Street Racing and Li Ping Wong

I INTRODUCTONStreet racing has long been identified as a threat to civil society with significant social and economic impact. Street racing threatens the lives of other road users and causes unnecessary nuisance to the public. There are several ways to prevent teenagers from being involved in illegal racing are parents need to play their role, organizing campaigns and talks, and creating legal racing area.II BODYA. One ways to prevent teenagers from being involved in illegal racing are parents need to play their role. 1. Family socio economic status and family structure may influence an adolescent risk taking behaviours (Li Ping Wong, 2011) a. Parents must give attention to their teenagers.b. Parental support,monitoring and strict rules and attitudes according to Li Ping Wong.2. Parents should also spend more time with teenagers a. Give more attention.B. Another ways is organizing campaign and talks.1. Government should hold campaigns and talks about road safety at school and public area. a. Contain with information that tells about the effects of illegal racing. 2. Organizers of the campaigns bring along former street racer. a. Talks about the disadvantages and the effect of illegal racing. b. Make teenagers realize the dangers of illegal racing.C. One other ways is creating legal racing area1. Collaboration with other organization, a legal racing venue (Kenny J.Peak, 2004) a. Divert a safer racing environment b. Experience the positive expect of legal racing. 2. Participant rules should be in place a. Posses a valid driver licence and vehicle insurance b. Submit to safety inspectionsIII CONCLUSIONIllegal racing is associated with a variety of participants, parents and family characteristics. Government also should take action by preventing this problem become worst. Parents need to play their role, organizing campaigns and talks, and creating legal racing area for seems to be the ways to prevent teenagers from being involved in illegal racing.

