) , created a list of chances for the scholars to develop more active buildings of meaning.A They included simulations, scheme and role-playing games, toolkits and phenomenaria, multimedia larning environments, knowing acquisition environments, storytelling constructions, instance surveies, Socratic duologues, training and scaffolding, larning by design, acquisition by learning, group cooperation, collaborative acquisition and holistic psychotechnologies. a-? Educational engineering advancing collaborative acquisition chances: Collaborative work allows for schoolrooms to be more concerted than competitive.A Students begin to see one another as resources instead than beginnings of ridicule.A The societal context within which a scholar resides is important to their accomplishment. Strommen A ; Lincoln ( 1992 ) A found that: â€Å" Constructivism has led to the extra find that powerful additions are made when kids work together†¦ ..children are able to reflect on and luxuriant notA merely their ain thoughts but those of their equals as good. Children come to see their equals non as rivals but as resources. † To understand a construct to the point of being able to explicate it to others, is when existent acquisition has occurred and personal cognition has been acquired.A Lunenberg ( 1998 ) believes the value of collaborative acquisition is in the chance for scholars to lucubrate on their ain thoughts every bit good as those of their peers.A Worldwide coaction is besides actuating for both pupils a nd instructors as it provides an appealing manner for pupils to derive internet accomplishments while go toing to regular schoolroom activities. The worldview of the pupil can be expanded because of the nothing cost of pass oning with other people around the Earth. Decision: Educational Technology provide an array of powerful tools that may assist in transforming the present stray, teacher-centered and text-bound schoolrooms into rich, student-focused, synergistic cognition environments. To run into these challenges, schools must encompass the new engineerings and allow the new ICT tools for larning. They must besides travel towards the end of transforming the traditional paradigm of larning. To carry through this end requires both a alteration in the traditional position of the acquisition procedure and an apprehension of how the new digital engineerings can make new larning environments in which pupils are engaged scholars, able to take greater duty for their ain acquisition and building their ain cognition. Constructivism modifies the function of the instructor so that instructors help pupils to build cognition instead than reproduce a series of facts. The constructivist instructor provides tools such as problem-solving and inquiry-based acquisition a ctivities so that pupils can explicate and prove their thoughts, draw decisions and illations, and convey their cognition in a collaborative acquisition environment. 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Compare vs. Contrast Active vs. Passive Studen free essay sample

The morning before my swimming sectional meet I lay in bed at home. I knew at that moment my shoulder was injured. As I lay in bed, my body shakes and screams from the tension in my shoulder. Heart pounding and nerves were on fire. I knew this was no ordinary pain. Little did I know that one shoulder injury would diminish my dreams and keep me from becoming a swimmer at Indiana University. I started swimming competitively early on with the high school kids when I was in 7th grade. I was starting two- a -day practices, conditioning, and attending the workouts. I knew swimming was my whole life and I wasn’t going to let anyone or any injury bring me down. When I entered high school, I swam all the time; The Center Grove High School pool felt like a second home to me. The only problem with swimming for long periods of time and starting so young was that it wasn’t good for my developing muscles and shoulders. We will write a custom essay sample on Compare vs. Contrast Active vs. Passive Studen or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page In the back of my mind my worst fear while swimming was always injuring my shoulder, because I had heard horror stories of swimmers who can no longer swim because they over use their shoulder. Never the less I was always positive, and thought nothing would ever happen to me. If something ever felt wrong or different, I would never whine or complain; I would just suck it up and go on with my race or practice. My junior year, I noticed a knot in my shoulder and it was affecting my stroke and how I would race at practice and meets. I never really said anything to my parents or coach because I was scared to let them or the team down. I continued to swim my junior year and ended up moving forward to sectionals, and my coach thought I had the potential to make it to state. The morning of sectionals, I woke up in pain; I couldn’t move my shoulder. I told my parents, and they didn’t think I should swim in sectionals that day, but I was bound and determined to make it to state. I wanted to make my coach proud and did not want to let my teammates down. I ended up swimming my event, the 100 freestyle, and missed the state cut by ne place, coming in 4th. That moment was when I gave up. I knew deep down that my shoulder was done for and I couldn’t continue to swim like I use to. My confidence was shot and my dreams of swimming were shattered. In the days to come my parents took me to the doctor for my shoulder because it was still bothering me. The injury was so bad; the doctor was surprised I was even swimming my junior year. He was disappointed in me that I didn’t come in and get it looked at earlier, and he said I could have gotten therapy, and there would have been a possibility that I could have kept swimming. Then He hit me with the worst news I’ve heard in a long time, â€Å"You tore your rotator cuff, which lead to severe tendonitis, and you can’t continue to swim or it will only get worse. † This meant that I had over used it and my fear of injuring myself happened to me right then and there. It hurt me and upset me knowing I couldn’t swim in college, and I could have prevented this small shoulder issue, but instead I ignored it and acted as if it wasn’t a big deal. I ended up swimming a little in my senior year, participating in a few practices and meets. I wasn’t allowed to go all out or overdo it, and I didn’t try or win like I use to. They knew how much swimming meant to me, so they let me participate. Not a day goes by that I don’t miss swimming. I beat myself up for not speaking up, or going to that doctor’s office earlier. It saddens me that I couldn’t swim in college, because I knew I had the potential to better myself and swim at Indiana University. My dreams were shattered, but a hard lesson was learned.

Italy Essays (155 words) - Italy, Republics, Pula,

Italy Location and Population Italy, is a boot shaped country in south-south eastern Europe. Italy, also known as the Italian Republic, is one of the seven most industrialized countries in the world. This lineup includes: United States, Russia, Germany, England, Japan, China and Italy. Italy is about the size of North Carolina and it has a population of around thirty-seven million people as of 1991. An interesting fact about the population of Italy is that it is neither growing nor shrinking. During the last decade, Italy's population hasn't exceeded a .9% increase or decrease in population. Of the 37 million inhabitants of Italy, many work as farmers, and factory workers. Climate The climate of Italy is mild. Along the coastal areas, there is a long hot summer, with a short mild, and windy winter. Italy much of the time is cold and wet especially in the winter. The yearly average temperature is 40 degrees. Main Industries/

Prison Writings Essay

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Subculture, Taste Culture and Counterculture Theory Essay

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Supply chain management Essay Example | Topics and Well Written Essays - 1250 words

