War in Afghanistan

Causes of the War Aldrich, G. (2002). The Taliban, Al Qaeda, and the Determination of Illegal CombatantsAdvertising We will write a custom annotated bibliography sample on War in Afghanistan specifically for you for only $16.05 $11/page Learn More The American Journal of International Law, 96 ( 4), 891-898. This article gives an in depth description of the causes of the war in Afghanistan. The war had been caused by the September 11 bomb attacks in the U.S which had been conducted by Al Qaeda. There terrorists had a base in Afghanistan and it was established that they had a link with political government in power in that country at that time. The author highlights the reasons for the invasion and why the U.S government had to get involved. The journal article also highlights on a few difficulties at that time on how the terrorists captured will be treated according to international law. Justification and Criticisms of the War Franck, T. (2001). Terrorism and the Right of Self-Defense. The American Journal of International Law, 95(4), 839-843. This highlights the causes of the war and Justifies the United States Action to invade Iraq on the argument of self-defense based on the UN Charter. The author begins by highlighting the reasons certain experts have given on the illegality of the US invasion. He goes ahead to address these criticisms one by one. He also gives the arguments supporting the invasion. The author has dissected the controversial Article 51 in the US charter which the US gave to the public as the reasons supporting its actions throughout that period. O’Connell, M. (2002). The myth of preemptive self defense. The American Society of International Law Task Force on Terrorism. Web. This paper discusses United States justification invading Afghanistan. The author highlights the reason why the invasion was wrong and unnecessary. The author interprets the United Nations Charter Article 51 which allows a country to a rise in self-defense when it has faced an armed attack. The article analyses the Article 15 and gives examples in history on the application of the guideline. It concludes that the United States should not invade a country based on the expected future actions of the country rather it should be on the armed attacks that have occurred.Advertising Looking for annotated bibliography on history? Let's see if we can help you! Get your first paper with 15% OFF Learn More Positive Effects of the War Dunn, D. (2005). Bush, 11 September and the Conflicting Strategies of the ‘War on Terrorism’ Irish Studies in International Affairs 16, 11-33. The Journal article discusses the different strategies the US government has taken in dealing with terrorism. The author shows the changes in approach since September 11 attacks. He highlights three main strategies, the counter-terrorism, pre-emptive and pre-eminence and the democratization of the Middle East. The paper shows th e positive effects of the war in Afghanistan in the region and the enhancement of security in the region and the US. The journal also highlights the tensions and arguments that have arisen over time concerning the use of the three strategies. Negative Effects of the War Belasco, A. (2006). The Cost of Iraq, Afghanistan and other Global War on Terror Operations since 9/11. Congressional Research Service, Library of Congress. This paper discusses the costs effects of the wars the United States government has engaged in including Afghanistan. The high spending on defense has had a high impact on the budget of the country. The money could have been used in other critical sectors of the economy such as health, education and social security. The paper highlights the actual and opportunity costs of the wars. The paper goes into details showing the actual item costs of the wars and the trend in the costs both in the past and in the future. References Aldrich, G. (2002). The Taliban, Al Qaed a, and the Determination of Illegal Combatants  The American Journal of International Law, 96 ( 4), 891-898. Belasco, A. (2006). The Cost of Iraq, Afghanistan and other Global War on Terror Operations since 9/11. Congressional Research Service, Library of Congress.Advertising We will write a custom annotated bibliography sample on War in Afghanistan specifically for you for only $16.05 $11/page Learn More Dunn, D. (2005). Bush, 11 September and the Conflicting Strategies of the ‘War on Terrorism’ Irish Studies in International Affairs 16, 11-33. Franck, T. (2001). Terrorism and the Right of Self-Defense. The American  Journal of International Law, 95(4), 839-843. O’Connell, M. (2002). The myth of preemptive self defense. The American  Society of International Law Task Force on Terrorism. Web. This annotated bibliography on War in Afghanistan was written and submitted by user Scott Lara 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. War in Afghanistan Since the invasion led by the United States in Afghanistan in the year 2001, the nation has suffered a lot of violence. The violence started with the September 11th attack on the U.S. by the Al-Qaida. Afghanistan was the origin of the attack and thus U.S. troops were deployed to Afghanistan after the attack. U.S. military then overthrew the Taliban government leading to retaliations by the Taliban which have hitherto resulted to high levels of violence in Afghanistan.Advertising We will write a custom essay sample on War in Afghanistan specifically for you for only $16.05 $11/page Learn More Besides involvement by the U.S., the British government also sent troops to Afghanistan. The Taliban and Al-Qaida have also had unending conflicts along the Pakistan-Afghan border. They both accuse each other of being unable to keep militants away from each other’s side. This is in spite of the fact that the two groups are unanimous about keeping U.S. troops a way from the Pakistan border (Norton 1). The Afghanistan war has had tremendous effects on the security strategies and policies of the countries involved. This has led to prioritization of war intervention by both the U.S. and Britain. Both governments, therefore, feel obliged to win the war (Borger 1). Recent events related to the war have raised serious need for intervention that has led to a number of suggestions for ending the war. Taliban troops are increasing each day. This has raised a lot of concerns about the willingness of the Taliban to try diplomacy. In response to this, the U.S. has sent 30, 000 troops to Afghanistan this year. This has led to a number of bombings, killing of militants and innocent civilians, killings of American and British militants carried out by the Taliban, etc. Specific examples include the killing of civilians by a bicycle-bomb while receiving relief food, the British soldier who died on March 15, 2010, from wounds he sustained in the Helmand bom b, the 35 people killed in the March 14th Kandahar bombing meant to be a warning to Nato etc. The Afghanistan war has, arguably, escalated in the recent past due to the relentless efforts by the U.S. and Britain to contain the situation (Norton 1). The American-British strategy for fighting Taliban troops is, seemingly, the training of forces to take over Afghanistan. However, this strategy is faced by major challenges since a lot needs to be done to change the prevailing situation. The change includes rebuilding Afghanistan from scratch, controlling the Taliban and establishing forces (national army). These changes are challenging due to the presence of war, warlords and ethnic rivalries (Borger 1). One of the rebel groups, Hezb-i-Islami, has suggested a diplomatic solution to the problem. With the condition that the U.S. withdraws troops from Afghanistan by July, the rebel group has offered to act as a mediator between the U.S. and the Taliban. However, the influence of the group on the Taliban is suspected to be limited.Advertising Looking for essay on international relations? Let's see if we can help you! Get your first paper with 15% OFF Learn More The group has also been holding talks with Afghanistan’s president, Karzai about the same and it has suggested an interim government and elections after withdrawal of troops. However, the U.S. prefers to contain the situation slowly with the hope for flexible demands forced by the successes bound to be achieved by the 30, 000 troops (Borger 1). The war in Afghanistan has claimed a lot of lives. It is the responsibility of the diplomatic community to find amicable solutions that will end the war for good. Britain and America should completely withdraw troops and exercise diplomatic controls on the Afghanistan to ensure their safety. Works Cited Borger, Julian. â€Å"Afghan insurgents offer to make peace and act as a go-between with Taliban.† April 1, 2010, https://www.theguardian.com/ world/2010/mar/24/afghan-insurgents-peace-bridge-taliban-us Norton, Richard. â€Å"Prince Charles visits British troops in Afghanistan.† April 1, 2010, https://www.theguardian.com/uk/2010/mar/25/prince-charles-afghanistan-british-army This essay on War in Afghanistan was written and submitted by user Helena Leonard 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.