Partnership with parents Essay

In recent years, an array of legislation and guidance has emerged under the present new Labour government to bring together a co-ordinated framework of services to address the care and educational needs of children. The government has expressed its intention, DfES (1997) and DfES (2003) to place schools at the heart of a new multidisciplinary approach to children’s services with improved communication and consultation between schools, together with other service providers, and parents, as one of its principle aims. Many commentators such as Nind et al (2003); Williams (2004) and Berk (2004) have noted the importance of parents as the prime educators of their children and the issue of establishing successful partnerships between schools and parents has been addressed through a number of different perspectives. It seems that the strategies employed to overcome barriers and build constructive relationships must be situated within a school ethos of genuine inclusion which values parents’ views and contribution which, in turn, can only enhance children’s attitudes to learning. Effective Home-School collaborative education stimulates and imbues children with a positive culture of learning. Brooker (2002) and Mayall (2002) have noted the ways in which children, and parents, are effectively socialised into the pedagogical ethos of their child’s school and suggest that parents’ conformity to this ethos has commonly underpinned many models of parental involvement. As Brooker (2002) argues, an â€Å"open door† policy which ostensibly invites parents in to see classroom practice and consult with staff does not necessarily constitute a climate conducive to genuine collaboration in the educative process. The research presented by Brooker (2002), whilst focusing primarily upon early years learning cultures, has provided some useful insights into the ways schools conceptualise their relationships with families and, conversely, how parents experience schools. She found that, from early on children’s schooling, school staff attitudes towards parents were highly influenced by their own perceptions of the extent to which parents expressed their interest in, and became involved with their children’s education. Brooker (2002) identifies a wide gulf between the beliefs and values of formal educators and what she calls the â€Å"mountain of invisible investment  made by parents†. She cites the work of Vincent (1996), for example, highlighting the negative perceptions of parents by teachers and suggests that, essentially, teachers tend only to welcome the involvement of those parents who do not contest school policies and practices or undermine their authority. In similar vein, Beveridge (2004) asserts that teachers’ attitudes can often be negative and stereotypical regarding parental motivation, competence and skills in the educative domain and furthermore, parents are often aware of this and are adversely affected. She suggests that parents experiences of schools and school staff will inevitably be enhanced when they â€Å"feel respected in their own right as parents, and equally importantly, when they perceive that their child is a positively valued member of the school† (Beveridge, 2004). Congruently the more involved parents are in what goes on in the classroom; the more likely they are to understand the teacher’s goals and practices. Warren and Young (2002) identify five broad areas presenting barriers to forming home-school partnerships. Firstly the ever-changing fluid nature of family demographics impinges on the development of dynamic partnerships. Secondly an entrenched â€Å"school ethos† often creates barriers to effective â€Å"culture-change† and schools are too set in their ways to embrace parental involvement in affairs of curriculum, decision-making and administration. Thirdly, the financial burden of developing partnerships with parents is a strain some schools feel cannot be justified and resources need to be channelled into more pressing areas and some teachers are unable to relinquish any degree of control to parents in the classroom. Fourthly, parents may lack the necessary skills to assist their children’s educational development. Finally, communication is a pivotal building block of home-school partnerships and critics often point to the unequal relationship between schools and families in this area; communication is one-way traffic from the school to the parent and there is not enough thought or dialogue given to the way parents can provide input to the school or children’s learning. The development of partnerships between home and schools with the mutual acknowledgement of the diverse but essential roles of the other is not an easily accomplished task but neither is it an impossible task. School staff attitudes, and indeed school ethos, seem central to the quality of relationships that can be developed with parents (Beveridge, 2004). Research conducted by Bastiani (1992) and Coleman (1998) found that whilst parents commonly expressed their need for information about the progress, attainments and possible difficulties regarding their children’s schooling, they also wanted reassurance that school staff understood their child’s personal and social needs, as well as their academic needs. Beveridge (2004) extends this view and draws from her own research into parents’ views, suggesting that teachers need to acquire the skills to â€Å"elicit and respond to parents’ own in-depth knowledge, perspectives and insights† about their children’s needs. This implies that teachers should be equipped with a high level of sensitivity and interpersonal skill vis-à  -vis the parental perspective so that they may provide honest, clear and accura te information about the learning and behaviour of individual children at school. Hornby et al (1995) and Hornby (2000) reiterate this point and argue for an extension of teachers’ skills to incorporate the principles, drawn from the counselling arena, of active, non-judgemental listening and joint problem-solving techniques. Hornby (2000), for example, calls for â€Å"skilled assertiveness that allows teachers to be both direct and diplomatic in their interactions with parents, and to respond constructively to disagreements and criticisms when these occur†Hornby (2000) argues for a reciprocal, inclusive framework of home-school links within which every family has a place, not just those few whose own culture and practices are in line with those of the school. Parents’ knowledge of their children, together with the contribution they can make to teaching, is seen as strengths universal to all families. Hornby (2000) and Nind et al (2003) argue it should also be recognised, however, that parents have different levels of need in terms of information and support. Beveridge (2004) agrees that parents’ accumulated, in-depth knowledge about their children can greatly enhance teachers’ understandings. In her discussion of parental involvement in the monitoring and assessment of children’s academic progress, Beveridge stresses that teachers need to include areas of comparative strength and ways in which these can be built upon, rather than a sole focus on difficulties and deficits. Whilst Beveridge is primarily discussing those children deemed as having ‘special educational needs’ here, this observation equally well  applies to the assessment of all children’s progress. Although it seems clear that discrepancies inevitably will exist between the views of parents and teachers, a striving for mutual understanding and a greater accentuation on the â €˜positives’ can do much to engender positive attitudes for both parents and children. The current Head Teacher of Sacred Heart Catholic Primary School Mr Mullan stressed the purpose of the home-school partnership in terms of making an agreement between the school, the family and the student which will help parents staff and students to work successfully together and help improve standards of education for pupils. This is done through a variety of ways ranging from regular homework for parents to complete with their children and for pupils with learning difficulties a variety of visual and auditory activities are sent home. Each term targets are set for the pupils and parents are sent copies to help them support learning, an example cited was the suggestion parents allow their children to handle money and pay for the weekly shop to help increase their understanding of money in relation to maths. Pupils also have a home school communication book. The school runs workshops throughout the academic year to help parents participate in their child’s education and have included in the past Sing-along training or Literacy and ICT workshops. The school also places great emphasis on parental help in the education process in the form of parental â€Å"class assistants†. The school takes great pride in the fact several parents have gone on to forge a career as a teacher after starting out as â€Å"class assistants†. The Head Teacher stressed the partnership revolved around good lines of communication between both parties. In the arena of parent/teacher consultations, Bastiani (1992) identified particular pre-requisites for success in ensuring that both parties are heard. Firstly, she suggests that parents must have sufficient information about the nature, purpose and length of the convened meeting and an opportunity to clarify and add items to the agenda. Secondly, a constructive focus needs to be established and decisions on subsequent actions to be taken understood and agreed by all participants. It must be recognised that some parents will require more support in these matters than others.  Finally, as highlighted by DfES (1997), schools need to consider carefully the range of opportunities they can provide for parents to become involved and also the forms of assistance that might be needed to enable parents to participate fully. Tizard et al (1981); Hannon (1985); Mills (1996) and Beveridge (2004) are keen to stress there is much evidence for the effectiveness of well-planned schemes of parental involvement in the teaching of reading. Moreover Mills (1996) highlights the crucial role that parents can play in developing literacy skills with their children, pointing out that the â€Å"one-to-one† relationship is clearly more valuable to the child than the â€Å"30 to one† ratio typical in the average classroom. Mills (1996) suggests that simply sending books home is insufficient but also notes that â€Å"parents may sometimes need support and advice about effective models of hearing their children read†. As Warren and Young (2002) succinctly advocate â€Å"appropriate instructional materials and teaching methodologies should be utilized. Gregory (2000) echoes this view and expresses concerns that traditional schemes may not be suitable for all families. She recommends that schools consider different approaches which might better fit the needs of families. For example, a sole focus on story books might be extended, or replaced, by making use of other kinds of literacy experiences at home and also to include other members of the family and community. The aim here is not simply to follow the school’s approach to literacy, and indeed other curriculum goals and activities, but to build bridges between home and school. Such home-school partnership arrangements may foster literacy acquisition but it has to be noted this makes inherent presuppositions about the abilities of parents from a diversity of backgrounds and cultures to support the literacy development of their children. Not all parents possess the motivation let alone the cognitive ability to enhance the literacy acquisition of their children. Warren and Young (2002) draw attention to the importance parental involvement plays in boosting positive learning attitudes amongst children in Mathematics, Science and Technology because â€Å"academic learning activities  that are completed at home promote the child’s achievement at school† and this further impacts on a positive learning culture as â€Å"parent and child attitudes about school become more positive through academic interactions†. Parents who embrace an unrestrained joy for a particular area of the national curriculum and who transmit such infectious enthusiasm to their children need to be harnessed by schools. This is what Freud (1991) terms â€Å"projection† or the transference of an emotion or character trait onto another person. Parents who project positive learning attitudes onto their children need to be nurtured by schools because they help foster an intrinsic motivation within children to learn for the sheer pleasure of it. Recent government initiatives such as â€Å"Every Child Matters† and â€Å"Higher Standards, Better Schools for All – More Choice for Parents and Pupils† has urged schools to be a more socially cohesive and responsible participant in community relations as well as fostering closer home-school partnerships. Information and Communication Technology (ICT) is at the forefront of facilitating this challenge and connecting home and school through an array of initiatives. Firstly it offers wholesale opportunities for children by providing continuity of learning outside regular school hours and parents provide appropriate mentoring, challenge and support. This presupposes the ICT infrastructure within schools can cope with the rapid growth of collaborative learning and schools need to formulate cohesive and appropriate e-learning strategies. Secondly it empowers parents to support their children’s learning vis-à  -vis responsibility, informed choice and appropriate support. Impact on the engagement of parents can be profound through skilful use of a school’s website or virtual learning environment to suggest how parents can supplement and support the national curriculum. There is the scope for wider engagement as long as ICT is used in a meaningful way. It has benefits for both parents and schools; parental participation will increase if they are given a real voice which in turn provides schools with raw data on how best to serve the interests of its pupils and their parents. Thirdly, the home environment is a hub of learning powered by the dynamics of  the internet and schools can provide valuable advice and guidance to parents on the use of ICT to support pupil learning outside the classroom. Some schools have set up homework clinics and utilize parents as â€Å"on-line experts† to bring together the rich tapestry of ICT and parental resources in educating children. Again this presupposes parents have a tacit and intimate relationship with ICT skills and such skills have to be framed around legitimate data protection issues. Finally, it acts as a focus for a culture of learning within the community as a whole but this almost presents more challenges than rewards. For instance, should the level and location of remote access be fixed or mobile or perhaps a combination of both, what are the logistics of this and what are the financial costs of such access, how can secure and safe access to personal work files be guaranteed, how can genuine collaborative engagement with other learners be rendered, how do parents interpret and respond to the assessment of their children’s e-learning and how and who will provide appropriate parental training to enable them to fully support ICT home-school practice. Nevertheless a modern ICT home-school partnership offers up an abundance of resources outside the remit of traditional teaching methodology and offers substantial potential for fostering positive learning attitudes amongst children. Mills (1996) has recorded that whilst many schools have developed strong home/school links with parents, especially through reading schemes, there has been less success in minority language communities and suggests that â€Å"schools have found that cultural and linguistic differences have created barriers to collaboration† and this has impacted negatively upon children’s academic progress and motivation at school. Similarly, Berk (2004) observes that many ethnic minority parents are uncomfortable about going to school and often â€Å"lack the skills, knowledge and confidence to support their children’s progress in majority culture language work†. Ofsted (2000) claims black and ethnic minority pupils are disadvantaged by an education system that perpetuates inequalities. This then creates a barrier to fostering sufficient levels of parental involvement amongst ethnic minorities. Mills (1996) describes the experiences of Asian parents in Birmingham, most particularly those from Pakistani, Northern India and Bangladeshi cultures. Evidence from initiatives in two Birmingham primary schools to foster home-school links yielded a number of recommendations for schools in minority language communities. These include the development of books and information in a variety of local languages as well as the use of multicultural materials and activities within the school for all pupils to generate an atmosphere of greater understanding and inclusion for all children, regardless of cultural background. Most importantly, as Mills (1996) asserts, parents need to feel positively welcomed by the school through the creation of a genuinely open environment. Berk (2004) underlines this view and suggests that teachers must make extra efforts to integrate â€Å"ethnic minority values and practices into classroom life and regularly contact parents who don’t come to conferences and school events†. Many commentators have situated the notion of partnership between schools, parents and the community within the wider context of school ethos and inclusive practice. Dyson (1997), for example, has observed that many of the educational difficulties experienced by children, such as disaffection, disruption and underachievement are associated with social disadvantage. Croll (2002) underlines this and highlights the clear links, also, between parental socio-economic status and social, emotional and behavioural problems, as well as the learning difficulties which come under the banner of â€Å"special educational needs†. Parents’ experience of high levels of stress, perhaps in poorer, â€Å"run-down† neighbourhoods, can adversely affect not only their interactions with their children but also their dealings with education and related services (Beveridge, 2004). Teachers may hold stereotypical, negative views of such families which impede the quality of home-school relationships. Bastiani (1997) points out the increasing recognition that there is a diversity of successful parenting styles and that teachers can acknowledge this and adopt a more positive approach which builds on parents’ own strategies for raising their children. Ball (1998) and White (1997) have reported on successful Portage schemes for parents of children with learning difficulties involving short-term learning  targets agreed with parents. Beveridge (2004), however, highlights the potential stigmatising effects of these schemes when they are limited to families with children deemed as having ‘special educational needs’ and argues that these specific strategies should be available for all families. The current push for schools to be placed at the centre of the community (DfES, 2003) has been championed by Berk (2004) as a prime opportunity to nurture the collaborative work of teachers, parents and children. She cites Connors and Epstein (1996) who argued that â€Å"when parents are involved in school activities, talk regularly with teachers, monitor their child’s progress and help with homework, children show better academic achievement† (Berk, 2004, p.206). It seems that the strategies adopted by schools to establish strong home/school links must be situated within the wider educational ethos and practice of the school in order to be truly effective. Factors such as co-operative dialogues, joint problem-solving, staff training and support are flagged up as key objectives for the whole school in order to provide â€Å"experiences for children that are as encouraging, enriching and educative as possible†. (Berk, 2004). Within the true spirit of partnership, however, the ethos of the â€Å"learning community† demands that all those involved in this inclusive enterprise of educative enrichment need to play an active role. Thus, as Berk (2004) suggests, parents also have a responsibility to become knowledgeable about what constitutes high quality education and they can then press for better classroom experiences for their children. Teachers and parents, together with children, need to build bridges and it seems crucial that each plays an active role if their strategies are to be truly reciprocal and successful. Further to this the child’s perspective is an integral part of this reciprocity. Children are active social agents and not merely passive recipients of learning processes and they have a â€Å"personal perspective on their own experiences, aspirations and needs which cannot be inferred from having adults speak on their behalf† (Beveridge, 2004). In conclusion, then, primary schools can do much to engender strong home/school links, particularly through the cultivation of more positive and  non-judgemental attitudes towards families, in recognition of the contribution that all families can make towards their children’s education whatever their social and cultural background. As commentators such as Beveridge (2004) and Berk (2004) have highlighted, however, true partnership implies that all those involved, adults and children alike, have a role to play in the development of successful collaborative strategies. In terms of the particular role played by primary schools, it would seem that strategies rooted in a â€Å"whole school† philosophy of genuine inclusion which values and respects the views of parents and children are those which are most likely to make a positive difference in terms of children’s attitudes to learning. Bibliography Ball M. (1998) School Inclusion: the School, the Family and the Community. Joseph Rowntree Foundation, YorkBastiani J. (1992) Working with Parents: a whole school approach. NFER-Nelson, Windsor. Bastiani J.(Ed (1997) Home-School Work in Multicultural Settings. David Fulton, London. Berk L. (2004) Awakening Children’s Minds: How Parents and Teachers can make a difference. Oxford University Press, Oxford. Beveridge S. (2004) Children, Families and Schools: Developing Partnerships for Inclusive Education. RoutledgeFalmer, London. Brooker L. (2002)Starting School – Young Children Learning Cultures. Open University Press, Buckingham. Coleman P. (1998) Parent, Student and Teacher Collaboration: the power of three. Paul Chapman, London. DfES. (2003) Every Child Matters, Green Paper. HMSO, London. Freud S. (1991)The Essentials of Psychoanalysis.Penguin, London. Gregory E (2000) â€Å"Recognising differences: reinterpreting family involvement in early literacy† in Combating Educational Disadvantage: meeting the needs of vulnerable children. Ed Cox T. Falmer Press, London. pp. 45-50. Hannon P. (1995) Literacy, Home and School: research and practice in teaching literacy with parents. Falmer Press, London. Hornby G. (2000) Improving Parental Involvement. Cassell, London. Hornby G, Davis G, Taylor G. (1995) The Special Needs Co-ordinator’s Handbook. Routledge, London. Mayall B. (2002) Towards a Sociology for Childhood. Open University Press, Buckingham. Mills J. (Ed) (1996) Partnership in the Primary School. Routledge, London. Nind M, Rix J, Sheehy K, Simmons K. (Eds) (2003) Inclusive Education: diverse perspectives. David Fulton, London. Ofsted.(2000)Educational Inequality: Mapping Race, Class and Gender. A Synthesis ofResearch Evidence. Ofsted, London. Tizard B, Mortimore J, Burchell B. (1981) Involving Parents in Nursery and Infant Schools: A Source Book for Teachers. Grant McIntyre, London. White M. (1997) â€Å"A Review of the influence and effects of Portage† in Working with Parents of SEN Children after the Code of Practice. Ed Wolfendale S. David Fulton, London. pp. 32-36. JournalsCroll P. (2002)†Social deprivation, school-level achievement and special educational needs†. Educational Research. Vol. 44. pp. 43-53. Dyson A. (1997) â€Å"Social and educational disadvantage: reconnecting special needs education†. British Journal of Special Education. Vol. 24, No. 4. pp. 152-157. Warren E, Young J. (2002)†Parent and School Partnerships in Supporting Literacy and Numeracy†. Asia-Pacific Journal of Teacher Education. Vol. 30, No 3. pp. 217-228. Williams F. (2004)†Commentary on Every Child Matters, DfES Green Paper† Critical Social Policy.Vol.24, No 3. pp 55-66. WebliographyWeb reference 1DfES (1997)www.standards.dfes.gov.uk/parentalinvolvement

