The Dorset Landscape Field Analysis

Overview of the Dorset Landscape The uniqueness of the Dorset landscape lies in its landscape variety, quality, and character. This diversity is caused by such physical and natural factors as geology, climate, and soils.Advertising We will write a custom report sample on The Dorset Landscape: Field Analysis specifically for you for only $16.05 $11/page Learn More The physical framework has been shaped in the course of long history of human activities that has created the landscape we see today (The Dorset Landscape n. d). The diversity ranges from the geological importance and large-scale of an 87 mile coastline to the diversity of biological species inhabiting the area (Roberts 1995). In general, the geological and archaeological environment consists of chalk ridge, chalk valley, clay valley, heath mosaic, harbor and lagoon, limestone hills and plateau, lowland heathland, rolling vales and wooded pasture, valley pasture, undulating river valley, and, fi nally, wooded chalk down land (Howard 2011). Each of the above-presented characteristics will be considered below to describe such sites as the Crandborne Chase, the Dorset Cursus, Hambledon Hill, the Roman Road, Pond barrow, and Down Farm. Description of Sites The Neolithic Dorset Cursus The Neolithic Dorset cursus is a monument spreading across six miles of Chranbone Chase down land in eastern part of Dorset. It is considered one of the largest sites that stretches through chalk lands and it is composed originally of two parallel lines with 90 meters between those that run northwest-southwest (The Megalithic Portal n. d.). The modern appearance of cursus is viewed as a pair of soil marks; however, some of genuine earthworks remain with adjacent barrows.Advertising Looking for report on archeology? Let's see if we can help you! Get your first paper with 15% OFF Learn More In 1973, it was suggested that the Dorset Cursus had been created as an astronomical observatory to define the alignments between specific mounds and the Cursus. The archaeologist also discovered that five of the presented lines bore astronomical importance and that the northern boundary of the Cursus had been built between the crossed alignments (Castleden 1992). The alignment extends from the Bottlebush terminal and spreads up to the long barrow, forming a distinguished skyline feature on Gussage Cow Down (Barrett 1991). This position was chosen to achieve the visual effect. At this point, the scholars put forward the hypothesis that the choice created the possibility to observe the midwinter sun setting behind the hills. The Cranborne Chase The Cranborne Chase is part of the English Chalk Formation that is located near Salisbury Plain. The sharp slope of the plateau borders on the Blackmore Vale to the west and Vale of Wardour to the north (Nunn n. d.). To the south, the chalk plateau is characterized by rounded downs with dry valleys and steeply cut combs (Nunn n. d.). Bowd en (1991, p. 103) writes, â€Å"the inhabitants of the Chase were not only forbidden to harm the deer directly but were also prevented from undertaking any activity which might damage the ‘vert’, the vegetation on and in which the deer lived†. The terminal alignments are difficult to identity accurately.Advertising We will write a custom report sample on The Dorset Landscape: Field Analysis specifically for you for only $16.05 $11/page Learn More The external boundaries involves an area that stretches from Shaftesbury to Ringwood and from Salisbury to Blandford Forum. The inner boundaries spread from Compton Abbas to the west to Woodyates to the east, which is adjacent with Ox Drove (Bowden 1991). Excavations in Cranborne Chase were conducted by Pitt Rives, whose military background greatly influenced his ability regularly record the information about surveys and results of fieldwork (Lucas 2001). In general, the area is covered with Iron Age hill forts, boundary dykes, burial mounds, and field systems, indicating the historic evidence. The Hambledon Hill The Hambledon hilltop is surrounded by the Iron Age earthwork, and it possesses complex and extensive Neolithic features. Therefore, the site is considered to be one of the major archaeological spots for the researchers. The grassland is of the main interest to the archaeologists; however, there are territories of mixed scrub and yew wood (Natural Land n. d.). The land stretches fifteen kilometers to the south of Gilligham and seven kilometers to the south of Blandford Forum, which is between Iwerne Courtney and Child Okeford. Hambledon Hill is a chalk hill with three spurs and giant furrows. Edmonds (1999, p. 1) focuses on the â€Å"barrows, stone circles and great chalk banks; ruins already scarred by collectors and by scientific interest†. The view from the dome is one â€Å"to sooth the soul and replenish the energy stores, which is just as well as the walk to the summit is one to tire the legs† (Richards 1999, p. 38). On this territory, the historical evidence points to the military actions during the Civil War in 1645 (Richards 1999, p. 38).Advertising Looking for report on archeology? Let's see if we can help you! Get your first paper with 15% OFF Learn More The Roman Road in Britain The Roman Roads in Britain stretch over 13.000 kilometers and were built at the end of the 1st century AD, during the post-settlement period. These military roads were constructed for the army to move materials and men through the lands (Williams 2004). In Dorset land, the road spreads from Hamworthy to Lake, but the original route begins from Julians Bridge and the Lake Gates. The current look of the road involves the pasture with wildlife. Despite the changes, the road maintains its original straightness and continues as a bridleway over a mile, edging with high hedges (Guttridge 2010). Additionally, the Roman road in Dorset is considered to be the finest routes, as well as the most popular part to examine the land between Wyke Down and Oakley Down (Johnston 2002). Pond Barrow The main feature of a pond barrow consists in its bold structure and functions. Their natural landscapes are difficult to define because they are of unimpressive size (Dyer 2001; Lo ngworth 1984). Specifically, pond barrows are composed of a mound encircled by a depression and a rim. The archaeologist managed to discover grave goods and burials beneath the hills and, therefore, it has been suggested that they were not designed for this purpose (Butler n. d.; Grtinsell 1959). Dyer (1990, p. 96) also suggests that the pond barrows were also designed for burying cremations, â€Å"but they have not been much studied and may be adjunct to the funerary ritual rather than actual burial places†. Therefore, the function of these domes is not accurately defined. Conclusion In conclusion, the Dorset Landscape is considered to be one of the most popular historic and archaeological sites that present a bulk of resources, materials, and natural attributes contributing to the historic analysis of the territory (Lane 2010). Its major site include the Dorset Cursus, The Pond Barrow, the Hamdledon Hill, the Cranborne Chase, and the Roman Road in Dorset country. All these historic places are of great aesthetical and natural significance for the United Kingdom and for the region due to the uniqueness of geological, natural and physical characteristics of the landscape. Therefore, this territory is heavily examined by the leading archaeologists to define what historical events influence the modern appearance of the landscape. Reference List Barrett, J. C. 1991, Landscape, Monuments, and Society: The Prehistory of Cranborne Chase. Cambridge University Press, UK. Bowden, M. 1991, Pitt Rivers: The Life and Archaeological Work of Lieutenant-General Augustus Henry Lane Fox Pitt Rivers, Dcl, Frs, Fsa. Cambridge University Press, UK. Butler, A., How to Read Prehistoric Monuments: A Unique Guide to Our Ancient Heritage. Duncan Biard Publishers, UK. Castleden, R. 1992, Neolithic Britain: New Stone Age Sites of England, Scotland, and Wales. Routledge, London. Dyer, J. 2001, Discovering Prehistoric England, Osprey Publishing, UK. Edmonds, M. R. 1999, Ancestral Ge ographies of the Neolithic: Landscape, Monuments, and Memory, Routledge, London. Grtinsell, L. V. 1959, Dorset Barrows, Dorset Natural History and Archaeological Society, UK. Guttridge, R. 2010, Following in Roman Footsteps, The Dorset Magazine.  Web. Howard, P. J. 2011, Introduction to Landscape, Ashgate Publishing, US. Johnston, D. E. 2002, Discovering Roman Britain, Osprey Publishing, UK. Lane, R. 2010, The Gardens of Dorset. Frances Lincoln, US. Longworth, I. H. 1984, Collared Urns of the Bronze Age in Great Britain and Ireland, CUP Archive, UK. Lucas, G. 2001, Critical Approaches to Fieldwork: Contemporary and Historical Archaeological Practice, Routledge, London. Natural England. Hamdledon Hill NNR. Web. Nunn, L. Cranborne Chase and West Wiltshire Downs.  Web. Richards, A. 2012, Bradt Slow Dorset: Local, Characterful Guides to Britain’s Special Places. Bradt Travel Guides, UK. Roberts, K. 1995, Walking in Dorset, Cicerone Press Limited, UK The Dorset Landscape. Web. The Megalithic Portal.  Dorset Cursus. Web. Williams, B. 2004, Romans in Britain, Jarrold Publishing, UK. This report on The Dorset Landscape: Field Analysis was written and submitted by user Frankl1nR1chards to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Free Essays on Commentary On What They Were Like