Demographics, Psychographics and Personality Essay Example

Demographics, Psychographics and Personality Essay Example Demographics, Psychographics and Personality Essay Demographics, Psychographics and Personality Essay Individual Differences Important tools for segmentation They include: Demographics, psychographics and personality Consumer Motivation (Chapter 8) Consumer Knowledge (Chapter 9) Consumer Beliefs, Feelings, Attitudes and Intentions (Chapter 10) Analyzing and Predicting Consumer Behavior Demographics is the size, structure, and distribution of a population Marketers use demographic analysis as market segment descriptors and in trend analysis I- Demographics A- Structure of Markets B- Geographic Factors C- Economic Resources D- Global Markets A- Structure of Markets Market analysis requires information about People with needs Ability to buy Willingness to buy Authority to buy Affected by: Birthrate Immigration (30% of annual growth in the US) Increasing life expectancy Structure of Markets Affects demand for products and services Marketers can adapt product features, packaging, and communication strategies messages depending on changing age structure of markets Marketing to Children Children make purchases themselves Parents buy for children Marketing to Teenagers Growing in number Greater need for peer acceptance, which often guides product and brand choice More likely to switch brands quicker than other segments (Variety Seeking) Like the social aspects of shopping with friends Marketing to Young Adults 20-34 years Growing Need to buy products to set up households and for young children With many needs and greater financial constraints, they often shop at value-oriented retailers Marketing to Baby Boomers Growing in number Good market for spas, luxury travel, health clubs, cosmetics and healthy food This group may be â€Å"aging† but doesn’t want to be reminded Marketing to â€Å"Young Again† Market Referred to as mature markets, seniors elderly (65 years) Growing substantially Many in this segment are feeling, thinking, and buying younger than previous generations Many have adopted â€Å"young again† lifestyles and attitudes Cognitive age: the age a person perceives himself or herself to be. It can be used for targeting segments within this group, developing more creative content, and selecting more effective media 1. Demographics Age Structure of Markets Geographic Factors Economic Resources Global Markets Geographic Factors Geo-demography: Refers to where people live, how they learn and spend their money, and other socioeconomic factors The study of demand related to geographic areas assumes that people who live in proximity to one another also share similar consumption patterns and preferences Cities are the most important unit of analysis in most marketing plans 1. Demographics Age Structure of Markets Geographic Factors Economic Resources Global Markets Economic Resources Income: money from wages, salaries, interest, and welfare payments Wealth: a measure of a family’s net worth (assets minus liabilities) Net worth influences willingness to spend but not necessarily ability to spend, since many assets are not liquid and difficult to use How much people accumulate over the year is more a function of how much they save rather than how much they earn Targeting the Up-Market Print-oriented communication Simple ads that promote image Credibility of source selling product Product reviews influence this group Targeting the Average â€Å"Down† Market Good products at reasonable prices Promote value in ads and in store Limited services to keep prices low 1. Demographics Age Structure of Markets Geographic Factors Economic Resources Global Markets Global Market Analysis The most attractive markets are countries that are growing both in population and in economic resources Which countries will grow the most in the future? Which countries have the highest per capita income? 2. Personality Personality: consistent responses to environmental stimuli An individual’s unique psychological makeup, which consistently influences how the person responds to his or her environment 3. Personal Values Values: Represent consumer beliefs about life and acceptable behavior Unlike attitudes, values transcend situations or events and are more enduring because they are more central in the personality structure 4. Lifestyles Lifestyles: Patterns in which people live and spend time and money Reflect their AIO Measures: Activities, Interests, and Opinions Since lifestyles change readily, marketers must keep research methods and marketing strategies updated Lifestyles can affect which goods are sold and how they should be positioned Lifestyles are a very popular tool for segmentation AIO Categories of Lifestyles Psychographics An operational technique to measure lifestyles Can be used in qualitative and quantitative research methods Demographics focus more on who buys products; psychographics focus on why they buy them Lifestyle Segmentation Develop a deeper understanding of a segment or define segment (Compare to Demographics) Gain understanding of which lifestyles influence purchase and consumption behaviors Marketers can develop communication packaging strategies accordingly