The Macroeconomic Environment of Business Essay

The Macroeconomic Environment of Business - Essay Example This unemployment involves people being temporarily between jobs, searching for new ones; it is compatible with full employment. It is sometimes called search unemployment and is seen as largely voluntary. It arises because either employers fire workers or workers quit, usually because the individual characteristics of the workers do not fit the individual characteristics of the job including matters of the employer's personal taste or the employee's inadequate work effort. Structural unemployment involves a mismatch between the workers looking for jobs and the vacancies available. Even though the number of vacancies may be equal to the number of the unemployed, the unemployed workers lack the skills needed for the jobs - or are in the wrong part of the country or world to take the jobs offered. Structural unemployment is a result of the dynamic changes of a capitalist economy such as technological changes. Supply-side economic policies are tools which aim to increase aggregate supply in order to attain economic growth and low inflation. The central concept of supply side economics is Says law which states that "supply creates its own demand," or the idea that one must sell before one can afford to buy. Therefore good economic policy encourages increased production, rather than attempts to stimulate demand. Basically, supply-side policies' main concern is affecting a tax rate which strongly encourages working and investment. Thus, supply side policy is essentially interested in the type of taxes levied and the specific tax rate. Supply-side economists contend that tax reductions will negate inflation and increase economic growth through the following: 1. Investment and Savings-Lower taxes will increase disposable income and increase household savings. Similarly, tax reductions on business will increase the profitability of investment. In short, lower taxes will increase both savings and investment which will result in a nation's stock of capital. 2. Work Incentives-Lower personal income tax rates increase after-tax wages and thus encourage work. As a result, any people not already in the labor force will offer their services, and those already in the labor force will want to work more hours and take fewer vacations. 3. Risk Taking-Lower taxes will encourage risk takers like entrepreneurs to invest. On the other hand, demand side policies' main goal is the promotion of economic growth by affecting the level of aggregate demand. Discretionary fiscal policy is where the government deliberately changes taxes or government expenditure in order to alter the level of aggregate demand. An example is lowering the income taxes in order for consumers to have more disposable income to spend for goods and services. The government can also use monetary policy to monitor the growth of the aggregate demand by (a) controlling the level of money supply directly, (b)

Key Consumer Psychology & Buying Behavior Essay

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Political Ideologies Essay Example | Topics and Well Written Essays - 750 words

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Fear of Failure - Research Paper Example Moreover, this social self also secretly cherishes to be approved, acknowledged and be deemed as a success. Thus, many people are apprehensive of failure because through their unparalleled achievements, they want to quench the craving of their social selves. The correlation between fear of failure and conditional self-esteem: From childhood onwards, we are exposed to the belief that, love, rewards, happiness and recognition can only coexist with success and achievement. Failure on the other hand is juxtaposed with, dismissal, rejection and disapproval. During the adolescence years, this belief is time and again reaffirmed- both in the classroom setting as well as within one’s domestic domain. For instance, children who are considered as high achievers are often showered with more love, attention and encouragement- both by teachers as well as by parents. Consequently, a child’s self-esteem and self-regard becomes rigidly dependent on his achievement in either academic or social endeavours. This conditional self-esteem is carried into adulthood as well and constantly gives negative feed-back to the individual regarding his so-called failures.

Operating System Essay Example | Topics and Well Written Essays - 1000 words

Operating System - Essay Example It should be noted that computers cannot function and will become useless without it. The operating systems in our modern times function in order to accomplish three major goals which include hiding the details of the hardware through the establishment of abstraction, to assign the resources to specific processes, and to provide the user with an interface which is simple and easy to use for his benefits (Muhammad 2). Because of their design and task in computing devices, OS have been named as resource manager where the primary resource is the computer hardware including processors, storage, input/output devices, communication devices and data. As a resource manager, the operating system generally functions by "implementing the user interface, sharing hardware among users, allowing users to share data among themselves, preventing users from interfering with one another, scheduling resources among users, facilitating input/output, recovering from errors, accounting for resource usage, facilitating parallel operations, organizing data for secure and rapid access, and handling network communications" (Muhammad 4). One of the main purposes of an operating system is to allow its user to run his preferred... The rapid technological advancement which allows the evolution of OS also enabled the creation of different types of operating systems. It should be noted that a single operating system like Windows 2000 falls into many categories as experts are able to lump the characteristics and features of these OS into one comprehensive type. The Graphical User Interface (GUI) is a huge development to the rather plain text boards that are features of early computers. The GUI is an OS which contains graphics allowing users to interact with computing devices usually through a mouse by the graphical icons and visual indicators. On the other hand, the multiple-user OS allows the use of computers by two or more individuals at the same time or different times. Individuals sharing the same computer benefits from this by keeping their privacy through their different accounts. Thus, their documents are hidden and are kept from each other. Multitasking OS denotes those which are capable of running two or more different software at the same time on the same machine. For example, Windows 2000 can run Internet Explorer and open Microsoft Word at the same also allowing the user to do multiple tasks in the computing device. Lastly, multithreading allows are those which allow different parts of individual or more software to run concurrently while multiprocessing is an OS which allows two or more computer processor. Works Cited Muhammad, Rashid. Operating System. N.d. 10 September 2008 Operating System. Wikipedia, the Free Encyclopedia. 2008. 10 September 2008