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The Influence Of Money In Philippine Elections

The Influence Of Money In Philippine Elections Election campaigns are now on the roll. Politicians are getting busy thinking of many ways to ensure their victory in the coming elections. Different strategies and techniques are being used by these candidates in order to win the votes of the people. Aside from the techniques and strategies, money plays a huge role in every Philippine elections. The ability to win of the candidate lies on how much money he or she is going to spend for this coming election. The aspiring candidates will definitely spend a large amount of money to catch the hearts of the voters even if it means performing an illegal act. A single vote is very precious and essential for the win a candidate. And in order to possess this single sure vote, candidates resort to buying the votes of the people. Vote buying is overt in the Philippines. It is a disease that continuously rots our political and electoral system. It has already become institutionalized in our system and remains constant despite the condemnation of many Filipinos. Before, vote buying is usually the last recourse of a rich but unpopular candidate to hold a position in office. But today, even popular ones are engaging themselves to this kind of activity because popularity per se is not enough to assure the vote of the electorate especially in local politics. Vote buying reflects a powerful image of graft and corruption. It is just the stepping stone for doing a more fraudulent act. The vicious cycle of vote buying and vote selling in the Philippines is becoming more and more alarming. This paper aims to answer the nature of vote buying, strategies of vote buying in the Philippines, the reasons for doing vote buying and vote selling and to trace the history of vote buying in the Philippines. WHAT IS VOTE BUYING? Vote buying, according to Hicken (2006), includes the individual, immediate and private exchange of goods, services or cash for electoral support, usually in violation of legal norms. It simply means giving out or handing out money to leaders and voters. It also means getting the vote of the people to ensure winning. Vote buying is also a form of economic exchange (Schaffer, 2002) because there is money involve. TYPES OF VOTE BUYING Vote buying can be categorized into two types: direct vote buying and indirect vote buying. Both types are widely used in the case of the Philippines although the idea of direct vote buying serves as the more popular act. DIRECT VOTE BUYING It is the most common type of vote buying where direct payments, in many forms, are given to the voter. It may be in the form of cash donations, shares of stock or a promise of a particular plan of action or payment in exchange for a promise of vote (Dekel, E., et. al., 2004). INDIRECT VOTE BUYING It is a kind of vote buying done in a non obvious and straightforward approach. This type of vote buying uses campaign strategies that target the weaknesses of the electorate. Here in the Philippines, the strategy of the candidates is to use and take advantage of the different Filipino traits. Example of these traits are our values of utang na loob, pakikisama, our close family and kinship ties, our religiousness, and other social values like loyalty, support and trust. They effectively use the various traits to influence and temp us to follow their selfish plans. Bava (1998) gave a concrete example on how this character capitalization happens. Different parties and candidates hire poll watchers and workers who are tasked to distribute sample ballots for their party. Each poll watchers and ballot distributors are given 1500 pesos and 500 pesos respectively, per day of work from 7 am to 3 pm. A poll watcher only needs 4 things in order to land the job: 1) a ball pen 2) a tally sheet 3) at least 18 years of age and 4) a registered vote (Bava, 1998). The last requirement is the most important and advantageous in the part of the candidates. If the hired person is a registered voter, the employer will be sure that the employers vote will go to him or her. A person offered with this kind of job will definitely take the opportunity given all the privileges and comfort that it can give. They can earn almost 1500 pesos a day by just distributing pamphlets and sample ballots. Adding to the convenience is the free meals given to them by their employer. A nd if the candidate won in the elections, most of them are given permanent jobs in various government offices. This is where indirect vote buying takes place. This act, according to Bava (1998), displays the Filipino trait of utang na loob. If a person has done something good to us, we would do anything and everything to return that goodness. In this case, the poll watchers and other employees will feel obligated to vote the candidate/employer because of the job that was given to them. FORMS OF VOTE BUYING Money is the common type of material that the candidates use in order to buy votes. But vote buying not only takes the form of money. It can be other forms of material offers. Schedler (2002) and Schaffer (2002) made a list that summarizes the different kinds of offers into three categories. The first and the most common form is payment. A payment is an amount of money paid. Schedler (2002, p.4) described it as a commercial relationship in which partners trade equivalent values. The citizen trades his vote in exchange of money. The act of accepting money denotes that there is an indirect agreement between the giver and the receiver of the payment. The second kind of material offer takes the form of gifts. A gift is something that is given out of free will without paying something in return. In the context of vote buying, accepting a gift does not give you the responsibility and obligation of voting the giver. The last kind is in the form of wage. A wage is an amount of money paid in exchange of services rendered. Like gifts, it does not require any obligation to the candidate. FACTORS AFFECTING VOTE BUYING According to Schaffer (2002), there are three factors that affect the strategies of the candidates and the perception of the voters toward vote buying. These are socioeconomic, institutional and political factors. The first factor both affects the candidates strategies and the voters perception while the last two factors affect mainly the strategies of the candidates. SOCIOECONOMIC FACTORS One of the socioeconomic factors is the social class (Hicken, 2006). The formulation of the different strategies is influenced by social classes existing in society. The candidate must make a strategy that can produce strong and favorable impressions on people from different walks of life. It should cater to the needs of the entire high, middle and low class population. But it is impossible to come up with such strategies given that there is a massive gap and conflicting interests present among these social classes. Different social classes connote different needs and expectations. A strategy that might work to the lower class might be ineffective to the middle and higher class or a strategy that may be good to the higher class might harm those belonging in the lower class. Adding to the problem is the unequal number of population belonging to a certain social class. In the Philippines, the population of the lower class is greater than the population of the middle and higher class co mbined. The solution to these is to focus the strategy to those who constitute the majority. The easiest and most effective strategy to garner votes is to buy the votes of those who are included in this majority (which is the lower class). It will be very effective since those who belong in this class are financially unable who need money to sustain their everyday living. This scenario is very prevalent in the Philippines since many are members of the lower class. Almost all politicians who are running in office are focusing their campaign on the less fortunate because to them, greater number of voters means more number of votes and more number of votes means greater chances of winning. The second socioeconomic factor is education (Hicken, 2006) which affects the voters view about vote buying. For the high and some middle class voters, vote buying is a deviant and somehow an immoral behavior. Those in the higher and middle class are strong attackers of this practice. They are advocates of different anti-vote buying campaigns and they are known for organizing movements that educate the people about this kind of campaign strategies. They have this kind of opinion because education teaches them about these kinds of things. But for some middle class and most in the lower class (who cannot afford to have a higher education), they accepted vote buying because they perceive it as the time when they can receive free money that they can use to buy their necessities. INSTITUTIONAL FACTORS Hicken (2006, p. 48), stated that the rules and institutions under which candidates must operate can influence their incentives to purchase electoral support. Different institutional factors may encourage or discourage the use of vote buying. One institutional factor is the electoral system itself (Hicken, 2006). Under this factor is the district magnitude. It affects the strategy of the candidate because large constituency means larger amount of money needed to buy votes. Large district also has influence on the manner of distribution of the money. The strategy will be more expensive and costly