A commentary of the poem â€Å"What Were They Like?† The poem, â€Å"What Were They Like?† by Denise Levertov was written to shed light on the forgotten culture of the Vietnamese, a culture that had been developing for centuries. The people of the Vietnam had their lives destroyed through a tragic 15-year civil war that started in 1954. The war dividing North and South Vietnam was over political conflict and clash of cultures. This poems format is six questions followed by six answers. Speaker One asks the questions, while Speaker Two answers them. The relationship between Speaker One and Speaker Two is at first difficult to understand. They create a conflict by discussing a subject Speaker One, the journalist, is oblivious to, and Speaker Two is testy about answering. The journalist seems to be very innocent, like a child, who is ignorant of what happened during the tragedy of war. Speaker Two, however, takes on a persona of an elder, someone who was somehow emotionally attached to the Vietnamese. He saw it happen. He was there. The journalist seems to be the same age or maybe younger than Speaker Two. However, Speaker Two, seems reverent by the casual asking of the questions. He answers the questions with a seemingly hostile tone, as he remembers the horror and terror of the war, â€Å"Sir, Their light hearts turned to stone.† (__) The tone of the poem is emotional. It brings back a feeling that Speaker Two would like to forget about. He will never be able to forget what he saw. He has to tell the journalist about all the death and poverty during and after the war, that way it will never happen again. Levertov creates many feelings in her poem. She gives the sense of being inquisitive, solemn, formal, and reflective. She is investigating the culture between the past and present, â€Å"Had they an epic poem?† (__) She is solemn in the remembrance of the answers. She is formal by the use of â€Å"Sir† in answers on... Free Essays on Commentary On What They Were Like Free Essays on Commentary On What They Were Like A commentary of the poem â€Å"What Were They Like?† The poem, â€Å"What Were They Like?† by Denise Levertov was written to shed light on the forgotten culture of the Vietnamese, a culture that had been developing for centuries. The people of the Vietnam had their lives destroyed through a tragic 15-year civil war that started in 1954. The war dividing North and South Vietnam was over political conflict and clash of cultures. This poems format is six questions followed by six answers. Speaker One asks the questions, while Speaker Two answers them. The relationship between Speaker One and Speaker Two is at first difficult to understand. They create a conflict by discussing a subject Speaker One, the journalist, is oblivious to, and Speaker Two is testy about answering. The journalist seems to be very innocent, like a child, who is ignorant of what happened during the tragedy of war. Speaker Two, however, takes on a persona of an elder, someone who was somehow emotionally attached to the Vietnamese. He saw it happen. He was there. The journalist seems to be the same age or maybe younger than Speaker Two. However, Speaker Two, seems reverent by the casual asking of the questions. He answers the questions with a seemingly hostile tone, as he remembers the horror and terror of the war, â€Å"Sir, Their light hearts turned to stone.† (__) The tone of the poem is emotional. It brings back a feeling that Speaker Two would like to forget about. He will never be able to forget what he saw. He has to tell the journalist about all the death and poverty during and after the war, that way it will never happen again. Levertov creates many feelings in her poem. She gives the sense of being inquisitive, solemn, formal, and reflective. She is investigating the culture between the past and present, â€Å"Had they an epic poem?† (__) She is solemn in the remembrance of the answers. She is formal by the use of â€Å"Sir† in answers on...

Biography of Writer and Philosopher John Ruskin

Biography of Writer and Philosopher John Ruskin The prolific writings of John Ruskin (born February 8, 1819) changed what people thought about industrialization and ultimately influenced the Arts and Crafts Movement in Britain and the American Craftsman style in the US. Rebelling against Classical styles, Ruskin reawakened interest in heavy, elaborate Gothic architecture during the Victorian era. By criticizing the social ills resulting from the Industrial Revolution and disdaining anything machine-made, Ruskins writings paved the way for a return to craftsmanship and all things natural. In the US, Ruskins writings influenced architecture from coast to coast. Biography John Ruskin was born into a prosperous family in London, England, spending part of his childhood in the natural beauty of the Lake District region in northwest Britain. The contrast of urban and rural lifestyles and values informed his beliefs about Art, especially in painting and craftsmanship. Ruskin favored the natural, the hand-crafted, and the traditional. Like many British gentlemen, he was educated at Oxford, earning a MA degree in 1843 from Christ Church College. Ruskin traveled to France and Italy, where he sketched the romantic beauty of medieval architecture and sculpture. His essays published in Architectural Magazine in the 1930s (today published as The Poetry of Architecture, examine the composition of both cottage and villa architecture in England, France, Italy, and Switzerland.   In 1849, Ruskin traveled to Venice, Italy and studied Venetian Gothic architecture and its influence by the Byzantine. The rise and fall of Christianitys spiritual forces as reflected through Venices changing architectural styles impressed the enthusiastic and passionate writer. In 1851 Ruskins observations were published in the three-volume series, The Stones of Venice, but it was his 1849 book The Seven Lamps of Architecture that Ruskin awakened an interest in medieval Gothic architecture throughout England and America. Victorian Gothic Revival styles flourished between 1840 and 1880. By 1869, Ruskin was teaching Fine Arts at Oxford. One of his chief interests was the construction of the Oxford University Museum of Natural History (view image). Ruskin worked with the support of his old friend, Sir Henry Acland, then Regius Professor of Medicine, to bring his vision of Gothic beauty to this building. The museum remains one of the finest examples of Victorian Gothic Revival (or Neo-Gothic) style in Britain. Themes in the writings of John Ruskin were highly influential to works of other Brits, namely designer William Morris and architect Philip Webb, both considered pioneers of the Arts and Crafts Movement in Britain. To Morris and Webb, the return to Medieval Gothic architecture also meant a return to the guild model of craftsmanship, a tenet of the Arts and Crafts movement, which inspired the Craftsman cottage style home in America. Its said that the last decade of Ruskins life was difficult at best. Perhaps it was dementia or some other mental breakdown that disabled his thoughts, but he eventually retreated to his beloved Lake District, where he died January 20, 1900. Ruskins Influence on Art and Architecture Hes been called a weirdo and manic-depressive by British architect Hilary French, and a strange and unbalanced genius by Professor Talbot Hamlin. Yet his influence on art and architecture stays with us even today.  His workbook The Elements of Drawing remains a popular course of study. As one of the most important art critics of the Victorian era, Ruskin gained respectability by the Pre-Raphaelites, who rejected the classical approach to art and believed that paintings must be done from direct observation of nature. Through his writings, Ruskin promoted the Romantic painter J. M. W. Turner, rescuing Turner from obscurity. John Ruskin was a writer, critic, scientist, poet, artist, environmentalist, and philosopher. He rebelled against formal, classical art and architecture. Instead, he ushered in modernity by being a champion of the asymmetrical, rough architecture of medieval Europe. His passionate writings not only heralded Gothic Revival styles in Britain and America but also paved the way for the Arts Crafts Movement in Britain and the United States. Social critics like William Morris studied the writings of Ruskin and started a movement to oppose industrialization and reject the use of machine-made materials- in essence, rejecting the spoils of the Industrial Revolution.  American furniture-maker Gustav Stickley (1858-1942) brought the Movement to America in his own monthly magazine, The Craftsman, and in building his Craftsman Farms in New Jersey. Stickley turned the Arts and Crafts Movement into the Craftsman style.  American architect Frank Lloyd Wright turned it into his own Prairie Style . Two California brothers, Charles Sumner Greene and Henry Mather Greene, turned it into the California Bungalow with Japanese overtones. The influence behind all of these American styles can be traced back to the writings of John Ruskin. In the Words of John Ruskin We have thus, altogether, three great branches of architectural virtue, and we require of any building,- That it act well, and do the things it was intended to do in the best way.That it speak well, and say the things it was intended to say in the best words.That it look well, and please us by its presence, whatever it has to do or say. (The Virtues of Architecture, Stones of Venice, Volume I) Architecture is to be regarded by us with the most serious thought. We may live without her, and worship without her, but we cannot remember without her. (The Lamp of Memory, The Seven Lamps of Architecture) Learn More John Ruskins books are in the public domain and, so, are often available for free online. Ruskins works have been studied so often throughout the years that many of his writings are still available in print. The Seven Lamps of Architecture, 1849The Stones of Venice, 1851The Elements of Drawing, In Three Letters to Beginners, 1857Praeterita: Outlines of Scenes and Thoughts, Perhaps Worthy of Memory in My Past Life, 1885The Poetry of Architecture, essays from Architectural Magazine, 1837-1838John Ruskin: The Later Years by Tim Hilton, Yale University Press, 2000 Sources Architecture: A Crash Course by Hilary French, Watson-Guptill, 1998, p. 63.Architecture through the Ages by Talbot Hamlin, Putnam, Revised 1953, p. 586.