Identity analysis Essay Example | Topics and Well Written Essays - 1750 words

Identity analysis - Essay Example This is something significant in that the difference is nothing more than just race and colour. Statistics constantly brings in the fact that women are more likely to be poor than men. In fact, women are more susceptible and more exposed to hunger because of the universal subordination and gender discrimination they contend with in education, healthcare, employment, and in controlling resources and political authority. Although violence against women is existent across all economic groups, women who are suffering from poverty experience it more frequently and they have less possessions or means with which to deal with the situation. Poverty among women is a global truth that reveals itself differently from one country to another; nevertheless, the factors and figures in global gender discrimination are blindingly comparable: gender disparities in wages, work-related discrimination, dangerous employment conditions, and uneven necessities in household and childhood care among others. B y and large, this social development in terms of gender has aided in the explosion of feminist movement. My case is not only a contention of how Hispanic women are being represented – and just because I am a Mexican – but it is about the subordination of women on the sole basis of gender and how this has caused social stratification and elitism. Rummaging through the vast array of literature, I have found a strong resemblance in Hua Mulan, a fictitious character who made a resounding message throughout the world by proving that women can do what men can do. Hua Mulan disguised herself as a man to be allowed to join the Imperial army in order to protect their community. Hua Mulan then became an icon not just within the context of the text in which she has been storied, but even in various forms of media. Her valiant determination to join the army despite her femininity – she’s short, skinny, and very demure – was an index to the changing roles of wo men during her time. Women during her time were expected to stay at home as wife or helper and nothing more. For someone who has no background or anything about the character and the film in general, Hua Mulan may appear to express connotations beyond Chinese traditions. Her figure encourages an act to decode the essence of translatability. Today, an increasing proportion of the world’s population suffering from poverty signified women. Women as an object of gender criticism, extreme subordination, and social stratification established the specious ontology of women, which happens to have defined the belief of the kind of society dominated by paternal mentality. This implies a striking reality that the feminization of poverty continues to become a concerning truth. The mainstream media has described women in myriads of way. As aforementioned, these descriptions have formed the false ontology of what is supposed to be the bearer of burden and icon that signified bravery and ch ange. Violence According to various studies, a great majority of women are victims of human trafficking that is manifested in various forms such as prostitution, which is considered to be the most common and widespread form of human trafficking (UNICEF 11). This then contributed to the way women became interpretant of weakness. Worsening of living conditions usually forces children to quit school in order to help the family survive, placing them susceptible to exploitation and violence. For instance, some young girls in Zimbabwe are trading sex in exchange for food for

Google Searching Essay Example for Free

Google Searching Essay Searching for information on Google is like trying to find a needle in a haystack. Is that true? Google was founded by Larry Page and Sergey Brin in 1998. They got its name from the mathematical term googol (a number that has a one followed by a hundred zeros. The intention of Goggle was to help control the all the information on the web. That being said they have made searching for information pretty easy to navigate. All someone has to do is type in a word or phrase and the information is there instantly. It has convience over the conventional library of the 19th century. You are often on time restraints while using the library and only have limited resources. As technology grows searching for information becomes more efficient and less time consuming. How is searching in a specific database, such as Ashford Library different from searching in Bing, Google, or Yahoo? Roughly 1.46 billion people use the internet. (Mark D. Bowles, Introduction to Computer Literacy,p.6.4). Just in the U.S. there are 2.27 million users, which is 75% of the population. The main difference is the type of database each search engines uses. Ashford Library is a proprietary database in which only those who belong to the institution can benefit . Google and the others are a public domain database which means anyone has access to them. In my opinion the two are totally different. One is for a specific group while the other is open to everyone.