since the distribution of money will take much longer and there should be an increase in the number of employees to properly accomplish the strategy. As a result, candidates will lessen the amount of money to be distributed to the people in order to prioritize other campaign strategies. POLITICAL FACTORS Political factors are different conditions and circumstances in society that affect the creation of various policies political choices. One of the variables under this factor is the election laws, particularly the anti-vote buying laws (Hicken, 2006). The degree of execution of different anti-vote buying laws affect how candidates device their strategy and distribution plans. In the Philippines, vote buying is illegal yet it continues to occur probably because of inefficiency of the laws and the law enforcers and the light punishments that will be given to the law breaker. There is no strict regulation of such laws in our country that is why the practice of vote buying is still a widespread act. More often than not, the law enforcers themselves are the protector of this scheme. BUDGET SOURCES The first thing that comes into our minds when we talk about vote buying is money. Money is the vital element of vote buying. It is the foundation of any vote buying scheme. We usually think that all vote buying funds are coming from the pockets of the candidates since most of them are members of the elite. But I think that the candidates are smart enough not to make use of their own wealth and to think of other alternative ways of budget sources. Some candidates most likely get their vote buying budget from their own political parties. Others accept donations from different business sectors given the condition that if they win the elections, they will repay them by giving them economic benefits and government protection. For example, the candidate accepted the donation from a construction company. If the candidate won the elections and plans to carry out road projects, he or she will be obliged to make the company the contractor of the said projects. Other candidates resort in getting illegal funds. Candidates who seek re-election have the advantage when it comes to money resources because they can easily tap pork barrel and other government funds. Some ask the help of drug syndicates, smugglers, kidnappers, gamblers and robbers to provide them with untraceable funds. It is true because we can observe that many crimes and illegal acts are happening during the election season. In return, the candidates give them financial support and protection. DIFFERENT STRATEGIES OF VOTE BUYING A carefully devised plan of action is needed to successfully carry out acts, especially if it is illegal. Candidates and politicians are wise in strategizing the effective way to buy the votes of the people. Usually, they even hire experts and professionals who are knowledgeable in fields concerning illegal campaign scheming. One specific strategy to ensure that the money given was translated into vote is what Bionat (1998) called Lanzadera system. In this strategy, the watchers give the voters an already completed ballot which will be dropped by the voters in the ballot box. After dropping the already completed ballot, the voter, then, takes with him or her the blank ballot and give it to the watcher. The watcher will complete that ballot and give it to the next paid voter. In this system, the money is given only if the voter returns with a blank ballot. I interviewed people from our barangay in Bulakan, Bulacan about the chronic vote buying in our place. They had first hand experiences on how vote buying takes place in our town. Based from that interview, I was able to learn other strategies and series of actions on how the scheme of vote buying happens. According to them, vote buying is usually conducted a night or two before the election day, usually around eight in the evening until midnight. Each politician has their own leader per community who is responsible for the identification of supporters and potential vote buying targets. They are also responsible in delivering the money to the house of the identified voters, at times in the appearance of paying the watcher. The intense vote buying is very evident and common in our place that the people are the ones coming and lining up in front of the politicians headquarters to ask for the money. Another strategy done by the candidates is getting the trust of barangay officials and other community leaders. In this way, the candidate can almost assume his or her hold in the community. The local leaders, then, are given large amount of money in exchange of buying the votes of their constituencies on behalf of the politician or the candidate. One more strategy that was mentioned by my neighbors is buying non-supporters. Candidates will offer those non-supporters with huge amount money. If they accept it, they will not be allowed to come out of their houses on the day of the election. There will be someone who will serve as a watchman that will ensure that the voter will abide to the agreement. Some politicians, in order to be extra sure, hire a bus that will take all the paid non-supporters to an out-of-town trip on the election day. Another strategy is the taking advantage of the politicians on our deep family and kinship ties. Some politicians use a relative or an influential member of a clan to convince members of the family and close friends to accept the money and to vote for that politician. Vote buying also happens during the election day itself as said by the interviewees. Buying may take the form of 100 pesos attached to the sample ballot. There are also ways in order to ensure that the paid voter will comply with the agreement. Before giving the money, they are required to give proofs that they voted that candidate. Usually, they bring with them a carbon paper or they are asked to take a picture of the ballot with a cell phone camera. Others asked the voters to make an agreed mark (a particular fold for example) on the ballot to serve as identification in the course of the counting of the votes. REASON WHY POLITICIANS BUY VOTES The primary reason why politicians buy votes is the hunger for power. Vote buying is a form of desperation to remain in power. Many politicians fight for the privilege of power because it implies influence and control over other individuals. They see power as the easiest way to achieve fame and fortune. Candidates want to purchase the vote of the people to obtain domination on different public organizations and mechanisms. They are not afraid to spend a big amount of money because once they are elected in office; they can easily recover the money that was used to pay those individuals. REASONS WHY PEOPLE SELL THEIR VOTES According to the April 2007 of the Social Weather Station (SWS), one in two of the registered voters think that there is nothing bad in accepting the money offers from the candidates (refer to Figure 1). Others may not see this from of money-giving as an attempt to buy their votes. They accept the money but it does not necessarily mean that they will vote for that candidate. Another reason is the offer seems as an opportunity to get the money, which was stolen by the politicians, back to the people. They might as well accept the offered money since it came from the taxes of the people. The April 2007 SWS survey also found that those in the rural areas were more probable in accepting money compared to those who live in urban areas (refer to Table 1). This shows that the primary reason for the selling of votes is poverty. Those who live in or below the poverty line mostly are unemployed individuals. They take the money because they needed it. For the poor, payment for a vote can mean a week without hunger. They just accept the offer because for them, dignity and pride cannot create food and money. Some may see elections as the only chance to obtain something from the government. They have this view that it is an obligation of a candidate to give money and other material things to their supporters. There are some reasons that we can consider negative in the part of the voters. People accept payments because they are being threatened. Most of the times, material offers are accompanied with terror, making them very difficult to refuse. Figure 1. In an election, it is not bad to accept money provided one votes according to ones conscience. Source: http://www.sws.org.ph/pr070503.htm Table 1. Rural areas approved accepting money compared to those in the urban areas. Source: http://www.sws.org.ph/pr070503.htm IS REFORM POSSIBLE? For the past few years, many have attempted to stop and eliminate the practice of vote buying in the Philippines. They even formed different organizations that promote the values of an honest election. But none of them actually succeeded. The effectiveness of efforts depends on how organizers or developers predicted the intensity of vote buying strategies as well as the various reasons why people accept the offers. A reform aims to change the behavior of the candidates and the voters. Reforms for givers usually take the form of strengthened laws. Example includes strengthened vote secrecy, tightened campaign finance rules and many others that aim to prevent anyone from buying votes. But these reforms led only to a limited success. Vote buyers, instead of stopping, have adapt themselves to the new environment. To escape punishments, they devised new ways on how to carry out vote buying like increasing the instances of indirect vote buying rather than