Accidental Overexposure of Radiotherapy in Costa Rica-Total Body Research Paper

Accidental Overexposure of Radiotherapy in Costa Rica-Total Body Response to Radiation - Research Paper Example In a 1991 report, the capital city, San Jose had about 1.11 million inhabitants. The Costa Rican social security system, which is mandated to provide medical cover, reported 90% coverage for the population. The life expectancy was reported to be at 75.2 years between the years 1990 and 1995. Integral in the treatment of cancer in Costa Rica are three hospitals which also act as referral centres for the different segments of the country. These include the San Juan de Dios Hospital, the Rafael Angel Calderon Guardia Hospital and the Mexico Hospital. Of significance and relevant to the case study is the San Juan de Dios Hospital which has radiotherapy facilities (International Atomic Energy Agency, 1998). During the month of July 1997, the international atomic energy association received an invitation from the government of Costa Rica to aid in assessment of overexposure of radiotherapy. This overexposure had occurred to patients in San Jose Hospital in Costa Rica. The initiating occurrence specifically happened at San Juan de Dios hospital in San Jose on the 22nd of August, 1996. This was after a radioactive carbon source, 60 CO was replaced. When the new source was standardized, an inaccuracy was made in the computation of dose rate. Consequently, this error led to administration of considerable higher radiation doses compare to the prescribed intake in terms of exposure (International Atomic Energy Agency, 1998).... e was no satisfactory explanation as to these large disparities in dose values, an expert was engaged to evaluate the possibilities of such differences. The expert was to assess the physical aspects of quality assurance in radiotherapy. Furthermore, the expert was also to verify degree of application recommended by the technical report series and those of compliance reports. The review was conducted between the 8th and 19th of July, 1996. Her report indicated that there were no records kept on the calibration of beams emitted by radiation machines. Additionally, the assessment showed that there was no information available on the specific equipment used to offer radiotherapy services. With working environment prevailing in tandem with dose determination procedures properly followed, the outcome obtained or the calculation of absorbed dose rate in a computer program was not easily verifiable. The computer program which was developed by the person in charge of dosimeter had errors of c lose to 5% in percentage dose values. Moreover, there was an error of approximately 2 centimeters in the optical distance indicator (Perez & Brady, 1998). Discrepancies of up to 8% within the calculated time found, for the same irradiation conditions, when a calculation method on the basis of percentage depth dose (PDD) and the tissue air ratio (TAR) was used. Initial examination indicated that similar absorbed dose rate value had been employed in both procedures. Consequently, revelation on confusion between the concepts of dose in air and dose in water at the depth of optimal maximization was eminent. Having underpinned and satisfactorily addressed these issues, the expert brought these findings to radiation oncologists at the hospital. These included thermo luminescence dosimeters dose

Reserach Report and Problem Analysis Report Essay

Reserach Report and Problem Analysis Report - Essay Example The audit led to a loss of a lot of money for Mrs. Roadway because she did not have any paperwork like a VAT invoice from the supplier to substantiate that she had paid VAT. The legal representatives for the Jeffersons Company maintain that she does not have the right to ask for a VAT invoice but they were willing to give her their VAT number. The reason given to Mrs. Roadway by the legal representatives for not providing a VAT invoice (i.e. no other customer has ever requested for a VAT invoice) is not sufficient enough to deny her the invoice. For Mrs. Roadway’s business proposal to be financially viable, she has to be able to reclaim this VAT from HM Revenue and Customs (HMRC) because the repayment will reduce her borrowings to a manageable level. However, without a valid VAT invoice from Jeffersons, reclaiming the VAT might become problematic. As a corollary this research report will cover the issues of whether a supplier is required to issue an invoice, when it should be issued and what it must contain. CONCLUSION: Value Added Tax (VAT) can be defined as a category of consumer tax charged for any manufactured consumer product. A VAT invoice is usually dispensed to purchasers who give substantial statistics and details to prove that they have an intention to claim back the VAT paid to the government. In order to acquire a VAT invoice there are a set of some very precise pre-details which must appear on the VAT invoice such as the name, address and VAT number of the company or enterprise that provided the merchandises. For continuous and excellent book-keeping, accurate VAT calculations and invoices are required (Ebrill, et al 2001)1 Mrs. Roadway has already made strides to hire a Private Wealth team which has handled her application to HMRC so that she can charge VAT on the leases and reclaim the VAT that she will pay to Jeffersons. As a result, she has the right to request a VAT invoice from Jeffersons solicitors so that she can have the right paper work to help her with the process of reclaiming the VAT. Mrs. Roadway had to needed a VAT invoice from Jeffersons’ solicitors because she had previously gone through problematic experience which was brought about by lack of a VAT invoice. The fact that Jeffersons’ solicitors has never issued a VAT invoice to any of their consumers, will help Mrs. Roadway and build up her case against Jeffersons’ solicitors. The pre-requisites put in place to guide the process of dispatching an invoice for purchases as denoted in Article 33 of the VAT Directive2 might make the process of acquiring a VAT invoice frustrating but it is considered important for regulation purposes. In Mrs. Roadways case, the guidelines denoted in the VAT Directive will help Mrs. Roadway show that she deserves to be issued with a VAT invoice from Jeffersons’ solicitors because as per the VAT Directive a potential beneficiary of VAT refund should be issued with a VAT invoice. REPORT: Primary Sou rce: Staatssecretaris van Financien v Stadeco BV, 2009: A primary ruling in relation to the explanation of art21 (1) (c) of the 6th Council Directive was offered. The ruling was that a VAT invoice should be issued to a potential beneficiary of VAT refund. This was in line with Article 33 of the VAT Directive. HMRC concisely states that a registered VAT member has an obligation to provide any VAT-registered clients with a VAT invoice

The Burning of the Parliament Building Essay Example for Free

The Burning of the Parliament Building Essay The Parliament Building that was burnt in Montreal was tragic that happened recently. .It is considered a crucial moment due to which the co-prime ministers of the united Province of Canada, Sir Louis-Hippolyte Lafontaine and Robert Baldwin were especially disappointed .The St. Annes Market building lodging the Legislative Council and Assembly of Canada was burned down by Loyalist rioters in retaliation for the Rebellion Losses Bill while the members of the Legislative Assembly were sitting in session. The episode is characterized by divisions in pre-Confederation Canadian society concerning whether Canada was the North American appendage of the British Empire or a nascent,sovereign nation. In 1837 and 1838 Canadians rebelled against the oligarchic rule of the British colonial administration, first in Lower Canada, then in Upper Canada (or the Canadian provinces of Quebec and Ontario Respectively. Rumours is being spread stating that the parliament will be shifted to upper canada . Let us see what happens. Our country is a complete mess at this moment let us see what solution is going to come up to overcome this problem .It is considered to be a mob violence. Mr. Johnson took the Chair of the Committee; and after some time when the meeting went on Committee were interrupted by stones and other missiles thrown from the streets, through the windows, into the Legislative Assembly Hall, which caused the Committee to rise, and the Members to withdraw into the adjoining passages for safety, — from whence Mr. Speaker and the other Members were almost immediately compelled to retire and leave the Building, which had been set fire to on the outside. Luckily they some how managed to escape this tragic event. When Lord Elgin – he no longer deserves the name of Excellency – made his appearance on the street to retire from the Council Chamber, he was received by the crowd with hisses, hootings, and groans. His horse carriage was filled out of the yolk of eggs and rotten tomato. He will regret for his decision.