MA Graduate Scholarship Application in Media & Communication Essay

MA Graduate Application in Media & Communication - Scholarship Essay Example Evident to this, I have additionally studied media management to supplement my bachelor qualifications. Consequently, I am certain and feel confident applying to a master’s program as a natural progression of my present academic qualifications, considering my majors in marketing, content management, and business administration from the University of Applied Sciences St. Poelten. Through my internships and apprenticeship from various institutions as appears in the attached testimonials, I developed enthusiasm to further my qualification. Through this scholarship, I have seen an opportunity that will alleviate me and my family from financial constraints that we have experienced from my childhood. My parents had a small retail store. This is what sustained us throughout. When I was working full-time while pursuing my apprenticeship degree as well as a high school diploma, I helped their business develop and flourish. I believe that this scholarship will not only help me further my education and hope of being synonymous with media, but also support my family in the retail store business. Media and communications have shaped my life, for example, through my work at the retail store, I became skilled at communicating efficiently with people, and at paying attention to their needs and requests; these early practices set the basis for my ardor in working with people in the PR industry, and the reason I believe this scholarship is pivotal to both my academic and personal life. I have learned the spirit of team work through collegiate activities and in the institutions. For example, during my internship at Bene AG, I collaborated with my supervisors and colleagues to develop strategies to promote Bene’s products and services. Subsequently, my passion for PR campaigns and marketing programs grew. I also achieved essential skills in the world of technology such as web page optimization, e-newsletters preparation, e-marketing

Job Evaluation. Whole foods Case Study Example | Topics and Well Written Essays - 1250 words

Job Evaluation. Whole foods - Case Study Example Evaluation is not an easy task; instead it involves various sub tasks which compose the entire job of operating on a particular principle. Job evaluation is generally carried out on the basis of certain steps and predefined principles. These steps and procedures help the officials to carry out the evaluation procedure in an effective manner. The type of procedures used in job evaluation purely depends on the type of industry and the nature of work. The work load and the operations pertain to a particular industry and this differs from one industry to another. The type of work has gone through a change when compared to the past and the development in each industry has contributed to the expansion at a larger pace. Due to this factor, it becomes difficult for an organization to maintain the same old procedures in evaluating the jobs and analyzing the operations. Though job evaluation is an important concept in an organization, the way in which it is implemented plays a major role. The process of implementation involves several steps that define the operations to be executed while evaluating the particular work. The efficiency of work purely depends on the environment and the situation in which the particular work is carried out. ... Competition in this sort of environment is certainly difficult and the employees have to prove their mettle in order to improve and develop the organization. Job Evaluation at Whole Foods Each industry has a specific set of regulations based on which they perform their operations. These regulations are altered to suit the needs of the customers. Since change is inevitable, these organizations must incorporate new ideologies and policies to have an edge over the other similar organizations. This can be achieved only if they follow a set of predefined procedures to perform job evaluation. When compared to the other industries, food industry is the one that is more prone to problems. Since people have a direct contact with the workers of the food industry, it is important for them to evaluate and analyze their job at regular intervals. (Milkovich & Newman, 2008). This will ensure that the customers are satisfied and it will also enable the officials to know about their expectations. The Whole Foods market is one among the popular food markets and it is one of the most sought after markets in the city. Whole Foods has already completed the process of job analysis and the job descriptions have also been presented. As a consultant I would suggest them to prepare a job structure which is purely based on the description of job. Job evaluation is generally done based on the job description. The job structure can be designed by inspecting the type of work and the operations involved in the particular job. The job structure includes the job titles and the job description. Job evaluation is done by defining and checking the operations involved in each and every job. Job Structure As given in the case study, each job is analyzed and