direct vote buying. It became more uncontrollable even though new laws strained it to become more subtle. On the other hand, reform has always taken the form of voter education. Probably the most successful technique that was done to eradicate vote buying is the campaign against vote buying through different public service posters (see Illustration 1, Illustration 2 and Illustration 3). Successful in the sense that it enables the public to gain information about the wrongness of vote buying. But it did not really help in the removal of this unacceptable practice. None of the attempts to completely stop vote buying became successful. Law enforcers and reformists continue to devise stricter policies and laws against vote buying despite the fact that none of these actually really worked. Instead of wasting the time in just making stricter policies, they should consider focusing their attention on real roots of this act. Government should focus their attention more on improving economic development and education. By doing so, people will not have the reason to accept money in exchange of their votes. At this point in time, I can say that reform is really impossible. Reform will only be possible once our political and economic system become stable. Illustration 2: 3M public service ad, May 2001. blinded by money. Vote with your conscience. Source: Schaffer, 2005 Illustration 1: Namfrel Public Service Ad, May 2001. Your vote is valuable, it doesnt have a price. Your character is priceless. So, in this election, dont sell your character, dont sell you vote. Source: Schaffer, 2005 Illustration 3: Red Horse Beer public service ad, May 2001. A little pocket change wont put you ahead. Dont ask for a bribe. Vote for a good candidate. Source: Schaffer, 2005 HISTORY OF VOTE BUYING IN THE PHILIPPINES Vote buying is not just a recent development in Philippine elections. Its existence started with the coming of foreign colonizers and continued to flourish and evolve with the advancement of new technologies and the development of new ideas. Pre-colonial elections in the Philippines did not have vote buying because the leadership was assumed not through election but through succession. The same thing goes probably with the elections during the early Spanish period (17th to 18th century). I did not find any account stating that there was vote buying but I assume that there was none because there was no elections and the leaders were only appointed by the Spaniards. In the late Spanish period (19th century), Spanish colonial control in the Philippines declined as the Philippine revolution started. The revolution led to the development of a government established by Aguinaldo. Under this government, most officials were selected individuals from the principalia class and elections were only held for higher positions. There was no large scale elections during that time so vote buying was not an option. The coming of the American period started vote buying in the Philippines. The Americans gave all Filipinos the right to rule and the right to vote. Act No. 60, which became the organic law for all municipal governments, started the elite rule in the Philippines (Tangcangco, 1988). The Act provided a requirement that only allowed the elites to vote and participate in elections. The elites became powerful and they may have realized the advantage that the position can give them. They became accustomed to the power that was once denied by the Spaniards. From then on, in order to sustain this power, they did whatever means and costs to be elected in office. Here are some of the documented instances of vote buying from the American period until the present period. In the 1929 Elections (during the American period), money was very essential in the campaign period. Money was used to pay-off rivals to withdraw their candidacy, to buy the votes of the people, to threaten the people, and to bribe campaign leaders of the rival candidate. (Banlaoi Carlos, 1996). In 1940 Local elections (Commonwealth period), Money was again a very important tool. Specific example for this one is the case of Pedro Abad Santos of the Socialist Party. He was predicted as the winner of the gubernatorial race in the province of Pampanga because of his massive popularity to his constituents but his wealthy opponent won the election by almost 7000 votes. There was no evidence of the strategies his opponent had used but the Abad Santos camp was really sure that his opponent used his money to buy the votes of the people. Another example was the electoral protest of Dr. Hilario Moncado against Tomas Cabili. They were fighting for a congressional seat in Lanoa province. Moncado accused Cabili of unlawful campaign by promising free legal services and employment for those who will vote for him. (Banlaoi Carlos, 1996) In the 1949 National Elections (during the post-independence period), all forms of fraud and manipulation were reportedly done by President Elpidio Quirino to ensure his position as president. Quirino and his other candidates used massive and whole-sale vote-buying in forms of money, jobs and pork barrel. It was reported that Quirino had used almost four million pesos during his election campaign. The three provinces where the massive vote buying occurred include Negros Occidental, Nueva Ecija and Lanao. (Banlaoi Carlos, 1996) The 1969 Presidential and Congressional Elections was between The Nacionalista Party and the Liberal Party. This was considered as the bloodiest and dirtiest election (Banlaoi Carlos, 1996, p.111) prior to the Martial law period. Both parties reportedly used different techniques to ensure their victory. These included cheating, ballot stuffing and massive vote buying. It was stated in the reports that the Nacionalista Party and the Liberal Party spent around 700 million pesos and 300 million pesos respectively. That money came from the pork-barrel funds and was used as media fees and in buying votes. (Banlaoi Carlos, 1996). During the Martial law period, all kinds of wholesale fraud were committed including vote buying. In order to capture the loyalty of the rural people, Marcos personally distributed 4000 pesos to every barrio captain during his campaign. The barrio captains were tasked to divide the money among the inhabitants of the barrio. (Abueva, 1970). In the 1992 elections, there was a ban on media advertisements so the candidates had more cash to spend on their campaigns. Feliciano Belmonte, Quezon City congressional candidate at that time, was reported to have given cash and free tickets to Hongkong during his campaign. (Bionat, 1998) The media advertisement was also banned in the 1995 elections. According to Bionat (1998), mayors in Cebu received a bonus of 50,000 to 100,000 pesos for campaigning the 12 senatorial bets of the administration. Like what Marcos did, candidates also bought the votes of the grassroots leader. The difference is that the value of their support was more expensive. Barangay captains accepted a minimum of 500 pesos and a maximum of 20,000 pesos from the candidates. (Bionat, 1998) In the 2004 Presidential elections, Arroyo committed almost all kinds of fraud according to Tuazon (2006). One example is the Oplan Mercury that was exposed by Rudy Galang (one of the brains of this idea). The goals of this plan are to use public funds to the campaign, to provide money to local officials and to buy the support of those in the opposition. (Tuazon, 2006). Elections in the Philippines from pre-colonial era to the present show how we incorporate influences of colonial rule into our political system. The good and bad effects of these interventions became part of the changes in Philippine elections. History tells us that the face of Philippine elections has never really changed. We still continue to perform the practices of the past. The difference now is that it just assumes new shape and form. CONCLUSION In a poor country like ours, it is impossible to have a power because our politicians know our vulnerability to pressure and our hardships in life. Majority of our electorate are poor and have no means of livelihood, no education to back them up and they just resign themselves to taking alms and relief. The poorer the country the more prevalent vote buying is. They take advantage of our weaknesses but we cannot blame those who sell their votes. Filipinos minds are set for any answers that are immediate. That is why even when the act is illegal and unlawful, like selling votes, they instantly resort to it to easily come up with a solution to their problem, like poverty. People are quite fixated on short term solutions instead of long term ones. A 500 peso bill can buy you, lets say, a two days decent meal, but it cannot assure you economic stability in the future. For me, vote buying can be associated with surrendering ones right to vote and selling ones principle. I will definitely not sell my vote. Vote buying is based on morality. Money is good by itself but the act is evil because it violates my freedom, my dignity and my right as an individual. Vote buying is not a native Filipino idea. It was only a reflection of our colonial experience. But this experience manifest in us that it became a constant scenario in elections. History has an indirect effect on the start of vote buying in the Philippines. The desire for self-rule that was forbidden to the Filipinos for almost 300 years was suddenly bestowed to us that it might have created the idea of doing whatever it takes (may it be good or bad) to preserve and uphold this right.