Every Child Matters Strengths and Weaknesses

Every Child Matters Strengths and Weaknesses In todays rapidly changing society there is one factor that remains constant; childrens individual needs. These needs vary greatly from child to child, with some children needing lots of support to achieve a little. The Salamanca Statement (1994) believes that every child has unique characteristics, interest, abilities and learning needs. It carries on to state that every child has a fundamental right to education and the education systems should be designed, and programmes implemented, to take into account of the wide diversity of these characteristics and needs. It was the Warnock Report (1978) that first placed emphasis on a greater integration of pupils with special educational needs into mainstream schools, and has had a wide ranging influence on policy and practice that has followed in subsequent years. The SEN Code of Practice (2001) supports the Warnock Reports (1978) inclusion in to mainstream schools by providing guidance on policies and procedures aimed at enabling pupils with special educational needs to reach their full potential, to be included fully in their school communities and make a successful transition to adulthood. One of the most important frameworks that schools are bound to in supporting childrens individual needs is the Every Child Matters (2003) framework. The Every Child Matters green paper was published in 2003 as a response to the report by Lord Laming into the death of Victoria Climbie through being mistreated and abused. The paper proposed a range of measures to reform and improve childrens care. This framework resulted in the Childrens Act (2004) and provides the legislative spine for Every Child Matters. The aim of Every Child Matters was to create a joined-up system of health, family support, childcare and education services so that all children get the best start possible. Even though it arose from a child protection issue it is essentially for all children and is based around a few fundamental principles. Firstly, society should pursue five goals for all children: Being happy Staying safe Enjoying and achieving Making a positive contribution Economic well-being Secondly, services for children and their families need to be organised around the childs needs. Thirdly, ECM aims to create an effective working practice between different practitioners. These fundamental principles relate very closely to the SEN Code of Practice (2001). The Code sets out guidance on policies and procedures aimed at enabling pupils with special educational needs (SEN) to reach their full potential, to be included fully in their school communities and make a successful transition to adulthood (SEN Code of Practice 2001). It would appear that the SEN Code of Practice (2001) and Every Child Matters framework support the work that each does. The arrival of the Every Child Matters framework signalled a change in the context that the SEN Code of Practice (2001) functioned. The focus is now on making sure that all children are supported, well taught and make progress, and this applies to children with special educational needs. Children with special educational needs and their families often need support from a range of different services if they are to overcome barriers to learning and participation. The creation of Sure Start Childrens Centres and Extended Schools through the Every Child Matters framework will extend the range of services to children and families and bring them together in single locations, enabling children and young people with SEN and disabilities and their families to have better access to the support they need, when they need it and where they need it. This is a prime example of the Every Chid Matters framework providing support to the SEN Code of practice. For the SEN Code of Practice (2001) to be fully functioning and effective, it needs the Every Child Matters framework also to be fully functioning and effective. Both work together towards the same goals, for children to achieve their full potential despite any hurdles that may be in their way whether social, physical or emotional. An umbrella of support is provided, for the children and their families to strive towards the goal of providing a better future. Q.21 b Introduction Children today are faced with many challenges outside of school that affect their ability to come into school and learn effectively. Recent years have seen schools providing support to children other than as an educator. The Every Child Matters agenda is there in schools to support every child whatever their background and ability. There are a group of children however, who have additional struggles that affects their ability to learn; and these children are provided with extra support from the SEN Code of Practice (2001). These children will have been identified as having special educational needs (SEN), and will have been placed on the schools SEN register with their parents permission. From this, differing levels of support will be given depending on the childs code of practice stage. The support provided will enable them to access the curriculum within school. The aim of this child study is to consider the learning needs of a child and to assess how these needs are met in their school. To carry out this task effectively there were a number of factors that needed considering. Firstly, the child chosen for the study and their school will be introduced. For the purpose of this study, the child will be known throughout as Child A, and their school as School A. Numerous observations were carried out of Child A within different contexts of the curriculum (see Appendix One). Then, the study will look at learning theories and styles. This is to help build up a picture of how children learn in general. From this, and coupled with the observations of Child A, their preferred learning style will be identified. To link into this, the teaching styles within School A will be highlighted and the impact of this on Child As capacity to learn will be discussed. Finally, conclusions will be made on the impact of the Every Child Matters framework on School A and how this has affected Child A. Q.21 b Child A and their School The School Child As school is a much larger than average school due to the amalgamation of the infant and junior school in 2004. Most pupils come from a socio-economically mixed catchment area on the edge of the central town area. While most pupils are White British, over a third come from minority ethnic backgrounds. This proportion is increasing year-upon-year with most of these pupils also having English as an additional language. The proportion of pupils within school having learning difficulties and/or disabilities is below average. There is provision for children in the Early Years Foundation Stage; this is provided through the Nursery and in three Reception classes. Child A Child A is a Y5 pupil whose birthday is in the summer term. The child comes from a stable and affluent background where both parents live together, and is the eldest of three children (a brother in Y3 and a sister aged 8 months). During Y3 of Primary School, Child A was highlighted as being a cause for concern and was eventually placed on the schools SEN register in February 2010 while in Y4. Child A has also been placed on the Gifted and Talented Register for creativity. This is due to their Y4 teacher assessment of Child As unusually detailed pictures and Design Technology skills. Child A also excels in gymnastics. In April 2010, Child A was assessed for the first time by the local authorities Learning and Language Team; Reading: 1 year and 1 month below that expected of a child of their chronological age. Spelling: 3+years below their chronological age. Writing: right-handed using a reasonably neat print style with good spacing between words. The initial summary stated that Child A appeared to have some indications of specific learning difficulties in literacy (Dyslexia), Dyslexia can not be diagnosed as a one off event; rather it will follow on from a cumulative assessment over time (taken from Child A SEN file, see Appendix Two). For the purpose of this study and from advice from School As SENCo, it will be assumed that Child A will receive support for that of a dyslexic child, with programmes tailored towards Child As strengths and weaknesses. The Local Education Authority states in its dyslexia policy that difficulties with dyslexia occur on a continuum, from mild to severe, and estimates suggest that between 4 and 15% of all pupils are affected. Q.21 a The Theories Showing How Children Learn Before the learning needs of Child A can be identified, the ways in which a child learns must be analysed. There are two main theories of learning that this study will focus on; behaviourist and cognitive. The Behaviourist Theory This theory suggests that learning is gained by associating a stimulus with a response, as with Pavlos dogs www.nobelprize.org (Accessed 6th October 2010). Skinner suggested that reward and reinforcement of a response increases the frequency of response; this is known as operant conditioning, and assumes all behaviour (e.g. learning) can be controlled in this manner. These are the principles of conditioning that form the basis of the behaviourist approach to learning. These assumptions of the behaviourist approach can be seen and are easily applied in Child As classroom. For example, the Teacher would use positive and negative reinforcement to strengthen the behaviour that conforms to classroom expectations. Positive reinforcement is also used to increase motivation; for example reinforcing good performance with praise may improve confidence and thus motivation within the next task which is essential for Child A who suffers from low self esteem. However, the validity of the behaviourist approach must also be questioned. It assumes that all behaviour (e.g. learning) is under the control of reward and reinforcement, ignoring genetic inheritance. The Cognitive Theory Pollard (2010) states that this theory suggests people learn through an interaction between thinking and experience, and through the sequential development of more complex cognitive structures. Piaget developed the notion of cognitive stages to describe the childs cognitive structure at different stages. These stages are the sensory-motor (birth to 2 years), pre-operational (2-7 years), concrete operations (7 12 years) and formal operations (12 years upwards). Piaget also devised the term schemas, a unit of knowledge, each relating an object/experience in the world; For example, a child my have a schema relating to eating a meal at a restaurant, this schema will have a stored pattern of behaviour (looking at the menu, eating the meal). Vygotsky disputes Piagets cognitive stages, implying that social interaction plays a more important role, instead of trying to fit a child into a box based on their age. Vygotskys theory places more emphasis on social contributions to the process of development. His theory views interaction with peers as an effective way of developing skills and strategies. He suggests that teachers use cooperative learning exercises where less competent children develop with help from more skilful peers within the zone of proximal development (ZPD). Vygotsky believed that when a child is at the ZPD for a particular task, by providing the appropriate assistance (scaffolding) it will give the child enough of a boost to achieve the task. Once the child, with the benefit of scaffolding, masters the task, the scaffolding can then be removed and the child will then be able to complete the task again on his own. Child A relies on scaffolding within their learning and has shown that this does aid their success at a task. However, working with their peers is something Child A does not find comfortable. Jerome Bruner, another cognitive theorist, also disputes age related stages, tending to lean towards Vygotskys view. Bruner states that what determines the level of intellectual development is the extent to which the child has been given appropriate instruction together with practice or experience. Again, Child A requires this but in an adapted format. In his research on the cognitive development of children (1966), Jerome Bruner proposed three modes of representation: enactive representation (action-based), iconic representation (image-based) and symbolic representation (language-based). Modes of representation are the way in which information or knowledge are stored and encoded in memory. This is related to how the VAK theories work. Multiple Intelligences Howard Gardner suggests that there are eight learning styles; interpersonal, intrapersonal, mathematical and logical, visual and spatial, kinaesthetic, musical, naturalistic and linguistic. He suggests that many people have elements of some or all of the above. Gardners approach recognises the diversity of children and appreciates that ability and intelligence should not be dominated by language skills. Gardners theory seems to be backed up by Riddick, Wolfe and Lumsdon (2002) whom state it is generally accepted that providing teaching in a variety of styles is the most effective way to develop students learning. Child A and the Learning Theories. Where does Child A fit in to the learning theories? Stated throughout this section are references to how Child A may fit into these theories. Child A, it seems, strives for an essence of all the theories discussed. From the behaviourist point of view, Child A responds well to positive reinforcement and would help to improve to a certain extent their low self-esteem. From the cognitive point of view, Child A craves scaffolding, constantly looking for help from adults within the class when unsure. It does help Child A to successfully complete tasks, and this proves why Child A relies heavily on scaffolding. Again, it helps to improve their low self-esteem. With regards to Gardners multiple intelligences, child A leans more towards the bodily kinaesthetic and visual spatial elements of his theory. Therefore, Child As learning must come throughout these areas to help learning and understanding to be effective Q.18 Teaching Styles The Assertive Teacher The assertive discipline method of behaviour management was pioneered by Lee and Marlene Cantor in the 1970s. The goal of assertive discipline is to teach students to choose responsible behaviour and in so doing raise their self-esteem. This in turn should lead to an increase in their academic success. Having a good classroom environment in which to teach gives the pupil the best possible chance of learning effectively. A basic principle of assertive discipline is that pupils need to know your behavioural expectations. They must be given limits and the teacher must be consistent in his / her approach at all times. Pupils need positive recognition and support as well as discipline so that they are motivated to behave well. It is very easy to criticise a pupil for being badly behaved but some teachers fail to comment on good, appropriate behaviour. The teacher who uses assertive discipline effectively has a classroom plan, which she shares with pupils so that they are clear about the consequences of their actions. The teacher will have a list of classroom rules on display and will remind the pupils what they are at the start of the lesson. The Non-Assertive Teacher When a teacher reacts to pupils disruptive behaviour it is known as either a non-assertive or hostile