Black Elks The Earth is All that Lasts Essay -- Native Americans

Black Elk's The Earth is All that Lasts The U.S. Military played a dramatic role in shaping the west as we know it today. The U.S. Military has mistreated the Native Americans in numerous ways in the past. Also, they have virtually eliminated nearly all the Native American Tribes in the United States. Before the arrival of the U.S. Military, Native Americans lived almost peaceful lives. In the article "The Earth is all that Lasts," Black Elk talks about what happened during General Custard's Last Stand and what it was like to be a Native American during that period of time. In the past, many things have influenced me of how the Native Americans had to survive. For instance, some types of material that helped me realize just what the Native Americans had to endure in order to survive were history classes, books, the Internet, movies, television shows, and this article. In Black Elk’s article, the account of Custer’s Last Stand only reinsured my views. Black Elk explains some of the suffering and how the Native Americans had to search for a new location constantly. Black Elk also shows that the military drove the Native Americans out of their homelands, and how badly the Native Americans were treated. The U.S. Military has used many different strategies to eliminate the Native Americans. There were things such as, peace treaties, and battles. Mainly, they did this for power, land, and "yellow metal" or gold. Someone had to suffer if the U.S. Military and United States Citizens were going to take over the west and it happened to be the Native American Tribes, the rightful land and territory owners. Native Americans tried to come up with peace treaties, but the U.S. Military hardly ever abides by them.... ...eople in return. In conclusion, I am embarrassed that we, Americans, could have performed such a horrible act toward the Native Americans, who are human beings like the rest of us. I also really enjoyed reading Black Elk’s essay because the person telling the story was a Native American. It was really interesting to hear the views of what happened from a real Native American, and not from someone who went to the library and found a book on Native Americans and started to write not knowing whether or not the information was true or a lie. Overall, I feel that this article really taught me about what the Native Americans had to do to fight for the rights and their lives. Works Cited Elk, Black. "The Earth is all that lasts." American Voices: Culture and Community. Ed. Dolores LaGuardia and Hans P. Guth. Mountain View: Mayfield, 1998. 144-156.

Drug test Essay

Case Study Analysis Paper COMM/215 Oct 20, 2014 Winifred Donnelly ? Case Study Analysis Paper In the case study, Carl is a new recruiter for ABC Inc. Upon being assigned to his position, he beat expectations by successfully hiring several new people despite his lack of time on the job. Because of this, he probably feels a lot of pressure to succeed and continue to perform better than his previous efforts at all times. He has made a number of mistakes in the case study and is at a loss as to what he should do next. Specifically, well look at the mistakes Carl made, what he should. have done in the first place, and the options he has available to him now to correct the mistakes hes made. First of all, Carl started off wrong by assuring Monica that everything would be taken care of in time and leaving it at that. There is quite a bit involved with making sure each hire has their applications and resumes filled out and submitted correctly. Additionally, drug screening is something that has to be done at an approved facility for your company or corporation since there are potential legal issues if the urinalysis tests are done at your place of business. Even hospitals  send their employees urinalysis bottles to other medical facilities to have them checked rather than doing the drug screening at their own facility though there are companies that are offering on-site drug testing (OHS Health and Safety Services, Inc. , 2014). Physicals are also a potential headache to schedule for even one person, let alone a group of people. Rarely does it ever seem that a doctor isnt busy doing something. People are constantly getting sick, injured or dying and its the doctors duty to help them even if that means making their death less painful for them. Trying to get a doctor  to conduct a physical isnt necessarily difficult, one just needs to schedule the appointment a month or two in advance which Carl did not do. As for the booklets, pamphlets, and manuals, Carl should have looked into getting those right away instead of blowing it off. This particular problem isnt quite as dire as the drug screening or the physical, but it will take anywhere from a few days to a week or more to get all the literature he is going to need for the new hires. Finally, he should have de- conflicted the training classroom schedule with the other departments in the company. In any  organization, there is a need for some kind of classroom environment that is conducive to learning but it doesnt do you any good if someone else is using the classroom when you need it. With this in mind, there was a schedule on the wall that Carl checked when he went to the classroom that projected out for at least a month or two. Carl waited too long to get his reservation placed in the calendar because Joe has the room for the rest of the month or more. Carl was off to a good start despite all the issues found with how he has handled the situation so far. Carl established himself as a quick learner and hard worker by making successful hires so quickly into his job time as a recruiter. Some people would say that the job is mostly natural skill because it only involves talking to people, but there is much more to it than that. Obviously, otherwise Carl would not have found himself in the mess he is in now. On top of talking with potential hires about the company, what they are all about, what they are looking for, and how the potential hire could fit into the job, they have to seal the deal by ensuring the hire meets all the companys qualifications too. If the potential hire isnt capable of meeting the basic company standards of education, behavior, attitude, ethics, etc. then they likely will not be a productive member of the workforce and its the recruiters job to find those things out on his/her own or go about making sure the potential hire gets to the right organization that can find that out. Upon receiving the phone call from Monica, Carl should have pulled out a pad of paper, his scheduling calendar, and a writing utensil and made notes during his conversation with Monica. He should have found out exactly what she wanted to happen and give her immediate feedback with his own ideas and timelines related to how long it would take to accomplish a certain task or the timeframe he would need to get an individual hire ready to start working. Once they had both come to an agreement on the plan they would use to get the hires ready to become employees, they could have both hung up the phone with a positive feeling of accomplishment and understanding. Carl should have started going about accomplishing said plan as soon as he hung up with Monica. The first things to be scheduled should be the things that are the most difficult to schedule the physical and drug screening. With those two things out of the way and taken care of, Carl should make sure he brings in and talks to face to face at least three hires a day to go over 1 / 2 their applications and resumes to make sure they are complete and filled out correctly. As an added bonus, if Monica had a particular format she desires on a resume, when Carl brings in the hires he can help them re-write their resumes so they meet Monicas desired format. Once the appointments have been scheduled and before individual meetings with the hires take place, classroom space should be reserved for the orientation. If the situation still plays out the way it is currently then Carl will have to find someplace else to conduct the orientation unless he can work out a deal with Joe. Depending on how long Carl will need the classroom, perhaps he can slip in, conduct orientation, and slip right back out while Joes class is on lunch or out at another site doing on-the-job-training (OJT). Finally, the literature should be compiled between meeting each hire and helping them with their paperwork. If need be, Carl can request more literature from whichever department of the company issues those documents, he can order them himself from their distributer, or have an assistant take them down to a place like Kinkos and get copies made. With the situation being what it is for Carl now, he still has several options open to him if he could get himself in a state of mind to recognize them. The drug screening and the physicals are going to give him the hardest time so he  should try to get them taken care of first. If hes able to schedule his hires before the orientation date then he is good, but if not he should go ahead and schedule them when he can and adjust based on that. The problems hes facing with the paperwork can be handled fairly easily by getting one good copy of each pamphlet, manual, etc. and get copies made or requisition more from the department in charge of stocking those supplies. They may not be happy being asked to cough up a whole mess of literature on short notice, but that is part of their job and he should do something to make it  up to them in the future. It is important to be on good terms with the folks who are in charge of supplies, especially from a military standpoint. As far as finding classroom space, Carl should approach Joe with his problem and see if he can fit his class in before or after one of Joes classes. If not, Carl should look into booking a conference room similar to the ones most hotels have for rent or like some restaurants have where the room is closed off from the rest of the dining floor. Either way, Carl has options in that regard as well. Additionally, and here is the hard part, Carl is most likely going to have to let Monica know that her new hires might not be ready in the timeframe they previously agreed upon. Due to his inexperience and lack of time on the job, this should not be a career-ender for Carl but it isnt going to make Monica happy with him. If Carl is able to still get everything in order in time to conduct the orientation on the date he agreed to with Monica, then everything is good. Carl is in a tough position, but hes not out of the fight yet. Carl made some  mistakes, mostly due to inexperience or perhaps he became cocky after doing so well on his previous recruiting scenario. In order to get back on his feet and save face, Carl has several different routes he can take to get his mission accomplished. Ultimately, Carl should do his best to right his wrong, get his mission accomplished, learn from his mistakes and press on. References University of Phoenix. (2014) Week Two supplement, Case Study for Student Analysis. Electronically retrieved October 19, 2014 from University of Phoenix, Week Two, Resource. COMM215 Essential of College Writing OHS Health and Safety Services, Inc.. (2014). On-site drug testing services versus clinic services. Retrieved from http//www. ohsinc. com/on_site_drug_testing_onsite_drug_test_specimen_collection_CH ART. htm PAGE 6 PAGE MERGEFORMAT 1 Y, dXiJ(x(? I_TS? 1EZBmU/xYy5g/GMGeD3Vqq8K)fw9 xrxwrTZaGy8IjbRcXI u3KGnD1NIBs RuKV. ELM2fi? V? vlu8zH (W uV4(Tn 7_m-UBww_8(/0hFL)7iAs),Qg20ppf DU4p MDBJlC5 2FhsFYn3E6945Z5k8Fmw-dznZ? xJZp/P,)KQk5qpN8KGbe Sd17? paSR 6Q POWERED BY TCPDF (WWW. TCPDF. ORG).