Know It Alls :: essays research papers

Know It All’s Just because a person thinks they know it all, doesn’t mean they can teach. In America, the land of the free, gives this privilege every year to many people. They get their Masters or even a PHD degree in college and think they can mold the minds of others. This is such a farce. The degree may give you the right to become a teacher or even a doctor, but it does not mean you will be a good one. Teaching comes from the heart. If you absolutely love what you are doing it will show in class. It will show in the faces of the students. It will show with the in class discussions with the students. And finally, it will show in the test scores from the class. How the class is doing, in the subject, reflects totally on the teacher. If the whole class is failing, then the teacher has failed as well. So couldn’t we say that this kind of teacher has fallen through the cracks? Like so many illiterate people who get all the way through the twelfth grade and still don’t know how to read. People learn in different ways. We are all different. Just because I know how to play the piano, doesn’t mean that the student next to me in class can play the piano as well, and I do not expect it. We all have different levels of talent and different levels of ability to learn. Some people just get it and everything comes easy. Some people struggle with some things and some with everything. This is where the teacher has to adjust their teaching skills to fit these needs. Everyone can not be taught the same way. I had this experience in college with the worst teacher that taught Microeconomics and a Psychology class. Yes I was slammed twice. He introduced himself and bragged for an hour and a half about his vast degrees and his experience in Vietnam and all the places he had seen and basically things I did not need to know. After listening to him I felt like I was in shell shock. I kept asking myself, â€Å"What does this have to do with this class?† He would jump from one subject to another and go off on a tangent. And of course we were all expected to read his mind. He would start a sentence and expect you to finish it.

Chinease theory of discovery of America Essay

There are many theories or ideas on who discovered America first. Many people believe it was Christopher Columbus, the Vikings, or in my case some believe that the Chinese arrived here before Columbus. It is believed by some people that Chinese sailors beat Columbus to America by more than 70 years. Anthropologists, archaeologists, historians and linguists have debunked or out ruled much of the evidence that has been gathered over the years to support this theory. It has been named the 1421 Theory. It is said that sometime 10,000 years ago, the people from China are believed to have crossed over the Bering land bridge from Siberia to what is now Alaska. From there, they are believed to have spread out over the course of millennia. Once they got here they started diverging genetically and populating North and South America. The problem is that the only real evidence they have is maps and some artifacts, which from carbon dating trace back to 2200 B. C. These generally have been found on the coasts of Florida, South Carolina, New York and Canada. Many people believe this theory due to evidence found, like artifacts and maps. Also many people were convinced by books written by scientists, archeologists, and historians. One of these books is 1421: The Year China Discovered America, by Gavin Menzies. It is said that he tells and describes the theory so well. I do believe that it could be possible that China arrived here before Columbus but there are many holes in the theory according to some historians. But over all I do not believe that they beat columbus to the Americas. There just isn’t enough proof and any kind of written or physical evidence to show or prove to me in any way that they were for sure here about 70 years before Christopher Columbus. So I would have to turn down this theory due to the lack of proof given. Citations â€Å"Chinese cartography: China beat Columbus to it, perhaps | The Economist. † The Economist – World News, Politics, Economics, Business & Finance. N. p. , n. d. Web. 10 Sept. 2013. . Clark, Josh. â€Å"HowStuffWorks â€Å"Did the Chinese beat Columbus to America? â€Å". † HowStuffWorks â€Å"History†. N. p. , n. d. Web. 10 Sept. 2013. . Kolesnikov-Jessop, Sonia. â€Å"Did Chinese beat out Columbus? – The New York Times. † The New York Times – Breaking News, World News & Multimedia. N. p. , n. d. Web. 10 Sept. 2013. .