response. The non-assertive response is one where the teacher is passive and does not give clear directions; the teacher responds to inappropriate behaviour as and when it happens. She will be inconsistent in her response and will allow poor behaviour to go unchallenged one day and respond angrily another. When a pupil thinks that he can behave in any way he chooses and not suffer any consequences then he will see how far he can push the boundaries at every opportunity. The Hostile Teacher The hostile teacher is one who keeps the class under control but only through intimidation. They do not set a good example of how to behave and often put down pupils with remarks that lowers their self-esteem and hurt their feelings. They promote negative feelings and expectations where pupils believe that they cannot achieve goals or succeed. The hostile teacher rarely makes a positive comment and takes every opportunity to make a negative one. Teaching Styles in School A Assertive teaching is shown and encouraged throughout School A based on various observations throughout the school. It is also evident in the school behaviour policy in the form of an assertive discipline routine. There are strict guidelines on the wording of personal reminder, final warning and then time-out for those children that are failing to follow school rules; this is consistent throughout. Positive praise of good behaviour is a strategy used to try and encourage other children to do the same. Child A responds very well to this style of teaching; behaviour problems are never an issue with Child A, who follows school rules at all times. Child A also benefits from the teacher having control over the class; as stated in Child As SEN file (see Appendix Two) there is a preference to work in quiet which is quite common for a child with dyslexia (Reid, G 2010, Learning Styles and Inclusion Sage Publications Ltd: London, P23). There is evidence to show that behaviour management strategies, such as the assertive discipline techniques, do help to improve behaviour, achievement and attainment. Good behaviour leads to good attainment because there is an effective learning environment, and therefore the child achieves. It states in the Steer Report (2005) that a consistent experience of good teaching engages pupils in their learning and this reduces instances of poor behaviour. It also relates to the Every Child Matters strand of Enjoy and Achieve. This identifies that children should feel safe, be healthy, and enjoy and achieve in school. Q.19 The Learning Needs of Child A According to information received (Booth, Personal communication, 8 September 2010) Child As learning style is that of a multi-sensory learner. This is also stated in the SEN file of Child A (Appendix Two) in a report from the Senior Learning Support Teacher. Pupils with dyslexia learn best when all the senses are used; this is the VAK model of visual, auditory and kinaesthetic learning. VAK is an accelerated learning approach where visual learners learn best through pictures, charts, diagrams, video, ICT etc; auditory learners learn best through listening; kinaesthetic learners learn best through being physically engaged in a task. There is further research by Glazzard (2010), stating that teachers should aim to make a childs learning multi-sensory, catering for all the VAK learning styles. With regards to Howard Gardners Multiple Intelligences, a dyslexic child will have a greater imbalance of strength and skills. It is important that Child A is provided with the opportunities to develop their preferred learning style so to work to their strengths. Support should be provided in areas of weakness with specific teaching and a demonstration of strategies that aid learning. This is also evident in the Local Authority Dyslexia Policy stating Some pupils who have dyslexia can frequently display marked differences between their abilities. It goes on further to state that it is important to identify strengths as well as weaknesses, in order to make the most effective provision (see Appendix Three). It has been suggested that Child A has access to a structured, cumulative, multi-sensory programme of work with opportunities for interleaved learning and repetition (see Appendix Two). Interleaved learning is a psychological process where new and old materials are practised together. It is also important to remember that to help with Child As self-esteem issues, extra measures of support provided within the class should be available for Child A to access them when required, and not draw attention too. Child A also has low-self esteem that requires attention. The Local Education Authority Dyslexia Policy also backs this up by stating we recognise the particular links between dyslexia and low self-esteem (see Appendix Three). From what is known about Child A and through research, it can be stated that when looking at Maslows hierarchy of needs (1968) diagram (see Appendix Four), Child A has had the biological and physiological needs, also safety needs and belongingness and love needs satisfied. On the other hand, esteem needs have not been realised and as this continues to be a problem, the childs self-actualisation stage can not be fulfilled. Again, positive reinforcement and working with School As Learning Mentor to build up self esteem is required. It is vital, as a teacher, that Child As successes are shared with the class/school to help improve self-esteem. Impact of Every Child Matters Framework in School A There has been a great impact on School A since the Every Child Matters framework was introduced. Some aspects were in place before, but a lot has changed in recent years. A holistic approach has been taken by School A to implement the Every Child Matters agenda. A significant commitment has been made to the nurturing and education of the whole child. Be Healthy Through the curriculum the children receive at least 2 hours of exercise a week. Also, they receive education on health, drug awareness and sexual health education. Healthy snacks are provided free to children in foundation stage and KS1. Children in KS2 are offered fruit juice at morning break for a minimal cost. Most recently, the school has had a kitchen built which now allows for food to be cooked on site, giving the school greater control on they type of food being provided. Stay Safe There are child protection measures in place that all staff are aware of. Three members of staff are contacts for child protection issues that may arise. Any concerns would be expressed to these people and the appropriate action would then be taken by them. Other support within school is provided by the Learning Mentor. This role encompasses many of the aims of the Every Child Matters Framework. The Learning Mentor is part of the Child Protection Team. The Learning Mentor has created a Peer Mediators team created of Y6 children to help support children in the playground when problems arise. There has been a big emphasis placed on the prevention of problems arising in the playground through the creation of play leaders, friendship and singing squads; again, this is through the support from the Y6 children who carry out activities with the younger children at playtime. Enjoy and Achieve Special Educational Needs provision kicks into action when there are concerns about an individual child with regards to behaviour issues or academic difficulties. Under the guidance of the schools SENCo this would involve the child monitored as a cause for concern. If the child showed no improvement or deteriorated, they would then be placed on the schools SEN register with the parents permission. School Action would see the child receiving extra support from within school to support their learning and well-being, and again if the child showed no improvement or deteriorated, they would be place on School Action Plus which then brings in the involvement of outside agencies to help and support the child. Again, the Learning Mentor plays a crucial role here, working very closely with extended schools, helping to provide after-school clubs with family involvement. A homework club is also run for children who regular fail to complete homework for a variety of reasons. Another critical role that the Learning Mentor provides for under the Every Child Matters Framework is liaising with parents. As well as involving them in family clubs after school, she will also provide support for them on an individual basis. This area has an additional staff member to help, the Parent Support Advisor. The School employs a Parent Support Advisor (PSA) who runs activities at the Sure Start centre, and has particularly provided support to the Muslim community within School. This has taken the form of English classes to help those parents who struggle speaking and understanding English so they can then support their children at home with their reading and writing. The PSA, with the help of the Maths co-ordinator, ran a similar scheme for parents called Ocean Maths. This meeting provided parents with an understanding of how they can help their child at home with maths, and they were also able to purchase very cheaply a resource pack that will help support the child at home. Wrap around care is also provided by the school in the form of breakfast and after-school care which has been running now for a number of years. This provides parents with the extended support that they may need to be able to return to work. Extended Schools, through government funding, helps children to access activities that they may have been unable to afford in the past. During the summer holidays, activities were available for children to take part in; those children that receive free school meals were able to access these activities free of charge. Extended Services have also provided support to Teaching Assistants within school by running a course on Playground Games so that these may be taught to the children in the playground. The school places a big emphasis on assessment and how it is used to ensure that pupils make the best possible progress both in the curriculum and in their personal development. Assessment for Learning techniques are used in order to enable pupils to progress as individuals. Self and peer assessment techniques are especially relevant in relation to reflecting on the process of participating. The children know where they are at in their learning and how to progress in terms of their next steps. Make a Positive Contribution to the Community There is a school council that is made-up of one child from each class. These children meet regularly to discuss how things can work better for the children. They also take views of the other children to these meetings and feedback to the children. A new recent development is the creation of learning challenges. These aim to let the children have the opportunity to apply their skills and knowledge to a range of different real life situations that makes a positive contribution to an individual, class, school or a local, national global community. A big emphasis is placed on entrepreneurship being encouraged at all times. Achieve Economic and Social Well-being At a Primary school level, this is where the seeds are sown to help achieve economic and social well-being, by providing the children with literacy, numeracy and ICT skills. The learning challenges mentioned in the previous section also help towards meeting this. There are many more aspects of school life that exist due to the emergence of the Every Child Matters Framework. Child A has benefited hugely from this having taken part in after school clubs with their family. There is the support network in place for Child A should they wish to access it, and the relevant people providing support for them already. This is also the case for other children, and has had a positive impact on lots of children throughout School A in supporting their learning. Conclusion This child study has highlighted the significant impact that the Every Child Matters framework has had on Child A, other children with and without personal and learning difficulties, and School A as a whole. Every Child Matters now underpins the whole school ethos, and provides support to children, their families and the school. The understanding of how children learn is essential to my practice as a teacher so that the childs education can be moved on and supported. There are elements of behaviourist and cognitive learning in School A through rewards systems of team points and positive reinforcement of good behaviour, and also through the assertive teaching methods used. The cognitive approach is seen in the pedagogy of the teacher through effective scaffolding techniques, which have been seen to help Child A in the achievement of tasks. In a personal communication with the class teacher of Child A, intervention groups have been arranged so that the supported learning of Child A can take place not just through the effective inclusion of all pupils by quality first teaching. As a teacher it is my responsibility to cater for Child As additional needs, and also to regularly review and assess them so that they are continually being met. It is also important that within my practice I regularly consult the class teacher, SENCo and the Learning Mentor who also aid Child A to overcome the difficulties presented, so that the best possible support is being given. Child A has a positive approach to learning and does not display any of the behavioural difficulties that can be seen in some pupils who have learning difficulties (see Appendix Three). Appendix One Observations of Child A General Observations Child A is someone who is very well behaved in class. There are no behaviour problems associated, and conformity is shown at all times. There is interaction between their peers in the class but this is very infrequent and short lasting. Outside in the playground this is the same; Child A has a small circle of friends who have played together for quite a few years. There is interaction between this group, but again, Child A takes a rather passive role of listening rather than initiating. Numeracy Lessons Child A again always gave the teacher their attention but fiddled with their pen in an undisruptive way. Facial expressions throughout suggested uneasiness. During observations of Child A in Numeracy it was quite evident that there is a low self esteem. Individual tasks saw Child A begin by looking around, gaining the attention of the teaching assistant and teacher to provide the support. Working with a partner was something Child A seemed to shy away from. Child As partner seemed unbothered by this and was happy to discuss with others on the table. A little interaction did take place but this was towards the end of the task as their partner had realised that they must complete the task. Child A also had some number reversal, especially number five and 9. Literacy Lessons Child A is very conscious of their problems with spellings as their reading age is far better than their spelling ability so when they read their work back they can see the errors. The childs commitment and determination is excellent, and after a recent writing assessment was able to identify improvement points that were not linked to spellings. Child A also prefers to work in quiet, which they communicated to the previous years teacher. Art and DT A familiar pattern is also seen here; lack of interaction with their partner and a tendency to allow their partner to be more dominant and do most of the work. P.E Child