The Management Of A Classroom Education Essay

In the 19th century schoolroom direction was the cardinal factor which qualified a instructor as a professional. Classroom direction was in fact seen as dwelling chiefly of ; maintaining control and subject of a category of pupils and so learning them something. For this ground, maintaining order and instruction were considered as two separate countries, where subject preceded the instruction. With clip these two countries have merged good into each other that one can non take topographic point if the other one is absent. Even the significance of schoolroom direction itself continued to develop and germinate since now we all know that it is non merely about maintaining subject and order in a category, but there are much more things connected to it. Different researches have showed that schoolroom direction affects a batch the pupils ‘ larning since how good the instructor manages the schoolroom determines a batch how good the pupils learn. Indeed we must add that it is the inst ructor him/herself who makes the difference in the pupils ‘ acquisition. â€Å" I ‘ve come to the awful decision that I am the decisive component in the schoolroom. It ‘s my day-to-day temper that makes the conditions. As a instructor, I possess a enormous power to do a kid ‘s life miserable or joyous. I can be a tool of anguish or an instrument of inspiration. I can mortify or humour, ache or mend. In all state of affairss, it is my response that decides whether a crisis will be escalated or de-escalated and a kid humanized or de-humanized. † ( Dr.Haim Ginott ) We need to travel off from the traditional manner of looking at schoolroom direction. Classroom direction is non about holding a set of regulations which pupils have to follow and penalizing those that do n't conform. Classroom direction is all about the schemes the instructor adopts in the schoolroom and the affect they have on the pupils themselves. It besides involves set uping appropriate processs and modus operandis which the instructor and the pupils would hold agreed and formulated together at the beginning of the scholastic twelvemonth and so work hard in implementing and incorporating them in their day-to-day activities. These are of import since kids feel secure with a everyday particularly when covering with something new and different. As Harry and Rosemary Wong provinces, â€Å" The uneffective instructor begins the first twenty-four hours of school trying to learn a topic and spends the remainder of the twelvemonth running after pupils. The effectual instructor spends most of the first hebdomad learning the pupils how to follow schoolroom processs. † This is so since as Thody et Al. ( 2000 ) points out, processs are in fact cardinal to the schoolroom since â€Å" the deficiency of them would take the pupils to get unwanted work wonts and behaviours that would be hard to rectify † . The direction of a schoolroom includes the creative activity of an appropriate working environment which matches the activities and undertakings the pupils would be working on so that they are able to maintain focussed, motivated to larn new things and non losing concentration. The ambiance of the schoolroom must be relaxed and work-oriented while supplying a positive clime which makes the schoolroom a pleasant acquisition topographic point since this affects a batch how much the kids keep focused on undertakings and involved in activities. Therefore, positive instructions contribute a batch in the creative activity of a positive clime, for illustration in stating what we should make and non what we should n't, such as, ‘We listen to each other when person is talking ‘ alternatively of stating ‘We do non speak when person is talking ‘ . In such schoolroom where positive clime is preached, pupils feel more confident in affecting themselves and take parting in a ctivities. Thody et Al. ( 2000 ) came up with a model for developing positive behaviour in the schoolroom. This model involves 4 of import elements which are all inter-dependent amongst each other, these are ; the rights every bit good as the duties of the pupils and instructors, the regulations which help making a work-oriented ambiance and in the creative activity of positive relationships amongst all members of the school. Forming schoolroom infinite is besides portion of the schoolroom organisation because the usage of all the available infinite and desk agreement tells a batch about the direction of the category for illustration ; if in one peculiar schoolroom the desks are arranged in groups it clearly shows that in this category a batch of group work is enhanced. Good clip direction techniques are besides of import when running a category since as Fisher et al indicate out ; there is the thought of academic clip which is the sum of clip each pupil spends executing at a high degree of success. Therefore the instructor must be after the clip good for account and so, provided supervising, allowing the pupils work and seek out on their ain. The usage of appropriate resources is besides of import to be considered in a category, every bit good as, the choice of activities that match the single ability of each pupil because no two pupils learn in the same manner. Here the thought of differentiated schoolr oom comes in and for this to be efficient, good monitoring of all the single pupils must take topographic point so that adequate activities which suit the single pupil ‘s abilities and involvements are provided. Paul Hawken tells us a batch about the importance of schoolroom direction and the function of the instructor, in fact he came up with this interesting sentence, â€Å" Good direction is the art of doing jobs so interesting and their solutions so constructive that everyone wants to acquire to work and cover with them. † This reminds us that direction is all about how the job is framed and presented which is where the instructor comes in since it ‘s the instructor who makes all the difference. Classroom direction is all about the manner the instructor organizes what goes on in the schoolroom, for this ground the instructor must be equipped with a figure of different accomplishments in order to supply an efficient and meaningful larning experience to all the pupils. It entails good cognition of the capable affair in demoing assurance and carefully pre-establishing aims to maintain the pupils focused and non allowing them lose their concentration throughout. This besides imp lies that careful planning and readying must be done so that the instructor knows where s/he must take the pupils and work hard in assisting them obtain a peculiar aim. The instructor must besides expect what jobs could originate in order to be ever a measure before the pupils themselves and forming other activities which would come in ready to hand when jobs come up. Anticipation must even take topographic point while be aftering a lesson because it ‘s utile to cognize to which activities could necessitate more attending. In the procedure of going a professional instructor a novitiate instructor must be cognizant of the basic accomplishments and techniques needed to be enquired so that s/he would be good prepared when confronting a category of pupils. These accomplishments all sum up into three major classs ; accomplishments needed in utilizing tactics which help in the acquiring attending of the pupils such as pausing, re-starting or utilizing different melodies throughout the lessons. The other two classs involve reacting to misbehavior and in forestalling misbehavior such as usage of oculus contact, gesturing, synchronising and so on. These will assist the instructor in making a smooth productive acquisition experience for the pupils. Furthermore, schoolroom direction is besides affected by the instructor ‘s reaction to misbehavior and by the schemes employed in rectifying and forestalling misbehavior Acts of the Apostless. The instructor must be really careful in being house, carnival, and b esides consistent when covering with misbehavior because the pupils would be all the clip proving their instructor. Therefore the instructor must be really careful because otherwise s/he would stop up losing the credibleness. The instructor must besides be able to rectify misbehavior by doing the pupils realize what and where they did incorrect and why they should be punished so that the act is non repeated. The instructor must be really careful in non rediculate the pupil and so rectification should be done separately and non in forepart of the whole schoolroom. Disturbing behaviour is a slippery issue instructors have to confront which consequences in a loss of curriculum clip and even upset the acquisition environment. One major issue which a world in today ‘s schoolroom is that of unrestrained yak which is a hard challenge to manage. One ground of such misbehavior put frontward by Good & A ; Brophy 1997 is in fact the deficiency of tuned schoolroom sensitiveness where inst ructors do non see the connexion between the misbehaviour of pupils and the planning of the lesson which in bends shows the instructor ‘s deficiency of direction accomplishments. On the other manus, the choice of appropriate wagess in promoting positive behavior is besides of import and so is congratulations since it helps the pupils constructing up their ego regard and assurance. Giving appropriate feedback is besides of import because primary school kids rely a batch on the instructor ‘s feedback, therefore the instructor must be really careful since feedback may interrupt or do the kid ‘s assurance. From the work of Kounin ( 1977 ) we can see the thought of ‘withitness ‘ of the instructor, where s/he must possess the accomplishment of covering with different pupils at the same clip. A clear illustration of this is ; the instructor who must be able to rectify misbehavior in category, assisting single pupils while besides cognizing what each and every other pupil is making. This is besides seen even while composing on the whiteboard where the instructor must hold eyes at the dorsum of her/his caput in cognizing what all kids are making and surprising the pupils by rectifying misbehavior even when non even looking straight at them. A good effectual instructor must besides be cognizant of the immediateness nature of the schoolroom where at times speedy determinations must be taken in reacting to troubles, covering with different state of affairss which might originate in the schoolroom and so on. The novitiate instructor must besides be able to ask the accomplishment of ‘overlapping ‘ ( Lang, McBeath and Hebert, 1995 ) where the instructor must be able to manage different state of affairss together. This can be seen for illustration when the instructor directs a inquiry to a pupil who is non paying attending because in so making s/he will pull this kid ‘s attending while non upseting the base on balls of the lesson. Another accomplishment which the instructor needs to be familiar with is the accomplishment to pull off motion in the category. This is done by modulating the flow and velocity with which the lesson would be traveling by choosing appropriate activities which will do the pupils get and kept engaged on their undertakings. Procedures and good instructions help a batch in pull offing this motion throughout. A good effectual primary instructor must possess a figure of other accomplishments which would assist him/her in covering with the mundane schoolroom state of affairss ; particularly in presentation the pupils with clear instructions in order non to stop up reiterating over and over once more what they have to make. Thus, the pupils must cognize what the instructor is anticipating from them and so avoiding blowing clip in confusion and in inquiring what they are meant to be making. Knowing what the instructor expects helps in cut downing anxiousness and creates more assurance amongst the pupils. Teachers with the most effectual schoolroom direction accomplishments are the instructors who know what is expected of a learning state of affairs and are determined to implement it. A good instructor must besides demo finding in set uping his/her authorization in the schoolroom otherwise s/he is bound to see impairment in the pupils ‘ behaviour. Furthermore, Hargreaves ( 1982 ) , follo wed by other sociologists, say that ; non merely the instructors have outlooks but besides the pupils themselves have their ain outlooks and thoughts about what makes a good or bad instructor. This is so since every pupil wants their instructor to be rigorous and just, lovingness, friendly, patient, apprehension, supplying interesting lessons and explains capable affair good. It is merely through difficult work and dedication showed from their instructor, that pupils themselves will recognize how much their instructor attentions about their acquisition and that s/he believes in them and wants them to accomplish. This will assist in developing common regard in the schoolroom which is cardinal in a good managed schoolroom where instructor respects the pupils and the pupils respect non merely their instructor but besides their equals. â€Å" Teaching is good when a category becomes a community of honest nurturing and common duty. † The instructor must transfuse in the pupils the thought of teamwork and in working together in groups. This is of import since kids must larn to portion ends and collaborate together while geting those societal accomplishments which will assist them a batch in their mundane lives. However, in early childhood the thought of group work may be a small abstract and so it is the instructor who has to be able to learn the pupils what working in groups entails. A instructor should