How has the UK government intervened in the affairs of the railways Essay

How has the UK government intervened in the affairs of the railways since the early nineteenth century Should the industry be publically or privately owned - Essay Example The services rendered trough the inherent administration of the railway that often encountered both public and private interventions. Government institutions in various states have led to the expansion of the rail sectors. Thus, there is an increased scope relating to the delivery of infrastructural services between the public and the private sector (Morales, Wittek, and Heyse, 2012, p.242). Development of the private sector and participation in the delivery of infrastructural services attribute to the capability of the sector to deliver efficient services. For example, in the public railway developments, the average actual projects are higher than the costs estimated. Indeed, the delivery of the railway services and the entire public infrastructure associates itself with inefficiencies and excessive costs. Essentially, the problems facing the provision of the railway services have the intervention of many players. The situation intervenes to align the delivery of the rail service to the benefit of the public good. In addition, the UK government has been a critical player in the execution of rail interventions to elicit better services to her citizens (Medda and Pels, 2012, p.645). Merchants and manufacturers had tried to advance the status of the road network in the 18th century by creating turnpike trusts. The schemes gained momentum during the second half of the 18th century and amid the 19th century. Undisputedly, there were nearly 22,000 miles and 104,770 miles of turnpike roads and parish highways respectively. These roads spread throughout England and the Wales. During the 18th century, there was unreliable road transport service because of the appalling conditions and unreliability because of wet weather observed in Britain. The maintenance of roads was a nightmare due to neglect from the state. It was the duty of the local labourers and unpaid farmers to carry out