Young Peoples Following Social Media Trends

Young Peoples Following Social Media Trends RESEARCH TOPIC : SOCIAL MEDIA RESEARCH TITLE : STUDY ON THE REASONS YOUTH ARE PRONE TO BLINDLY FOLLOW TRENDS ON FACEBOOK. 1.0 Abstract In this digital era, social media plays an important role. It helps people to connect with their friends and family without geographical distance and time. Social media has changed the Malaysian sphere in all aspect of life. Yet, it also has their influences towards youth through social networking site, for example, Facebook. This research examines the reason of youth was prone to blindly follow trends on Facebook, specifically in Malaysia. Through this research, it will investigate the reason of youth follow trends blindly and how this trend affects their life or friends and family members. 2.0 Introduction Facebook was officially established in February 2004 and it was founded by Mark Zuckerberg at the age of 20 (Phillips, 2007). Facebook, a social networking site is a second most visited website after Google, with more than half of the member checking in at least once a day (Gilsdorf, as cited in Freeman, 2011, p. 2). Facebook, announced that average referral traffic from Facebook to media sites has increased by over 170%, almost tripled, in the past year (Colwyn, 2013). It’s not only a popular trend to log in to the Facebook, it is also a way to connect people all around the world. Facebook is used to hold a closer relationship between people, friends and family members by photos and statuses uploaded on Facebook by appearing in the â€Å"Newsfeed†, which is a feature that will automatically notify user with their friends’ posts and updates (Freeman, 2011). Therefore, whenever users’ friends post status on Facebook, they can immediately receive it through their â€Å"Newsfeed†. However, users’ may misuse this social networking by following popular trend on Facebook. The aim of this study is to find out the reasons the youth are prone to blindly follow trends on Facebook. One of the trend that followed by the youth is committing suicide after posting status on Facebook and another trend that followed by youth is based on political news and issues. In 2010, Alviss Kong committed suicide by jumping off from 14th floor from the apartment he stayed, in Cheras, Kuala Lumpur after posting the last status, counting down on Facebook, the status at 11.15pm read â€Å"Count Down For 45mins..What should I do in this 45mins?† (Bedi, 2010). Two months after Alviss Kong committed suicide, another 17 years old school student jumped off from 2nd floor of the school building after posting a status few days before that she wanted to take back her own life (Lam, 2011). After finding out the reasons behind these cases, parents should take action and always aware w ith their children’s activities and social life. The strong family bonding may reduce the happening of the similar cases. Next, youth will share news regarding politics being spread by certain parties without being filtered. The positive view of this issue is that, it encourages transparency in political field. Since the traditional media are fully being controlled by the government, the opposition spread news through new media, and one of it will be Facebook. Videos and news about politics are being spread vulgarly on Facebook and it eventually caused the Barisan Nasional (BN) to suffer unusual losses to the opposition’s parties which included the Democratic Action Party (DAP), People Justice Party (PKR) and Pan-Islamic Party (PAS) by losing the states of Penang, Selangor, Perak, Kedah and Kelantan (Muniandy Muniandy, 2013). The negative view of this issue will be, the youth sharing unfiltered, hoax and unreliable news about politics and sometimes it is from a not reliable sources may cause chaos to the country. This trend is able to bring the interest of the youth towards politics. The youth i s the one we are hoping for in the future for our country. Their interest towards politics is rather important. Nevertheless, they should be trained to know how to differentiate true and fake news and whether the sources are reliable. 3.0 Significant of Study This study will be a significant endeavor in awareness raising among teenagers. This will prevent them to be the next victim. Besides that, it also decreases the suicide rate in Malaysia. 4.0 Research Objectives The objectives of this study is to investigate the reasons of teenagers following Facebook’s trends blindly and how these trends will affect their future life. This may even affect their family members and people around them. 5.0 Research Questions 1. Why do they follow these trends blindly? 2. To what extent will these actions have influence their life? 6.0 Literature Reviews Social media has branched and enrooted itself into the daily life of most people, since the advent of it. According to (Nistad, 2013), social medias are tools that can establish relationships and form interactions between people across the internet. Facebook, is a widely popular social networking site worldwide. Based on a survey done, in Malaysia, among 98 respondents almost all of them have Facebook accounts while half of them said that they used Facebook everyday (Abdul Jalil, as cited in Muniandy Muniandy, 2013). In the past ten years, since the establishment of Facebook, we have witnessed different types of trends on Facebook among its users in Malaysia. In this study, we aim to determine reasons why youth are prone to be influenced and tend to follow these trends blindly. The two main trends we would be looking into is the suicide trend, and another is about the trend of sharing political issues and news, even though some of it maybe hoax. Compared to grown-ups, youths are more easily influenced into making bad decisions, and involving themselves in dangerous behaviours, because they are still naive and have a less developed mind (Scott Steinberg, 2008). Hence, it is important that youths are always monitored for any unusual behaviours. For example, the very hot issue back then in 2010 was the suicide case of 22 year-old Malaysian youth, Alviss Kong, who jumped of the apartment building after the break-up with his girlfriend. When he posted his status on Facebook about his suicide intentions, nobody took this seriously except his sister, but he assured her that he was joking. Would things be different, if, only if his peers or even his ex-girlfriend had talked him out of it? Or maybe encouraged him that he still has a long, bright future ahead of him? Or was it the society that actually led to this tragedy? A few weeks later, another 17 year-old girl jumped off her school building after a suicidal post on her Facebook a few days earlier. Could she have been influenced by Alviss Kong’s case? Because in some comments left by young internet users, they see his actions as a â€Å"heroic† action, by ending his life dramatically, and gaining the spotlight of the society (Lim, 2010). It is these comments that actually reflect what influence Facebook has on youths today, in this case it is worrying, since many view suicide as heroic. These foolish and selfish actions of suicide brings side effects to family members of the deceived, as well as people around them. For example, Alviss Kong’s parents faced more grieved because his case was magnified, with his suicidal Facebook post. His ex-girlfriend was being blamed by certain parties for inflicting his suicidal thoughts. Besides that, unformed identity is also one of the reasons youths are prone to be influenced by trends on the social media like Facebook, due to the fact that those trends are created by their peers and people around them. They also easily give in to peer pressure because they are still in the journey of developing their own identity (Scott Steinberg, 2008), and their stand in the society and political views. In Malaysia, the opposition coalition made optimum use of social media, especially Facebook to reach out, and to disseminate their ideology to potential voters (Muniandy Muniandy, 2013). This has helped them to win the ruling power of 5 states in Malaysia, namingly Kedah, Kelantan, Penang, Perak, and Selangor, during the March 2008 General Election. Many young Facebook users tend to believe political news from Facebook because most of the traditional media is controlled or privatized, and owned by people related to Barisan National, the ruling coalition of Malaysia (Seneviratne, 2007 as cited in Muniandy Muniandy, 2013). Of course, it is trustworthy if the news came from official pages of the opposition parties. So, when one of them starts sharing these news and issues, almost all will follow to do so because of peer influences. However, youths must be aware of fake and misleading informations, and they should be able to analyze the accuracy of a certain news, not just believing ev erything on Facebook without thinking wisely. Hoax may cause these youths to be too extreme in their political stand due to the fact that the unfiltered and uncensored information they are receiving on Facebook are actually created by strong supporters of either political parties. That is why, to a certain extent, it is a good that medias are filtered before sensitive informations are leaked out to the public that may cause chaos and unstabality of a country. 7.0 Methodology To ensure this research will obtain its necessary finding, both qualitative and quantitative research will be used. Quantitative research through survey distribution is used to obtain information. This survey will be conducted in online method as it is the most appropriate medium for mass analysis and to collect mass statistic in order to measure and acquire the needed conclusion. We have set 16 to 24 years old youth, who are the active Facebook users as our target audience. This group of target audience must have at least 1000 followers in their Facebook account because this shows they have more influence potential. We will ask the questions about the categories of the posts, photos that they shared, the averages of the ‘like’ that they gained in each post or photo, the number of followers and others. By using this method, we can analyze the data of the power of influences among the youth. We also will know the type of message that influences youth the most. Qualitative research will also be utilized through interview to further acquire in-depth findings for this research and to obtain quality data. The respondents of this interview are randomly picked. We will ask for permission before the interview will be conducted. In this interview, we will ask them about the opinions, feelings and motives when they spreading or following the messages which they saw on Facebook. Besides, we also will ask them about how they judge or analysis the credibility of the messages on Facebook. It is important that the qualitative interviews are used to identify and collect information regarding their experience in using Facebook. We can do analysis and find out the answer for our research. 8.0 References Bedi, R.S. (2010, December 19) Heartbreak in Facebook world. The Star Online. Retrieved 21 March 2014 from http://www.thestar.com.my/story.aspx/?file=%2f2010%2f12%2f19%2fnation%2f7647966sec=nation Colwyn, S. (2013, December 3) Facebook pushing quality content to the top on its newsfeed. Retrieved 24 February 2014 from http://www.smartinsights.com/social-media- marketing/facebook-marketing/new-facebook-feature-newsfeed-content changes/ Freeman, L. K. (2011). Wall of me: Facebook self-disclosure and partner responsiveness resulting in confirmation or violation expectations and consequences for intimacy and relationships. (Doctoral dissertation). Retrieved 18 February 2014 from http://media.proquest.com.libezp.utar.edu.my Lam, J. (2011, February 24) Malaysia: Suicide a Rising Problem. Global Voices. Retrieved21 March 2014 from http://globalvoicesonline.org/2011/02/24/malaysia-suicide- a-rising-problem/ Muniandy, L., Muniandy B., (2013). The impact of social media in social and poitical aspects in Malaysia: An overview. International Journals of Humanities and Social Science, 3(11), 71-75. Retrieved 21 March 2014 from http://www.ijhssnet.com/journals/Vol_3_No_11_June_2013/8.pdf Phillips, S. (2007, July 25). A brief history of Facebook. The Guardian. Retrieved 21 March 2014 from http://www.theguardian.com/technology/2007/jul/25/media.newmedia Nistad, S. A. (2013). The Age of You: How to Understand and Benefit from Social Media and the Connected Society. Retrieved from 21 March 2014 http://books.google.com.my/books?id=Ivl03knZT14Cdq=definition+of+social+mediumsource=gbs_navlinks_s Scott, E. Steinberg, L. (2008). Adolescent development and the regulation of youth crime. Retrieved from 21 March 2014 http://futureofchildren.org/futureofchildren/publications/highlights/18_02_Highlights_01.pdf Bedi, R. S. (2010, December 19). Heartbreak in Facebook world. The Star Online. Retrieved from 21 March 2014 http://www.thestar.com.my/story.aspx/?file=/2010/12/19/nation/7647966sec=nation Lim, S. G. (2010). Youths lost in cyberspace. Retrieved from 21 March 2014 http://www.edvantage.com.sg/content/youths-lost-cyberspace Muniandy, L. Muniandy, B. (2013). The impact of social media in social and political aspects in Malaysia: An overview. International Journal of Humanities and Social Science, 3, 11. 1