present good leading accomplishments in order to steer the pupils to larn in a adept and experient manner. This normally requires a steadfast presence and a strong sense of intent every bit good as forbearance and good wit. The Ivey concern diary Tells us that, â€Å" alternatively of looking for Jesuss, we should be looking for leaders who can travel us to confront the jobs for which there are no simple painless solutions- the challenges that require us to larn new things † . Teachers should therefore steer the pupils in researching new things and assist them in coming with the right solutions themselves because pupils learn much more from first-hand experience in order to fulfill and feed their wonders. In the procedure the instructor must besides affect and expose the pupils to assortment of activities and instill in them the love of larning new things since â€Å" A director who leads Easts people, non to the old processs and function relationships, bu t to the worlds that must drive the development of new function relationships and processs † ( Ivey concern diary, 2003 ) . Furthermore, as it was written in 2010 by Gigs Gasper in the Philippines, â€Å" A good follower is ever a good leader but great leaders did non follow, they created good leaders. † Therefore, great instructors non merely take the pupils but work hard in the creative activity of other leaders. From different researches done in the educational psychological science, in peculiar that of Davis ( 1983 ) it was found that the instructor ‘s attack to the direction of the category is really much related to the instructor ‘s position of instruction and hence different instructors would respond otherwise to the same schoolroom state of affairss. For this ground different research workers have attempted to happen solutions and attacks to different schoolroom direction issues. These attacks have been grouped into three chief classs. One of which is ; the humanistic attack where shared job work outing between instructor and pupils must take topographic point. The 2nd is more of a behavioural attack where behavioural alterations are to be applied in the schoolroom. While, the 3rd attack trades more with the direction and organisation of the schoolroom. The latter attack being the most recent is largely applicable to today ‘s schoolroom state of affairss. However, one must maintain in head that no 1 attack is the best since no 1 of them fits absolutely to every job which might originate, but one attack complements the other. For this ground it is really of import that the novitiate teacher maintain up to day of the month with these different attacks so that when the demand arises s/he can do the necessary amendments to these attacks and use them to the schoolroom while besides improvizing depending on the state of affairs. On the contrary, while sing these different schemes in covering with the managing of a category, one must maintain in head that as future educators we must travel off from the thought that schoolroom direction is made up of a set of prescriptions to be applied when faced with a behavioural job. This is so since the behaviour and reactions of the pupils will be the consequence to how good the instructor manages to supply the pupils with the right ambiance and appropriate undertakings in order to actuate and prosecute the pupils in larning. Most of the misbehaviour that take topographic point in schoolroom is due to the instructor ‘s mistake in non taking into consideration some of import issues in sing peculiar single pupils ; being the kid ‘s abilities, involvements, or any other facet which is of import to cognize about the kid and to take into consideration. For this ground, an effectual director of the schoolroom must turn to a figure of issues which would assist in fostering good direction accomplishments. MacDonald & A ; Healy ( 1999 ) province that effectual schoolroom direction depends on three chief factors which the instructor should hold complete control of, these are: committedness in supplying a meaningful acquisition experience to the pupils, perceptual sensitiveness in acknowledging what the appropriate schoolroom clime is and seting it if the demand arises, and in cognizing different schoolroom behavioral schemes which can be used flexibly in category depending on the demand. Most of the clip the instructor ‘s attack to instruction and schoolroom direction is really much related to the instructor ‘s ain experience of schooling in seeking non to reiterate the negative experiences s/he went through in the past and in edifice on what the instructor considers to be the best for the kids. Looking back at my ain school experience there were some instructors who made a positive impact on my learning experience but there were those who truly made me detest traveling to school. This negative experience was due to the instructors ‘ deficiency of good direction accomplishments, particularly the primary instructors. After so many old ages I still retrieve the incorrect direction schemes they used in category and all the unjust penalties which such direction entails. Therefore as a hereafter primary instructor I do n't desire to reiterate any of the errors my instructors made with me, but alternatively I want to construct up on all the positive I â⠂¬Ëœve experienced so the I make my pupils ‘ larning a meaningful and interesting experience. One, which they will retrieve but in a positive manner. From my ain experience in learning primary school pupils although it was a short experience I still feel that I ‘ve learned a batch about schoolroom direction and I ‘m certain that in the hereafter I will go on to develop in order to ask all those accomplishments in order to go a good schoolroom director. During my last twelvemonth ‘s instruction pattern I did came across a twosome of jobs which influenced my schoolroom direction. This is so since I had some pupils who were ever misconducting in the category and no affair how much I tried no scheme seemed to work out. Then by passing clip with these pupils in order to acquire to cognize them better I ‘ve realized what the job was and so worked difficult in order to get the better of it. They did n't swear me because for them I was n't ‘their ‘ instructor since I was merely ‘a ‘ instructor who comes into their schoolroom to learn them something. I was in fact surprised when one six twelvemonth old pupil told that â€Å" I do n't desire to be your friend because when you are gone so I will lose you! † For this ground, I worked hard in winning their trust and besides promised them that I will go on to see them even after learning pattern. I needed to demo them that I cared for them and that I wanted them to larn. Furthermore, I encountered a figure of other jobs which affected my direction of the category, for illustration in being able to accommodate my activities to all the different abilities that there were in the category since I had really bright pupils in category every bit good as others who find troubles even in composing their name. At times it was like an impossible state of affairs to get by with since some pupils managed to understand a new construct in no clip at all while others need a batch of repeat and illustrations. During category work the bright pupils ever used to complete much before the others and it is at this point where they start misconducting. In order to work out this job I looked up in a batch of books and articles and tried even a batch of schemes in category until I ‘ve managed to accommodate one to my state of affairs. Now I admit that books and researches helped me a batch but I do experience that I ‘ve learned much more from the concrete experience because it helped me seting into pattern what I ‘ve been reading and besides made me recognize that no one attack wholly works in the category, therefore one needs to follow and alter depending on the peculiar state of affairs. It is of import that the novitiate teacher develop an penetration of the schoolroom as a topographic point of professional pattern. From the work of Doyle ( 1986 ) on schoolroom direction, he identifies six belongingss which make the schoolroom a acquisition environment. These being ; the issues of multidimensionality and simultaneousness of the schoolroom where the instructor has to cover with different state of affairss together and at the same clip, for illustration in covering with all the different pupils ‘ demands present in one category. The issues of immediateness and capriciousness follow since the instructor has to move rapidly to unanticipated breaks. Another issue pointed out is the issue of publicness of the schoolroom where every action which happens in the schoolroom is of a public nature, for illustration in praising a pupil in forepart of all other pupils makes it a public action. Finally the last issue trades with the history in category since everything which happens in category all signifiers portion of the history of the schoolroom where both the life of the pupils and the instructor ‘s experience as a practician takes topographic point. The consciousness of these six belongingss creates sensitiveness in making a acquisition environment which matches the instructor ‘s instruction. Effective schoolroom direction is an indispensable characteristic which should be adopted in today ‘s schoolroom because it determines how much the kids are engaged in the acquisition procedure. The more the instructor manages the schoolroom the more the pupils are bound to larn. This is so since schoolroom direction keeps the pupils focused and engaged in the acquisition activity and therefore they are to accomplish much more academically. Furthermore, we must non see the direction of a category as something unreal because this direction in its ain right must be portion of the mundane modus operandi which implies that it must come out of the nature of the activity the kids would be working on. This direction is non merely about subject but it is a manner in which the instructor helps the pupils to concentrate and acquire themselves involved in the acquisition activity. Therefore, subject is non what governs the direction of the category since supplying the pupils with the righ t atmosphere, appropriate undertakings which match their abilities and in following processs should assist a batch in the direction of the category. Nowadays, we have moved off from the thought that silence in a category is ever positive and in believing that a soundless category is a bright hard-working category, alternatively we all know good that a noisy schoolroom may so demo that the pupils are actively involved in an activity, every bit long as, the category and the noise are kept under control by their instructor in cognizing what each and every pupil is making. During my forthcoming instruction pattern I will seek to use multiple acquisition manners in the schoolroom while besides supplying moderate challenges in order to accommodate every pupil ‘s learning manner and ability. I will besides seek to utilize group work sagely in avoiding unvarying grouping where some pupil will hold to fight. During group work I will besides delegate single work to each member of the group so that everyone can take part and lend within the group. I will besides assist them in pull offing struggles within the group and assisting them to pull off their clip efficaciously while besides learning them how to lend to the success of the group. I will besides assist the pupils in accomplishing their full potency since as Samuel J. Meisels provinces: â€Å" The highest interest of all is our ability to assist kids recognize their full potency. † I will besides learn them the accomplishments needed for success which will assist them in their present and f uture larning such as note pickings, sum uping, research schemes, and coaction in the schoolroom. I will get down my lessons by giving clear lesson aims and instructions while besides giving them an chance to review their ain work by happening their strongest and weakest points. I will besides seek to do usage of several appraisal techniques since non all pupils learn in the same manner and so they should besides be assessed otherwise. I will besides detect and acquire feedback from the pupils in order to cognize what they already know so that I can get down my lessons by mentioning to their anterior cognition and traveling bit by bit into the unknown. I will besides do it a point to stop my lessons by inquiring inquiries, such as â€Å" Mention at least one new point that you have learned today † so that I get feedback from the pupils. I besides want to learn the kids to measure their ain acquisition in order to transfuse in my pupils the assurance in going independent compe tent scholars. It is of import to inquire the pupils strategically appropriate inquiries that trigger their wonder since kids ‘s natural wonder makes them inquire a batch of inquiries. I will throw those inquiries back at them, for illustration ; while making presentations, I will get down with inquiries like, â€Å" Why did I make that? † or â€Å" If I were to make something else, what would go on? † It is of import to let the pupils to larn from each other and to portion their thoughts with one another. If one pupil has a inquiry, I will seek to go through it off to another pupil if I think that the pupil knows the reply. Finally, but most significantly I will seek non to reiterate all the negative experiences I ‘ve experienced in my yesteryear this is so since today we all know that the ground why many grownups retain a strong antipathy for any signifier of instruction is because of the detering experiences they had in their early school old ages.