Oxford Dictionaries Word of the Year 2017

Oxford Dictionaries Word of the Year 2017 Oxford Dictionaries Word of the Year 2017 Oxford Dictionaries Word of the Year 2017 By Mark Nichol The Oxford Dictionaries recently publicized its Word of the Year for 2017 and the runner-up shortlist, and the selections, and a comparison of them with those of Merriam-Webster, are intriguing. The Oxford Dictionaries (part of Oxford University Press) and Merriam-Webster, publishers of the predominant dictionaries in the United Kingdom and the United States, respectively, select a Word of the Year (and a shortlist of runners-up) each year, as do other dictionary publishers, and the primary criterion for selection is the same: Visitors to the respective publishers’ online dictionaries looked up the chosen word, and those in the shortlist, significantly more often than most other words. (These words, not coincidentally, tend to reflect the sociopolitical zeitgeist and are likely to have lasting cultural significance.) Two aspects of the shortlists interested me. First, the two lists have no words in common. Second, although I read widely and I was familiar with the circumstances by which nearly all the words on both lists had become so prominent, I had not encountered most of the terms on the Oxford Dictionaries list, though the meanings for some of them are (for me, at least) easily deduced. The top word, according to the Oxford Dictionaries, is youthquake, which reflects the significance of an unexpectedly strong turnout of younger voters in the 2017 snap election in the United Kingdom and an election in New Zealand later in the year. The term, which refers to a significant change prompted by young people, was actually coined in 1965 by Diana Vreeland, then editor of Vogue magazine, but it has maintained a low profile over the past half-century- and similar rumblings have not occurred in the United States on anywhere near the same scale, hence the lack of a concurrent spike in popularity for the term on this side of the Pond. The same is true of most of the runners-up. One strong exception is antifa, a loanword from Germany- a truncation of Antifaschistische (antifascist) dating to before World War II and referring to militant leftist political demonstrators- because of the ubiquity of such protestors at demonstrations in the United States. However, broflake (meaning â€Å"a politically conservative man easily offended by progressive attitudes†) did not make much of an impression in the United States. (The term is a play on snowflake, which in a sociopolitical context refers pejoratively to supposedly oversensitive liberals by comparing them to a very delicate meteorological phenomenon; it substitutes snow with bro, originally neutral slang for brother but here connoting a boorish conservative man.) Nor did the related term â€Å"white fragility,† coined by American academic Robin DiAngelo in 2011 to refer to the general inability of white people to withstand confrontational discussions abou t racial equality. Other terms on the Oxford Dictionary shortlist include kompromat, a Russian loanword derived from â€Å"compromising material† and denoting sensitive personal information that can be used against a political opponent; newsjacking, meaning â€Å"taking advantage of news or current events to promote a brand or product†; and â€Å"milkshake duck,† meaning a social media star who prompts disillusionment when he or she is discovered to have a character flaw- an allusion to being charmed by an internet meme such as video of a duck drinking a milkshake, only to find out that the duck is a racist. Then there’s gorpcore, describing a fashion trend featuring utilitarian clothing associated with outdoor recreation; the term is a play on normcore, which denotes pointedly drab, plain attire and is based on the use of the element -core, derived from hardcore. (Gorp, perhaps deriving from a verb meaning eat greedily, is another word for â€Å"trail mix.†) Finally, unicorn, originally a word for a mythical horned horselike animal (the name literally means one horn), pertains to a product featuring rainbow colors, glitter, and/or other colorful enhancements designed to distract consumers from their mundane lives; the term derives from the prominence of such features in children’s toys and entertainment that feature unicorns. (This sense also supplants the use of unicorn to denote something so rare as to be virtually unobtainable, such as an ideal romantic or sexual partner.) Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:25 Subordinating Conjunctions225 Foreign Phrases to Inspire YouStarting a Business Letter with Dear Mr.

15 Idioms for Periods of Time

15 Idioms for Periods of Time 15 Idioms for Periods of Time 15 Idioms for Periods of Time By Mark Nichol A body of idiomatic words and expressions vividly denote brief periods of time or otherwise refer to various durations. Here’s a sampling of such terms. 1. After hours: In the evening or at night, or late in the day (referring to standard daytime hours that most businesses are open) 2. Banker’s hours: A relatively short duration (from the onetime tradition that banks were open for a limited number of hours compared to other businesses; therefore, one who keeps banker’s hours has a light work schedule) 3. Bat/wink/twinkling of an eye: variations of an idiom referring to a period of time so brief that it passes while one’s eyelid moves 4. Eleventh hour: occurring late in a given time frame (from the fact that the eleventh hour is the last in the day before midnight) 5. Flash: an instant (from the fact that a flash of flame is short lived) 6. Heartbeat: an instant (from the duration between one heartbeat and the next); usually seen in the expression â€Å"in a heartbeat†; by contrast, a phrase beginning â€Å"a heartbeat away from† refers to someone being in line for promotion if the heart of that person’s immediate superior stops beating that is, if the other person dies 7. Jiffy: an instant (perhaps from slang for lightning); also shortened to jiff 8. New York minute: a brief time (from the notion that minutes in the hectic milieu of New York City pass more quickly than those in more relaxed locales) 9. On the hour: at the beginning of every hour 19. Shake: a very short period; usually employed in the phrase â€Å"two shakes† (a truncation of the idiom â€Å"two shakes of a lamb’s tail,† alluding to the typically rapid motion of the young animal’s tail) 11. Small hours: the early morning (from the low numbers on the clock that indicate the time during that period) 12. Split second: a fraction of a second (from the notion that a second can be split, or subdivided); a split is also a fraction of the total elapsed time for a race 13. Tick: a moment (from the ticking of a clock); a tick is literally a mark used for measure, as on a clock 14. Trice: a short period of time (from a word meaning â€Å"pull†); often seen in the phrase â€Å"in a trice† 15. Witching hour: midnight or the middle of the night (with the connotation that unsettling or unusual things happen then, from the superstition that witches are about at that time) Note: The DWT Freelance Writing Course will be re-opening next Tuesday, November 6. Make sure to mark it on your calendar if you are planning to join us. The course costs $97 (single payment), and it runs for six weeks. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:When to Use â€Å"That,† â€Å"Which,† and â€Å"Who†Comma Before ButEnglish Grammar 101: Sentences, Clauses and Phrases