The Interpersonal Relationship Between Students And Teachers Education Essay

The Interpersonal Relationship Between Students And Teachers Education Essay Introduction Classroom management is a combination of many components, such as effective teaching strategies, providing meaningful content and developing interpersonal relationships, with the student-teacher relationship seen as having the greatest impact on how well the classroom runs and how well the students learn (Beaty-OFerrall, Green Hanna, 2010; Larrivee, 2009; Snowman et al., 2009). The focus of this paper will be to discuss the research surrounding the nature of the student-teacher relationship. It will further discuss the educational implications arising from this relationship and provide strategies to build respectful student-teacher relationships. In conclusion this paper will provide recommendations regarding future teaching practices arising from the literature. Overview and Critique of the Literature The interpersonal relationship students form with their teachers can sometimes be complex and challenging. Buyse, Verschueren, Doumen, Van Damme and Maes (2008, p. 367) conducted two studies, a quantitative study and a qualitative study, of classroom behaviour and climate by investigating the student-teacher relationship from the perspective that young children with problem behaviour in the classroom are at risk for developing more conflictual and less close relationships with their teachers. When teachers have less close relationships with misbehaving students, one outcome may be poorer academic achievement (McInerney McInerney, 2010). Buyse et al. (2008) identified two types of student behaviour on which to base their studies. Externalising behaviour such as hyperactive and aggressive behaviour and internalising behaviour such as anxious, anti-social behaviour. These types of behaviour tendencies are seen as risk factors for teachers developing less positive relationships with stu dents. This study focused, in part, on teaching style as a possible link between at-risk students problem behaviour and the quality of the student-teacher relationship. Buyse et al. (2008) hypothesised that the risk for less positive relationships between teachers and students will be lessened when more emotional support is offered by the teacher. Importantly, this study did not focus on the problematic child (displaying internalising /externalising behaviour) but on the classroom resources, namely the emotional support provided by the teacher, as being an indicator of school adaptation and a predictor for at-risk students future adjustment (Buyse et al., 2008). Rogers and Renard (1999) support this by stating that learning is achieved when teachers develop positive relationships with their students by becoming aware of their emotional needs and tending to these, resulting in the likelihood that unsuitable behaviour will no longer be an issue. Rogers and Renard (1999) claim teachers must understand the beliefs and needs of their students to develop positive relationships. The core needs that encourage students to want to learn and to self-monitor their behaviour are feeling safe both physically and psychologically, being presented with valuable and interesting content, achieving feelings of success, being involved in meaningful decisions and feeling cared about (Rogers Renard, 1999). Maslow (as cited in Snowman et al., 2009, p. 443) refers to these needs in his hierarchy of needs theory where he proposes an ascending order of basic human needs starting from physiological, leading to safety, belongingness and love, esteem and self-actualisation. This theory proposes that if basic human needs are met or gratified, then individuals will be motivated to seek fulfilling experiences, which in the classroom would mean, if the teacher can help students satisfy their lower order needs, then learning will occur as the student striv es for upper level satisfaction (Maslow, as cited in Snowman et al., 2009, p 442). A qualitative study conducted by Brown (2004) to assess classroom management strategies in relation to culturally responsive teaching found that the most significant aspect of classroom management is the nature of the student-teacher relationship. Brown (2004) identified a caring attitude from the teacher as being the most significant factor in a students social and emotional well-being at school. Through interviews conducted with school students, Brown (2004) discovered that students recognised which teachers cared about them and noted that students wanted to make a more personal connection with their teachers. The research revealed that the primary characteristic valued by the teachers interviewed about their classroom management practices was providing individualised attention to each student to develop a mutually respectful personal relationship with them. Miller and Pedro (2006) state that respect can be an appropriate way of acting and forms the basis of personality and charact er. Furthermore, they advocate that a respectful classroom allows students to feel both physically and emotionally safe and valued. Marzano and Marzano (2003) state that student achievement is impacted twice as much by the actions teachers take in the classroom than by any other school policies, curriculum or interactions. In their meta-analysis of over 100 studies, they found that in a one year period there were 31 percent fewer discipline problems in classrooms if students had a high-quality relationship with their teacher as compared to those that did not. This relationship is not central to the students considering the teacher to be a friend, but is characterised by the teacher displaying appropriate dominance levels, displaying appropriate cooperation levels and being aware of students needs (Marzano Marzano, 2003). In this case, dominance is referred to as the ability of the teacher to provide strong guidelines and clear purpose relating to both student behaviour and academic endeavour. Canter and Canter (as cited in Charles, 2008, p. 65) popularised the Assertive Discipline system, where classroom teacher s take charge by interacting in a calm, insistent and consistent manner with the students to promote an orderly classroom where the rights of the student to learn and the teacher to teach without interruption is upheld. The Canters system originally focused on the concept that the teacher set the limits and enforced them, but later the emphasis was moved to creating warm, trusting relationships with students through positive recognition and proactively dealing with behaviour problems (Charles, 2008). Alternatively, Freiberg and Lamb (2009) propose the person-centred classroom management system where a stronger teacher-student relationship is formed than in a traditional teacher-centred classroom. Cooperation and connectedness in the classroom focuses on the teacher and the students working as a team to build effective teacher-student relationships. Freiberg and Lambs (2009, p. 101) research revealed that the four key reasons that kids love school are: They were trusted and respected people cared about them (social-emotional emphasis); They were part of a family (school connectedness); They felt their teachers were helpers, encouraging them to succeed and listening to their opinions and ideas (positive climate); They had opportunities to be responsible, with freedom and choices, but not license to do whatever they wished (self-discipline). They conclude that the person-centred classroom emphasises a strong social-emotional focus where the climate is warm and productive because they believe that students want to know how much you care long before they want to learn how much you know (Freiberg Lamb, 2009, p. 102). Educational Implications One main question arising from the research would be how to best prepare pre-service and in-service teachers to respond to and build respectful relationships with students with diverse needs (Brown, 2004; Miller Pedro, 2006). Significant to Browns (2004, p. 286) findings is that the teachers he interviewed relied on their strong relationships with students built on trust rather than fear or punishment to maintain a cooperative learning environment that meets the needs of all learners whom they teach each day. Rogers and Renard (1999) state that when teachers can show an interest in students, both educationally and personally, students become motivated to learn. By treating students with respect, creating fun, interesting and valuable lessons, offering meaningful choices and building relationships where students can see teachers as people, then students will be more likely to learn (Miller Pedro, 2006; Rogers Renard, 1999). By including specific training in classroom management str ategies for inclusive teaching practices such as how to convey respect, have high expectations of all students and teach in a fair and consistent manner, the research concludes that culturally responsive, inclusive teaching does support student learning and achievement (Brown, 2004; Miller Pedro, 2006). Research suggests that school psychologists should consider the influence of other aspects of classroom climate when assessing individual childrens modifiable behaviours to improve the student-teacher relationship (Buyse et al., 2008). Often interventions focus too much on the child themselves and their behaviour, when classroom social makeup and teaching strategies and beliefs should also be considered. Teachers bring with them to the classroom their own set of experiences and beliefs which influence their relationship with the child and subsequent responses to their problem behaviour (Buyse et al., 2008). Ormrod (2008) argues that teachers must think critically and ask themselves why students behaviour and achievement levels may not be where they should be and question the influence of their own actions on the students. Reflective teachers are those that continually examine their own assumptions and practices and adjust their teaching strategies and ideas to better meet the needs o f all of their students (Ormrod, 2008). Teachers should continually seek new ideas from colleagues, books, magazines, workshops and other sources to enrich and solidify their teaching skills (Slavin 2009, p. 7). Ginott (as cited in Charles, 2008, p. 61) suggests congruent communication provides the basis for a positive, caring learning environment. Effective communication can be blocked if teachers make assumptions, have preconceptions, or stereotype their students, so these problems need to be avoided (Edwards Watts, 2008). Treating students with dignity and addressing situations with I-messages rather than you-messages when misbehaviour occurs, models appropriate behaviour rather than attacking the students personality or character (Ginott, as cited in Charles, 2008, p. 61). For example, the teacher could say I get angry when I see bread thrown around rather than You are a couple of pigs (Ginott, as cited in Snowman et al., 2009, p. 486). When a student is having problems, actively listening to what the student has to say without making judgements or comments, but responding through acknowledgement or showing interest provides the student with a nonthreatening way of being heard and under stood (Gordon, as cited in Charles, 2008). Showing empathy to students encourages open communication and helps build a respectful relationship (Beaty-OFerrall, Green Hanna, 2010). Communication skills are a critical factor is establishing and maintaining a warm and friendly classroom environment and positive teacher-student relationships. Communication involves sending and receiving messages both verbally and non-verbally. Non-verbal messages can be quite powerful and can contradict the verbal meaning accompanying them. Students can interpret non-verbal messages quite well through mannerisms and tone of voice. It is therefore important that teachers match their verbal and non-verbal messages (Edwards Watts, 2008). Teacher Effectiveness Training (TET) is a course that is conducted in Australia, instigated by Gordon in 1974, where teachers learn to observe and analyse communication patterns between students and teachers, learn to help students identify ownership of problems to establish responsibility of action and learn to use non-offensive, positive behaviour. Along with this they also learn conflict resolution techniques and how to assist students to become cooperative group members. Gordons program is a well-established model for classroom management practices and has been found to help teachers make breakthroughs with difficult students. Developing relationships based on caring attitudes and meeting each others needs encourages a more democratic approach in the classroom, with teachers giving students a say in what happens and not solving all of their problems for them. The strategies offered in the Teacher Effectiveness Training course are based on enhancing communication between teachers and students, effectively developing respectful relationships (Edwards Watts, 2008). Respectful relationships with students can be formed by using positive classroom behaviours such as making eye contact, arranging seating so that the teacher can move freely around the room amongst the students and encouraging all students to contribute to class activities and discussions. One way of achieving this could be to allow more wait time during questioning to encourage those that may normally be reluctant to answer to get involved (Marzano Marzano, 2003). Understanding the unique qualities of each student in the classroom is a critical component of developing the student-teacher relationship (Beaty-OFerrall, Green Hanna, 2010). Research has found that teachers who do not treat all students the same, but address each of their students individual needs are the most effective teachers, in contrast to those that are insensitive to diversity and treat all students equally (Marzano Marzano, 2003). To help build cooperation in the classroom teachers can take a personal interest in students by greeting them by name, talking informally with them about their interests and being aware of important events happening in their lives. (Marzano Marzano, 2003). Signalling to students that you care about them by smiling or using positive language such as I would like us to rather than you need to creates a classroom where students feel valued and have a sense of belonging (Rogers Renard, 1999, p. 37). Marzano and Marzano (2003) found, through research, that students prefer strong guidance and control from their teachers rather than a permissive attitude, therefore teachers must establish clear expectations and teach with assertiveness. Respectful relationships with students can be built by using assertive body language, an appropriate tone of voice and insisting on appropriate behaviour in the classroom (Marzano Marzano, 2003). Teachers who model respect through courtesy and civility can expect the same in return from their students (Miller Pedro, 2006). DeVries, Zan, Hildebrandt, Edmiaston and Sales, (2002, p. 36) argue that every classroom has a sociomoral atmosphere that may be viewed along a continuum from coercion to cooperation. In the coercive classroom students are required to follow the rules set by the teacher out of obedience without question. DeVries et al. (2002) discuss Piagets constructivist view of the adult-child relationship and argue that mutual respect in the classroom is shown when the teacher considers the students viewpoint and encourages social interactions where students cooperate with the teacher as well as each other. Teachers who use an authoritative teaching style, based on Baumrinds parenting styles, treat students fairly, do not criticise or use sarcasm, set high standards, have set rules and explain the penalties for breaking them, trust students to make appropriate decisions and teach and reward expected behaviour (as cited in Snowman et al., 2009, p.466). This encourages students to become autonomous learners who respect their teachers. In contrast, teachers who use an authoritarian teaching style find their students are compliant and unable to self-regulate their behaviour and teachers who use a permissive style find that their students can undermine the routines of the classroom leading to inappropriate behaviour (Snowman et al., 2009). Conclusion Providing strategies for teachers to find ways to build positive respectful relationships with all students can only improve the management of the classroom as a whole. Better classroom teacher preparation is where the focus must be in efforts to improve the education of all students from the most motivated to the most challenging (Beaty-OFerrall, Green Hanna, 2010). Specific teacher training in the area of sensitivity and making connections could help teachers to assess their own beliefs and practices which may lead to improvements in the quality of the teacher-student relationship (Buyse et al., 2008). Buyse et al. (2008) conclude that while their research has suggested emotionally supportive teachers may contribute to positive student behaviour and a closer student-teacher relationship, further study is needed to assess other classroom features which may impact on the quality of the student-teacher relationship. It is apparent in the literature surrounding classroom management th at establishing a respectful student-teacher relationship is a prominent precursor to positive outcomes for students and teachers in schools. This was best summed up in Brown (2004, p. 279) when Jeff, a Witchita high school English teacher said, Youre there to teach kids, not subjects. We often forget this point.