Holocaust Denial: A New Anti- Semitism Essay examples -- jews, holocau

Are You in Denial? Imagine if someone said that everything that happen to you in your life was a lie. The Holocaust survivors have to go through the rest of their life being told what they went through was a lie. These people are called Holocaust deniers, and they say the Holocaust never happened and teach other people to believe that it never happened. Holocaust denial is very wrong because it is prejudice toward Jews, hurtful to Holocaust survivors, and some things deniers say are not true. Denying the Holocaust is pretty much being prejudice toward Jews. Not only are Holocaust deniers a threat to the Jews, but also to people who believe in the truth. Deniers of the Holocaust and their arguments are said to be prejudice against Jews and hating on Jews (Lipstadt). Imagine how this makes some Jews feel. Denying the Holocaust in some countries is a crime, which makes Jews receive vindication, but Holocaust denial still takes place. Although Holocaust denial is a crime in some places, the freedom of speech law is obliterating all laws having to do with Holocaust denial. Some people wonder if Holocaust deniers actually mean to show hatred toward Jews. Even if Holocaust deniers do not mean to hurt Holocaust survivors they have to realize eventually how much it hurts Jews, and that is when they should stop immediately. It is said spreading prejudice and hatred toward Jews is the goal of most professional Holocaust deniers (Cooper). Since Holocaust deniers are prejudice toward Jews, Holocaust denial is a new anti-semitism. If it were me in this situation I think that it would make me feel awful to hurt Jews and people who believe, the Holocaust occurred. The Jews do not deserve to be treated that way. Holocaust denial and things... ... Holocaust. (1999) 133 Web. 25 Nov. 2013. Dworkin, Ronald. â€Å"Even bigots and Holocaust deniers must have their say.† The Guardian. (14 Feb. 2006.) Web. 15 Nov. 2013. Fischel, Jack. â€Å"The New Anti-Semitic Axis: Holocaust Denial, Black Nationalism, And The Crisis On Our College Campuses.† Virginia Quarterly Review. 71.2 (1995): 210-225. Literary Reference Center. Web. 5 Dec. 2013. Lipstadt, Deborah. â€Å"Holocaust Denial and the Compelling Force of Reason.† Patterns of Prejudice. 26. 1-2 (1992.) Web. 18 Nov. 2013. McNamara, Lawrence. â€Å"History, Memory, and Judgement: Holocaust Denial, The History Wars and Law’s Problems with the Past.† Sydney Law Review. 26:353 (2004): 353-394. Web. 19 Nov. 2013. Najarian, James. â€Å"Gnawing at History: The Rhetoric of Holocaust Denial.† Literary Reference Center. 39.1 Web. 8 Dec. 2013. 

The Role of the Individual and Society in the Late 19th Century, Nation

The Role of the Individual and Society in the Late 19th Century, Nationalism A young boy of both German and Italian heritage opens a book on his ancestry. The earliest recordable links he can trace from his Italian and German roots are two tribes. The tribes are very similar in all aspects that he can discern. The German people have the same interests, occupations, religions, and traditions. Identical traits are seen in the Italian tribe. The boy questions, however, if these people can really be his ancestors. After all, he is German and Italian and the tribesmen all identify themselves with present day cities and provinces. Is he Sicilian and Bavarian instead of Italian and German? As the boy reads on he finds out that in the late nineteenth century, his ancestors suddenly identified themselves as German and Italian, what he expected they would be from the start. So, what happened? Divided between the conservative elite and the common liberal, Italy and Germany became unified nations through the institution of a strong military, economy, government, and the influence of a rich ancestry. Each member of society was affected by the move towards nationalism in different ways; the monarchy, liberals, and working classes in Italy and Germany embodied the results of nationalism throughout Europe. The conservative contingency of both Italy and Germany believed that the only way they could build a strong country that would withstand the tests of time was through the building of a strong economy. By building up a large amount of money from the group of territories in the nation through taxes and other sources of government finance, Italy and Germany could build respect among other nations and join the elite of Europe. T... ...--------- Bibliography 1. David Blackbourn, The Long Nineteenth Century A History of Germany, 1780-1918. New York; Oxford University Press, 1997. Notes: The novel contributes to the analyzation of the role of the individual in nineteenth century society by giving a history of the move for unification in both Germany and Italy. It provides a detailed account of historical events, focusing on all aspects and roles in German society. The book only touches on Italian unification, but it provides a good base for understanding the basic details of what took place. It goes on into World War I to show some of the effects of unification and the advance of unification in the form of alliances. The major strong point of the work, and the thing that helped me the most in my paper, was it's focus on nationalism as it pertained to each part of society in Germany.

Topics Deeply Hidden in Hamlet by Williams Shakespeare Essay -- foils t

There are many topics deeply hidden in the works of William Shakespeare. One of his greatest pieces of works is the story of Hamlet, Prince of Denmark. Not only are the words of Shakespeare meaningful, but there are also many follow up pieces of literature that contain important interpretations of the events in this play. These works about Hamlet are extremely beneficial to the reader. I have found four of these works and will use them as sources throughout this essay. The first source is â€Å"The Case of Hamlet’s Conscience,† by Catherine Belsey, and it focuses on the topic of Hamlet’s revenge in the play. The second source is â€Å"’Never Doubt I Love’: Misreading Hamlet,† by Imtiaz Habib, and it explains a lot of information about Hamlet’s â€Å"love† for Ophelia. The third source is â€Å"Shakespeare’s Hamlet, III.i.56—88,† by Horst Breuer, and it talks in depth about the issue of sui cide in Hamlet. The fourth and final source is â€Å"Shakespeare’s Hamlet 1.2.35-38,† by Kathryn Walls, and it describes the significance of the role the Ghost plays throughout Hamlet. There are many different confusing parts in Hamlet and the best way to fully understand the play is to understand all of these parts. By understanding every miniscule detail in the play, it creates a different outlook on the play for the reader. In this essay, I will explain these confusing topics, as well as explain why the sources are helpful and what insight they can bring. At the end is this essay, the reader will have a complete understanding and appreciation of the play Hamlet, Prince of Denmark. Let’s begin by talking about how Shakespeare uses other characters in the play as foils to Hamlet’s character. There are three distinct characters that are used as... ...been poisoned. Finally, Hamlet dies because of his own inaction to revenge his father’s death (V.II.) All of these characters died in some manner because of suicide. Suicide is a difficult subject to discuss because it relies heavily on personal opinions. Shakespeare effectively uses this subject throughout the play and the reader can understand the information that is delivered. To continue on the subject of suicide, I will bring in some information from my last source, â€Å"Shakespeare’s Hamlet 1.2.35-38,† by Kathryn Walls. (Gather information from source and relate to the book). Hamlet is much more enjoyable when everything that is read, is understood. Works Cited Shakespeare, William. â€Å"The Tragedy of Hamlet, Prince of Denmark† Literature: An Introduction to Reading and Writing. Ed. Edgar V. Roberts. 9th Ed. New York: Pearson Longman, 2009. Print