Captain Morgan and the Sack of Panama

Captain Morgan and the Sack of Panama Captain Henry Morgan (1635-1688) was a legendary Welsh privateer who raided Spanish towns and shipping in the 1660s and 1670s. After the successful sacking of Portobello (1668) and a daring raid on Lake Maracaibo (1669) made him a household name on both sides of the Atlantic, Morgan stayed on his farm in Jamaica for a while before Spanish attacks convinced him to once again sail for the Spanish Main. In 1671, he launched his greatest attack: the capture and sacking of the rich city of Panama. Morgan the Legend Morgan had made his name raiding Spanish towns in Central America in the 1660s. Morgan was a privateer: a sort of legal pirate who had permission from the English government to attack Spanish ships and ports when England and Spain were at war, which was fairly common during those years. In July of 1668, he gathered some 500 privateers, corsairs, pirates, buccaneers, and other assorted seagoing villains and attacked the Spanish town of Portobello. It was a very successful raid, and his men earned large shares of loot. The following year, he once again gathered about 500 pirates and raided the towns of Maracaibo and Gibraltar on Lake Maracaibo in present-day Venezuela. Although not as successful as Portobello in terms of loot, the Maracaibo raid cemented Morgans legend, as he defeated three Spanish warships on his way out of the lake. By 1669 Morgan had the well-earned reputation of a man who took big risks and offered big rewards for his men. A Troubled Peace Unfortunately for Morgan, England and Spain signed a peace treaty around the time he was raiding Lake Maracaibo. Privateering commissions were revoked, and Morgan (who had invested his large share of the loot in land in Jamaica) retired to his plantation. Meanwhile, the Spanish, who were still smarting from Portobello, Maracaibo and other English and French raids, began offering privateering commissions of their own. Soon, raids on English interests began happening frequently in the Caribbean. Target: Panama The privateers considered several targets, including Cartagena and Veracruz, but decided on Panama. Sacking Panama would not be easy. The city was on the Pacific side of the isthmus, so the privateers would have to cross in order to attack. The best way to Panama was along the Chagres River, then overland through dense jungle. The first obstacle was the San Lorenzo Fortress at the mouth of the Chagres River. The Battle of Panama On January 28, 1671, the buccaneers finally arrived at the gates of Panama. The President of Panama, Don Juan Pà ©rez de Guzmn, had wished to fight the invaders along the river, but his men refused, so he organized a last-ditch defense on a plain just outside the city. On paper, the forces looked pretty equal. Pà ©rez had some 1,200 infantry and 400  cavalry, and Morgan had about 1,500 men. Morgans men had better weapons and much more experience. Still, Don Juan hoped that his cavalry – his only real advantage – might carry the day. He also had some oxen that he planned to stampede towards his enemy. Morgan attacked early on the morning of the 28th. He captured a small hill which gave him good position on Don Juans army. The Spanish cavalry  attacked,  but was easily defeated by French sharpshooters. The Spanish infantry followed in a disorganized charge. Morgan and his officers, seeing the chaos, were able to organize an effective counterattack on the inexperienced Spanish soldiers and the battle shortly turned into a rout. Even the oxen trick didnt work. In the end, 500 Spaniards had fallen to only 15 privateers. It was one of the most one-sided battles in the history of the privateers and pirates. The Sack of Panama The buccaneers chased fleeing Spaniards right into Panama. There was fighting in the streets and the retreating Spaniards tried to torch as much of the city as they could. By three oclock Morgan and his men held the city. They tried to put out the fires, but could not. They were dismayed to see that several ships had managed to flee with the bulk of the citys wealth. The privateers stayed for about four weeks, digging through the ashes, looking for fugitive Spanish in the hills, and looting the small islands in the bay where many had sent their treasures. When it was tallied, it was not as big a haul as many had hoped for, but there was still quite a bit of plunder and every man received his share. It took 175 mules to carry the treasure back to the Atlantic coast, and there were numerous Spanish prisoners – to be ransomed by their families – and many black slaves as well which could be sold. Many of the common soldiers were disappointed with their shares and blamed Morgan for cheating them. The treasure was divided up on the coast and the privateers went their separate ways after destroying the San Lorenzo fort. Aftermath of the Sack of Panama Morgan returned to Jamaica in  April 1671 to a heros welcome. His men once again filled the whorehouses and saloons of  Port Royal. Morgan used his healthy share of the proceeds to buy even more land: he was by now a wealthy landowner in Jamaica. Back in Europe, Spain was outraged. Morgans raid never seriously jeopardized relations between the two nations, but something had to be done. The Governor of Jamaica, Sir Thomas Modyford, was recalled to England and made to answer for granting Morgan permission to attack the Spanish. He was never severely punished, however, and eventually was sent back to Jamaica as Chief Justice. Although Morgan returned to Jamaica, he hung up his cutlass and rifle for good and never again led privateering raids. He spent most of his remaining years helping to fortify the defenses of Jamaica and drinking with his old war buddies. He died in 1688 and was given a state funeral.