The Musician :: essays research papers

The Musician There are many styles of music and many various ways in which to enjoy them. This is only rivaled by the number of people on the planet that have invented them. Through out history the various evolutions of traditions have used music as part of their cultures, ceremonies, and religions. However, one thing has always been unique to all of these things - the musicians themselves - the ones making the music. These unsung misfits have endured time and are the common thread throughout history that has taken the time to ponder this wonderful realm. The thinkers that have invested much of their lives to inventing and reinventing the muse. Many people listen to music in many different ways. They create a style or listening pattern that brings out the most enjoyment for them. However, just being a listener of music only scratches the surface of the music enjoyment experience. There lies another layer or ‘dimension’ if you will underneath. This dimension is reserved for the one who receives ‘the spirit thought to inspires poets’. The musician creates as well as listens. He will ponder the music with a deeper appreciation, more feeling, and all done for the love of it.   Ã‚  Ã‚  Ã‚  Ã‚  Musicians are born just like anyone, but somewhere they notice something happening in their heads, like an inner orchestra that begins to play. It begins with one or more instruments, ringing distinctly and clearly inside their ‘third ears’. With time, this develops into a need to express that what is being played in their heads outside their heads. They become a player. Thus begins the road of learning to express, on a ‘physical device’ all the wonderful sounds and melodies they have invented and have yet to invent still in their heads. The ear begins to develop a different way of listening. It becomes able to separate the sounds of various instruments and various melodies very precisely. The more the individual practices the better this gift becomes. Otherwise, frustration may set-in when the music inside, cannot be reproduced ‘physically’ on the outside.   Ã‚  Ã‚  Ã‚  Ã‚  Mozart could hear entire symphonies playing in his head with the ability to write down every note with out ever picking up or hearing an instrument.