Connectivism Essay Example | Topics and Well Written Essays - 3000 words

Connectivism - Essay Example It is not with the human beings by birth or we cannot call knowledge as an innate part of human beings. The learning theories of behaviourism, constructivism and cognitivism regard knowledge as acquirable and identify various ways with the help of which, a person is able to learn in this world. According to the learning theory of behaviourism, the knowledge that a person keeps or attains by means of experience or rationality can be assessed by means of change of behaviour (Gredler, 2005). When a person attains knowledge, his/her behaviour changes with the acquisition of knowledge. The behaviourism philosophy can be defined as a philosophy that deals with the transformation of behaviour as an indication of learning (Vaill, 1996). Therefore, in behaviourism learning theory deals with the transformation of behaviour of an individual as a sign of his/her learning. Learning theory of behaviourism regards learning as wholly external. Constructivism is also based on the philosophy of constructivism. According to the learning theory of constructivism, knowledge comes to a person with the help of his/her past experience (Gredler, 2005). A person is able to learn on the basis of his/her past experiences in terms of knowledge acquisition. Knowledge is acquired by means of comprehension of experiences that a person goes through in his/her life time. According to the constructivism theory of learning, learning is something based on internal input of a human being (Gredler, 2005). As far as congnitivism is concerned, according to the learning theory of cognitivism, a person is able to get knowledge similarly as the computer does. An input is required, there is some memory where the knowledge is stored on temporary bases and then this knowledge is coded for future employment. Cognitivism also categorizes knowledge as an external element (Vaill, 1996). These theories

Corporate social responsibility Essay Example | Topics and Well Written Essays - 750 words - 1

Corporate social responsibility - Essay Example lity (CSR) in brief as â€Å"CSR is about business giving back to society†, and in detail as â€Å"the continuing commitment by business to behave ethically and contribute to economic development, while improving the quality of life of the workforce and their families as well as of the local community and society at large† (Mallenbaker.net, 2006). CSR is a broad principle involving the way a corporation manages its business processes to provide an end-to-end beneficial effect on society. Business entities are required to consider the quality of their management related to both people and processes, and the type and amount of their social impact in different areas (Mallenbaker.net, 2006). CSR is very similar to the concept of Sustainable Development which requires that corporation decisions should consider social and environmental effects, in addition to economic matters such as profits and dividends (Wikipedia, 2006). CSR suggests that corporations have a duty of care to all of their stakeholders while carrying out their business functions. Stakeholders are those individuals or organizations that have legal interest in the corporation; they are influenced by the corporation’s decisions and actions, while also having the power to influence such decisions and actions. The most important stakeholders are shareholders; other stakeholders include employees, clients, suppliers, community organizations, subsidiaries and joint venture partners (Wikipedia, 2006). CSR is beneficial to the corporation in several ways (Wikipedia, 2006). First of all, it gives the corporation a clean image of having the benefit of society at large in mind, rather than being only interested in making profits for its shareholders. Secondly, the corporation’s reputation and its brand power are strengthened; this is because consumers are increasingly checking the CSR behavior of the corporations from which they purchase their goods and services. Thirdly, chances of investment in the

Social Problem Theories Essay Example | Topics and Well Written Essays - 250 words

Social Problem Theories - Essay Example The aim of Symbolic interactionism is to encourage people to help one another in social matters. A critical focus will be put on the subjective meaning among small groups of people including the popular and non-popular viewpoints. This aids in the understanding and acceptance of the problem. Functionalists will explain the problem of suicide or homicide by looking at the social behavior of an individual in the larger society. This entails the collection of information from the members of the society who may be familiar with the individual in terms of social status (Mooney, Knox, & Schacht, 2012). Since the main focus of the theory is the steady patterns of social relations or structures of the victim, for instance the consequence of social cohesion patterns on the rates of suicide or homicide. In explaining the issue of suicide or homicide, the Functionalist theorists demonstrate how social structures uphold or challenge social stability (Mooney, Knox, & Schacht, 2012. Functionalists will offer a proper analysis on the effects of some members of the society on an individual’s behavior. Basing on the theory therefore, it will be argued that in order to address the problem of suicide or homicide, societal issues must be addressed for instance poverty, unemployment, and relationships. Conflict theorists will explain the problem of suicide or homicide basing on the differences in the societal, political, or material status of the members of the social group (Zetterberg, 2002). The analysis of the socio-political structure differentiates the theory from the functionalism. Conflict theory, will address the issue of differences in power. In most cases, the privileged members of the community always try to uphold their benefits while the poor groups continue to suffer. According to the theory, under special circumstances, steady discrimination patterns in the society might lead to social stability (Zetterberg,