Call of the Wild Book

He is disciplined by the Law of Club and Fang. The man in the red sweater takes Buck out of the cage and repeatedly beats him. Buck continues to try to attack until he is to week to fight. He then learns the law of Club and Fang. Buck is sold and put on a sled team. He learns to dig a hole in the snow to stay warm. He has a fierce rivalry with the lead dog Spitz. Spitz then kills one of Buck’s best friends Curly by ripping Curly’s face up. Buck ends up having multiple fights with Spitz. One of which where Spitz takes Buck sleeping hole and tries to keep it. Spitz gets whipped and sent back to his own hole. Buck and Spits end up in a fight in which Buck is determined to kill Spitz and end the rivalry for good. He then does what he was determined to do and kills Spitz. Buck then takes the lead dog position and gains trust from his team. The team is then taken over by Hal, Charles, and Mercedes. They are amateur sled runners and don’t quite know what they are doing. They end up shooting a dog (Dave), because he was too weak to go on. Buck then leads the team into John Thornton’s little camp setup. Hal was advised by John not to go across the ice but he decides to do it anyway. Hal starts beating Buck and John Thornton threatens to kill him with his rifle. John then takes Buck to be his own. They all fall through, including the team. They are killed and John takes care of Buck, the only survivor. Buck then saves john Thornton’s life a couple times. John and Buck develop a special bond. John decides to search for gold. Buck is in part of a bet made by john Thornton that says he can pull a sled with a fairly large amount of weight. Buck then shocks everybody and pulls the sled 100 yards and wins John Thornton $1000 ($1600 in the book). John is out in the search of gold. He comes across a Yeehat tribe and builds up hate for them. Buck scares away the Yeehats once. They the com back later and kill John Thornton by shooting him with a bow and arrow. Buck then kills multiple Yeehats out of anger. He is then left with the decision to live by himself in the wild. Differences In the movie, Buck was never sold to Francois and Perrault. He was never a part of their team and he did not steal any bacon from Francois. In the movie, Buck started out going to John Thornton’s team, stolen by Black Burtons bandits, claimed by a dog auctioneer, sold to Hal and his crew, brought across Johns Thornton’s camp and is returned to him. Buck was never sold from Francois and Perrault to a Scotch half-breed man that was very hairy. It did not tell the names of other dogs in the movie. In my eyes, the movie portrayed John Thornton’s friend, Pete, more than in the book. In the movie John Thornton is attracted to a girl at a bar. A man named Black Burton doesn’t like John so he has his team stolen by some of his thugs. They then take the team to a town. On the way a man falls down a hill and is killed. When the dogs get to the town, the only guy left on the sled is frozen solid and killed. A man then claims the dogs on the spot and auctions them off to Hal, Charles, and Mercedes. They plan to take the team to Dawson city (where John Thornton is). On the way a dog (Dave) is shot by Hal because he can’t go on. They come across John Thornton’s camp. John takes Buck back and the others drowned. John then takes more care of buck and heals him up. The book stated that Buck had killed a Moose by wearing it out and then attacking it. That never happened in the movie. In the book, Mad Dolly was a dog that raged and tried to kill Buck. The movie showed Mad Dolly as a horse. The movie shows more dialect and perspective of john Thornton rather than Buck. It made the movie almost more about John than it did about Buck. John and Buck found a cabin in the woods that had a gun in it that said E. K. W. on it. That wasn’t in the book. Because of all of the similarities and differences that I have written, I believe that the book was way better than the movie. The movies didn’t have much anything that was the same in the book. The worst part was that it left me guessing about who E. K. W. was. It didn’t even give a hint about who he or she was. That should not ever happen in a movie. Call of the Wild Book He is disciplined by the Law of Club and Fang. The man in the red sweater takes Buck out of the cage and repeatedly beats him. Buck continues to try to attack until he is to week to fight. He then learns the law of Club and Fang. Buck is sold and put on a sled team. He learns to dig a hole in the snow to stay warm. He has a fierce rivalry with the lead dog Spitz. Spitz then kills one of Buck’s best friends Curly by ripping Curly’s face up. Buck ends up having multiple fights with Spitz. One of which where Spitz takes Buck sleeping hole and tries to keep it. Spitz gets whipped and sent back to his own hole. Buck and Spits end up in a fight in which Buck is determined to kill Spitz and end the rivalry for good. He then does what he was determined to do and kills Spitz. Buck then takes the lead dog position and gains trust from his team. The team is then taken over by Hal, Charles, and Mercedes. They are amateur sled runners and don’t quite know what they are doing. They end up shooting a dog (Dave), because he was too weak to go on. Buck then leads the team into John Thornton’s little camp setup. Hal was advised by John not to go across the ice but he decides to do it anyway. Hal starts beating Buck and John Thornton threatens to kill him with his rifle. John then takes Buck to be his own. They all fall through, including the team. They are killed and John takes care of Buck, the only survivor. Buck then saves john Thornton’s life a couple times. John and Buck develop a special bond. John decides to search for gold. Buck is in part of a bet made by john Thornton that says he can pull a sled with a fairly large amount of weight. Buck then shocks everybody and pulls the sled 100 yards and wins John Thornton $1000 ($1600 in the book). John is out in the search of gold. He comes across a Yeehat tribe and builds up hate for them. Buck scares away the Yeehats once. They the com back later and kill John Thornton by shooting him with a bow and arrow. Buck then kills multiple Yeehats out of anger. He is then left with the decision to live by himself in the wild. Differences In the movie, Buck was never sold to Francois and Perrault. He was never a part of their team and he did not steal any bacon from Francois. In the movie, Buck started out going to John Thornton’s team, stolen by Black Burtons bandits, claimed by a dog auctioneer, sold to Hal and his crew, brought across Johns Thornton’s camp and is returned to him. Buck was never sold from Francois and Perrault to a Scotch half-breed man that was very hairy. It did not tell the names of other dogs in the movie. In my eyes, the movie portrayed John Thornton’s friend, Pete, more than in the book. In the movie John Thornton is attracted to a girl at a bar. A man named Black Burton doesn’t like John so he has his team stolen by some of his thugs. They then take the team to a town. On the way a man falls down a hill and is killed. When the dogs get to the town, the only guy left on the sled is frozen solid and killed. A man then claims the dogs on the spot and auctions them off to Hal, Charles, and Mercedes. They plan to take the team to Dawson city (where John Thornton is). On the way a dog (Dave) is shot by Hal because he can’t go on. They come across John Thornton’s camp. John takes Buck back and the others drowned. John then takes more care of buck and heals him up. The book stated that Buck had killed a Moose by wearing it out and then attacking it. That never happened in the movie. In the book, Mad Dolly was a dog that raged and tried to kill Buck. The movie showed Mad Dolly as a horse. The movie shows more dialect and perspective of john Thornton rather than Buck. It made the movie almost more about John than it did about Buck. John and Buck found a cabin in the woods that had a gun in it that said E. K. W. on it. That wasn’t in the book. Because of all of the similarities and differences that I have written, I believe that the book was way better than the movie. The movies didn’t have much anything that was the same in the book. The worst part was that it left me guessing about who E. K. W. was. It didn’t even give a hint about who he or she was. That should not ever happen in a movie.

PSY 365 Essay Example | Topics and Well Written Essays - 750 words

PSY 365 - Essay Example In research, it is expected that one has to drive at the correct approach or method, at the same time, with considerations to the advantages and disadvantages of the methods employed. Most studies rely on either qualitative, quantitative or combination of the two. Data drawn from the approaches can possibly be generated within empirical studies. Data-driven, observable and/or empirical research is proven to provide quantifiable proofs, measure variables or outcomes more objectively, allows statistical control of factors, can establish comparisons and/or relationships among other variables that are essential ingredients to improve practices, thus, come up with accurate decisions instead of mere hit and miss (US Department of Education, 2002) . On the other hand, the disadvantages may include, vulnerability to extraneous variables and inability to control it, high cost, time consuming, demands for tests and innovative instruments, vulnerability to biases of researchers and the complex mechanism in subject selection and data management procedures (Guttmacher Institute, 2006). In this article, authors focused on psychological interventions which increase individual happiness. The study simply determined if psychologists make use of evidence-based practice of positive psychology of treating patients with mental illness at the same time utilizing it into making others lastingly happier. Positive psychology looks into character traits, positive emotions and enabling institutions that further consider other virtues such as courage, wisdom, justice, temperance, humanity and transcendence. Using the internet, 577 participants were recruited in one month to answer the exercises set for the experimental and control set up. Center for Epidemiological Studies–Depression Scale to measure depression (CES-D) symptom, Steen Happiness Index (SHI) and Beck Depression Inventory for the state of depression, were the main instruments used. Authors