Net Neutrality Outline

Net Neutrality Presentation 1. What is Net Neutrality? a. Net Neutrality is best defined as a network design principle. The idea is that a maximally useful public information network aspires to treat all content, sites, and platforms equally. This allows the network to carry every form of information and support every kind of application. The principle suggests that information networks are often more valuable when they are less specialized – when they are a platform for multiple uses, present and future. i. Basically what the Internet is today, an Open Network. i. The opposite of a Closed Network, where the provider determines content. b. Net Neutrality is a network design paradigm that argues for broadband network providers to be completely detached from what information is sent over their networks. c. What keeps the Internet open is Net Neutrality — the longstanding principle that preserves our right to communicate freely online. This is the definition of an open Int ernet. d. With Net Neutrality, the network's only job is to move data—not to choose which data to privilege with higher quality service. iii.Think of another open network like electric grid 1. Innovation-driving network 2. Why should you care? e. Censorship f. Blocking/ Discrimination iv. All data delivered at the same speed regardless of content 2. No preference to a particular service over another a. Think Skype over Facetime. v. Net neutrality also means that carriers can't tack on an extra cost for heavy users; everyone can stream and download as much content as they like. vi. No penalty fees attached to visiting different categories of websites.Devices share and share alike; carriers treat a smart phone no differently than a desktop. vii. A tiered Internet would also make it easier for content streams from corporate giants to rule the Web; without net neutrality, innovative startups like Craigslist and Google might not ever have seen enough traffic to get off the ground. g. Bandwidth Throttling viii. Bandwidth Throttling is the intentional slowing of Internet service by an Internet service provider. It is a reactive measure employed in communication networks in an apparent attempt to regulate network traffic and minimize bandwidth congestion. x. To help achieve this, if you use an extraordinary amount of data and fall within the top 5% of Verizon Wireless data users we may reduce your data throughput speeds periodically for the remainder of your then current and immediately following billing cycle to ensure high quality network performance for other users at locations and times of peak demand. Our proactive management of the Verizon Wireless network is designed to ensure that the remaining 95% of data customers aren't negatively affected by the inordinate data consumption of just a few users. . Digital rights and freedoms x. Telecommunication companies are merely a means to an end. In other words, they are merely the gateway to the Internet; they d on’t own the Internet themselves. i. Privacy xi. Wiretapping violation 3. Arguments Against Net Neutrality j. Enforcement xii. Who is supposed to regulate the internet? xiii. Spans across multiple countries k. Government Regulations xiv. Too much control for the government xv. Censorship 3. China xvi. Network Optimization 4. Greater good 5. % of users ruining network performance for 95% xvii. Antipiracy 6. Makes the ability to stop piracy 7. Shutting down â€Å"rouge† websites providing pirated content xviii. Special Services 8. Certain services that are need maybe should have first run at the network/ higher faster speeds 4. Conclusion l. Who owns the internet? xix. Telecommunication companies are merely a means to an end. In other words, they are merely the gateway to the Internet; they don’t own the Internet themselves.

Solution to Nuclear Weapons essays

Solution to Nuclear Weapons essays Nuclear weapons are weapons of mass destruction which, if used, would kill indiscriminately. Nevertheless, those who posses nuclear weapons state claim that nuclear weapons are able to deter nuclear or conventional attack by threatening disastrous retaliation. This policy is called nuclear deterrence. To base a country's national security on the threat to murder millions of innocents is an ethical issue of global proportion. Nuclear deterrence is the threat to retaliate with nuclear weapons. In general, deterrence refers to the attempt to create risks that lead the opponent to not engage in a certain policy or action. Can nuclear deterrence succeed? For it to succeed, a threatening nation has to be capable and willing to use its nuclear weapons and must effectively communicate this to the nation that is to be deterred. For this communication to be successful, the threatening nation must be capable of two things. First, the threatening nation must be able to inflict unacceptable damage to the inferior nation. Second, the threatening nation must have the plans and the readiness necessary to demonstrate that it can deliver on its "message." Conveying willingness to use retaliatory nuclear forces creates a dilemma: The threatening nation must show willingness to engage in a war it tries to deter or prevent. The components of nuclear deterrence have a physical and a psychological character. On the physical level, deterrence requires a series of military instruments, sufficient to threaten the opponent in a way that it would not even think of attacking. Successful deterrence is guaranteed, however, only if the will is there to use these weapons. Deterrence is credible only if a nation is able to successfully convey the two points to its opponent, that it is capable and willing. In other words, successful deterrence depends on psychological components: communication and perception. How can one prove that nuclear deterrence works? S...