Tthe Supernatural story Essay Example for Free

Tthe Supernatural story Essay Now that Scrooge has seen those children that are poor and need help he can see how much he could help. It is a shock to him to hear those words and to really see where the money could have donated would have helped. Scrooge is then left alone by the spirit of Christmas present. The bell strokes twelve and the Spirit of Christmas yet to come enters. This spirit is the one that looks the most frightening. This ghost looks like the Grim Reaper without his sickle. Scrooge is scared of this spirit the most. His face is never seen and it never speaks. It was shrouded in a deep black garment, which concealed its head, its face, its form and left nothing of it visible save one outstretched hand. This spirit takes Scrooge round London in the future on Christmas day. They first see some business men that Scrooge knows. They are talking about the death of Old Scratch the business men talk of him as though he was quite rich: What has he done with his money? asked a red faced gentleman with a pendulous excrescence on the end of his nose, that shook like the gills of a turkey cock Left it to the company perhaps. He hasnt left it to me thats all I know its likely to be a cheap funeral. I dont mind going if lunch is provided But I must be fed if I make one. Scrooge is then taken to the pawn brokers shop where he sees four people in the shop. Three of them have brought things with them to pay off their debt. These people have taken these things from Old Scratch and couldnt care less that they were his belongings. The first person was a man who did not have much but he did have a seal or two, a pencil case, a brooch and some sleeve buttons. The next person was a woman called Mrs. Dilber. She had some sheets and towels, some teaspoons, sugar tongues and some boots but not much. The third and final person was the laundress who was obviously a ruthless woman. She had taken the bed curtains of the dead person and even the very shirt he was wearing at the time she was there. She had also taken his blankets. These people remarked that if they hadnt have taken his things someone else would have done because he had no real family and he did not need them any longer. This is Dickenss way of showing that poor people will do anything to stay out of the workhouses and prisons. These people will do anything to stop there families and there lives been as badly affected as Dickenss was. This is almost an autobiographical part of this book because like these people Dickenss family would have done and did do anything they could to stay out of Debters prison and the workhouses. Scrooge asked the spirit to take him to a place where there are some people that are affected by this death and show some emotion. The spirit takes him to see a young couple who are in debt and are both happy and sad that he has died. They are happy because on the one hand their debt could now be erased due to his death and on the other hand the debt could have been passed on to someone else. Scrooge is taken to see the dead man but darent look at his face in case it is Scrooge. This also upsets Scrooge. The spirit then takes him to the Cratchitt house. The family are upset coping with a death but not the death of Old Scratch, Tiny Tim has died. The children take Tiny Tims death better than his parents. Mrs. Cratchitt is very upset and is crying when Scrooge sees her. The colour hurts my eyes, she said. The colour? Ah poor Tiny Tim! Theyre better now, said Cratchitts wife. It makes them weak by candlelight; and I wouldnt want to show weak eyes to your father when he comes home, for the world. Bob walks slower without Tiny Tim on his shoulders and he misses Tim the most. I have known him walk with Tiny Tim upon his shoulder, very fast indeed. But he was very light to carry. We know Tim is dead because of the past tense verbs used in these sentences. Tiny Tim is still in his bed and Bob who misses him the most often goes to see him. He left the room, and went upstairs into the room above, which was lighted cheerfully and hung with Christmas. There was a chair set close behind the child, and there were signs of someone having been there lately. Poor Bob sat down if and when he had thought a little and composed himself, he kissed the little face. This upsets Scrooge who then listens to them talk of Bob meeting his nephew Fred earlier on and saying that if they needed any help he would help them. Scrooge is then taken away by the spirit. Scrooge questions the spirit and asks him if these shadows can be changed. The spirit, as ever, does not reply. Scrooge is taken to a cemetery and is shown a grave stone that has his name on it Ebenezer Scrooge. Scrooge clings to the spirit and starts begging. The spirit, all of a sudden, turns into one of Scrooges bed posts. The final stave sums up the story. Scrooge asks a boy in the street what the day is to which scrooge is told that it is Christmas. He tells the boy to go and buy the biggest Turkey from the grocers and then sends it to Bob Cratchitts house. Scrooge takes up his invitation and goes for Christmas dinner at his nephews house. The next day Bob is late to work. Scrooge plays with Bob and gets angry but then tells him that he is getting a raise. Bob does not know how to react but then sees that Scrooge is serious and he is happy. The men who were asking for money for the poor house are given enough money for this year and back payments as well by Scrooge. And . of course, Tiny Tim lives. A Christmas Carol is a social problem novel wrapped up in the supernatural style. Of course it works very well as a supernatural story as it has all the criteria needed for one. Dickens has written this book very well and gets the message across that the image of the poor is completely wrong. The books true moral is a hidden one that is picked up sub consciously by the reader. You may think that the moral of this story is that if you share your love and fortune you will be happier than if you keep them locked away for no one to see. The true moral of this story is that the poor need help by those that can afford to help. It does not matter whether your next door neighbour thinks that it is their own fault that they are poor. You should always help. Although not as autobiographical as his other novels this one still mirrors some part of his life. This novel is not the only one of Dickenss that has a social view wrapped up into a different genre but it is one of his most memorable novels. Because of this novel you hear people calling their family and friends Scrooges because they try to save their money up rather than spending it. The word Scrooge is even in the dictionary. In the Oxford English dictionary the word Scrooge is defined as A mean or miserly person This obviously means that A Christmas Carol is a very memorable piece and that the character of Scrooge is quite a significant one. I do feel, however, that A Christmas Carol is not a great Social Problem novel. A Christmas Carol does have the elements of social problem novels but not as strongly as others. In conclusion I do agree that Dickens does use A Christmas Carol as a vehicle for his own social views. Many other people would have written a similar novel but not included the severe poverty of the Cratchitt family, for instance. I believe that A Christmas Carol fits into the supernatural genre completely. This is because it has all of the classic ingredients of supernatural tales. A Christmas Carol has a setting, which is the big dark building in London that Scrooge is alone in all through the dead of night and his past, present and future. Atmosphere, the atmosphere is built up by the entry of the spirits. And a plot, the plot of A Christmas Carol is about Scrooge changing from a man who is clearly immoral to a humane person. This happens because of a visit from the three spirits. A Christmas Carol also has the main types of Supernatural characters. These are something from the paranormal world, in this case Jacob Marley, The spirit of Christmas past, present and Christmas future. Also there needs to be a person, usually the protagonist, who does not believe in the paranormal. In A Christmas Carol not only does the protagonist, Scrooge, not believe in the paranormal but he does not believe in anything but being rich. This is why he is visited by the paranormal world. The language that Dickens has used seems to be the language of the period although some language from this particular genre can also be found. Many of the sentences in the book have a feel for the supernatural and of his own views, especially when talking about the poor: The spirit smiled, and stopped to bless Bob Cratchitts dwelling with a sprinkling from his torch. Think of that! Bob had but fifteen Bob a-week himself; he pocketed on Saturdays but fifteen copies of his Christian name; and yet the Ghost of Christmas Present blessed his four-roomed house! That sentence has mainly the language of the period but it also has a little bit of supernatural language. This just goes to show Dickens views once again. He is writing as though it is shocking for some one to bless a poor persons little four-roomed house. Therefore A Christmas Carol is a perfect supernatural story and acts as a vehicle for Dickens views, but rather than it being a large vehicle of his views, like a social problem novel, it is a small vehicle which only has room for a small amount of his social views whereas other Dickens novels such as Great Expectations, Oliver Twist, Nicholas Nickleby and Hard Times fit into the social problem genre better than A Christmas Carol does. Having said that A Christmas Carol still gets the message across about the Victorian peoples anti-social and idiotic views about the poor and how they need to be changed. A Christmas Carol also gets the message across to a wider audience which means that more people realise that their views about the poor are wrong and that it really isnt their own fault if they are poor. This is where A Christmas Carol really becomes a vehicle for Dickens social views because it transports the views to people that wouldnt normally read a social problem novel.