Smart Drugs essays

Smart Drugs essays Smart drugs are the term, which stands for legal substances intended to influence activity of human brain. Those substances should be of natural origin or they should be at least as much similar to natural substances as possible. One of the key attributes is that those substances are non-addictive. As I said before, those substances are intended to influence and expand activity of brain and thats why they are also called brain nutrients. Brain nutrients are also called smart drugs. This term isnt particularly fortunate, because the term drug is misleading and creates associations with something dangerous and life-threatening. Brain nutrients and neurotransmitters are substances that either directly or after digestion enter the brain and influence quality of neuron nutrition or activate their working activity or possibly replenish their levels to optimal levels, necessary for perfect activity. Concept and term of nootropics (substances in general slang called smart-drugs) was first introduced in 1972 by C.E. Giurgeou, chief research worker in Belgian company, which introduced Piracetam (one of the most widely known substances) at the market. The main areas of use are expansion of studying process, improving storage of information, facilitation of information flow between both brain hemispheres and increasing of brain protection and nutrition. Smart drugs are supposed to work in one of two main ways: either by increasing blood flow to the brain, or boosting the levels of one or other of the neurotransmitters thought to play a part in learning and memory. We can in general divide smart drugs into two groups. Nootropics and Nutrientes. Nootropics are rather intended for immediate use, with rather short effect, while nutrients are of rather longer-time effect (speaking in weeks or months). Now some of the most widely known, used and free sold nootropics and nutrients. ...

Omega 3 fatty acids (and their role) in Nutrition Research Paper

Omega 3 fatty acids (and their role) in Nutrition - Research Paper Example These are termed essential fatty acids, because they are mandatory nutrients for health, but cannot be synthesized by the body. There is a general scientific consensus that the consumption of omega-3 fatty acids should be greater than that of omega-6. The parent fatty acid of omega-3 fatty acids is alpha-linolenic acid (ALA). ALA Â  is converted in the body to the fatty acids eicosapentaenoic acid (EPA) and docosahexaenoic acid (DHA) for further metabolism. (NIH, 2005). A study of the functions of omega-3 fatty acids, the dietary sources of omega-3 fatty acids, the adverse effects of fatty acid deficiency, and the role of these fatty acids in the prevention of disease, reveals that the intake of omega-3 fatty acids through food and nutritional supplements is of paramount importance to good health. Omega-3 fatty acids perform several important functions. EPA produces hormone-like agents called eicosanoids, which regulate physiological processes. EPA is concerned with cell division and growth, blood clotting, muscle activity, secretion of digestive juices and hormones, and the permeability and flexibility of the cell membranes. It also reduces inflammatory responses. DHA is an essential contributor to brain function and development. The brain synapses show a concentration of DHA, indicating that it plays a role in signal transmission in the nervous system. DHA also produces resolvins, which reduce inflammation in the brain. (NIH, 2005). In addition, DHA plays an important role in vision, regulating the development and function of the retina. Another function of omega-3 fatty acids is in the regulation of gene expression, particularly in the metabolism of fatty acids and inflammation. (Higdon, 2012). The richest food sources of ALA are flaxseed oil (I tablespoon = 7.3 g) and walnuts (1 ounce = 2.6 g). Other dietary sources are canola oil, soybean oil, mustard oil and tofu. However, as ALA has to be converted into EPA and DHA,

Instructional Strategies Essay Example | Topics and Well Written Essays - 1500 words

Instructional Strategies - Essay Example There are a variety of categories and disciplines we could address but here our main concentration is on the possible usefulness of the DIRECT INSTRUCTION (DI) method of teaching in today's classrooms. According to the Baltimore Curriculum Project fact sheet (1997), "DI is an embracing model in instructional strategies which is filled with carefully structured and edited lessons that are backed by texts and worksheets." In DI the educator works with a group of students who are performing at roughly the same level. Through exceedingly careful organization, direction and pacing a rapport is formed with the students that facilitates the creation of a healthy, interactive learning environment. This type of interaction is finely crafted to focus on the subject and the pace of the learning activities. The students in these activities respond to questions as both an individual and a group further ensuring that the method of instruction "leaves no individual unengaged" (Baltimore Curriculum Project, 1997). Direct instruction is primarily based on previous theories of instruction which strive to eliminate misinterpretation by the students of goals, necessary skills, and instructions. The theory of DI is purported to greatly accelerate and improve academic performance as well as specific learning when applied in the prescribed manner. Direct instruction has also shown promise in correcting certain affective behaviors that can lead to academic problems. The resulting DI theory emphasizes the use of a small group in which teachers and aides conduct face-to-face (or one-on-one) instruction. This allows educators to carefully articulated lessons so that specific cognitive skills are broken down into small units and/or action sequences. The research of Mr. Siegfried Engelmann and Dr. Wesley Becker is not only a focal point in DI discussions, it also prescribes the correct method for using DI. Their work provides educators with five areas by which all class activities can be organized: GOAL SETTING: Educators emphasize the importance of setting goals for school work. Students are required to write and explain their goals which will ead them to complete the task set before them. Educators and other students provide regular reassurance on the progress toward meeting these goals as well as hints for improvement. ASSIGNMENTS: Educators should endeavor to break the ultimate task into small, manageable parts. Students should be encouraged to further devise personally manageable parts that will lead to successful completion of the task. The true key here is to set a pace that is comfortable to the individual and the class as a whole while ensuring timely completion of the task. Such structuring should lead to a better understanding of the ultimate goal as well as provide more immediate success and feedback. EXPLANATION: The variation in explanation lies at the heart of what makes DI unique. Examples that relate more closely to real life and/or appeal to the students(s) make the subject clearer and personal. Students more readily engage in learning activities that they find personally linked. If an activity seems like fun or useful to the student, it is now personal and worth doing. OUTSOURCING: Frequently asking