Free Essays on Adams

Ansel Adams: An American Icon Ansel Adams was a monumental photographer who set a precedent for those who followed him years after. I. During the 1920s a type of soft- focus style was extremely popular. A. Adam’s earlier photographs portrayed this style, as at this time he was just getting started on his photography career. B. Photos that Adams produced in the 1920s would only cost his fans a small fee of only one dollar. C. Black and white photography at this time was also not considered an art but Adams soon changed that retrospective. II. As Ansel was just getting his start during this time he had many accomplishments in years to follow. A. He was born in San Francisco in 1902 to a wealthy family and dreamed of becoming a concert pianist. His dream soon changed when he was taken on a family trip to Yosemite and experienced the intensity of photography. B. By 1930 Adams had met Paul Strand who helped him develop his well known crisp photography. Adams self taught himself the zone system which helped him capture fresh pictures through developing a spectrum of 12 shades of black to white. C. Adams along with Edward Wesson and Imogen Cunningham founded f/64, a group that developed technically flawless pictures. He also assisted in finding the Department of Photography at the Museum of Modern Arts. As a photomuralist for the Department of Interior during World War II he produced pictures of Japanese American internment camps. Ansel Adams also helped establish the 1st photography academic department at The California School of Fine arts in San Francisco, now known as the San Francisco Art Institute. D. In 1984 Adams passed away because of a heart failure due to a form of cancer. After his death his name still lived on when the U.S. Congress dedicated an Ansel Adams wilderness center. In Yosemite National Park standing tall, Mount Ansel Adams and now an Ansel Adams center in San Francisco to celebrate his past wo... Free Essays on Adams Free Essays on Adams Ansel Adams: An American Icon Ansel Adams was a monumental photographer who set a precedent for those who followed him years after. I. During the 1920s a type of soft- focus style was extremely popular. A. Adam’s earlier photographs portrayed this style, as at this time he was just getting started on his photography career. B. Photos that Adams produced in the 1920s would only cost his fans a small fee of only one dollar. C. Black and white photography at this time was also not considered an art but Adams soon changed that retrospective. II. As Ansel was just getting his start during this time he had many accomplishments in years to follow. A. He was born in San Francisco in 1902 to a wealthy family and dreamed of becoming a concert pianist. His dream soon changed when he was taken on a family trip to Yosemite and experienced the intensity of photography. B. By 1930 Adams had met Paul Strand who helped him develop his well known crisp photography. Adams self taught himself the zone system which helped him capture fresh pictures through developing a spectrum of 12 shades of black to white. C. Adams along with Edward Wesson and Imogen Cunningham founded f/64, a group that developed technically flawless pictures. He also assisted in finding the Department of Photography at the Museum of Modern Arts. As a photomuralist for the Department of Interior during World War II he produced pictures of Japanese American internment camps. Ansel Adams also helped establish the 1st photography academic department at The California School of Fine arts in San Francisco, now known as the San Francisco Art Institute. D. In 1984 Adams passed away because of a heart failure due to a form of cancer. After his death his name still lived on when the U.S. Congress dedicated an Ansel Adams wilderness center. In Yosemite National Park standing tall, Mount Ansel Adams and now an Ansel Adams center in San Francisco to celebrate his past wo...

Quality Management Five Components of Service Management

Quality Management Five Components of Service Management Service management is usually defined as the point in a supply chain that connects sales and customers, but in recent years the concept has morphed from a fairly narrow aspect of overall management and strategy to a broad management orientation that addresses all facets of an enterprise, particularly in service industries. Beginning in the early 1980’s, Christian Grà ¶nroos of the Hanken School of Economics in Finland started developing a â€Å"framework of values† for service management, a set of principles which, if integrating correctly into the company’s strategy and operations, leads to good service delivery. There are five parts to the framework of values for service management: An overall management perspective This requires a shift in the broad priorities of the firm from an internal focus on process efficiencies, economies of scale, and cost management to an external focus on customers’ perspectives on core product quality and total firm performance. Grà ¶nroos’ entire thesis is that the classical scientific management handed down to us by the likes of Adam Smith emphasizes division of labor, which can and often does result in separate parts of the enterprise working at cross-purposes. The service management perspective, by comparison, establishes customer service as the overall goal throughout the organization so that even if the efficiencies of the division  of labor are employed, they are necessarily done so in the context of their impact on the broader objective. At first blush, this particular part of the framework might sound like a vague motherhood statement, but it is actually important because it establishes the basis for the other parts of the framework of value s. Customer- or market-driven performance measures The big difference between a ‘service management’ orientation and the best practices suggested by classical scientific management is that performance measurement must have an external perspective, rather than being based on goals related to internal efficiencies. Well-known performance management and planning tools such as CSFs and KPIs still work very well from a service management perspective, but only if the success factors and performance indicators down to the level of the individual employee are expressed in terms of what each segment or position in the organization contributes to customer service. In essence, every role within the organization in some way becomes a customer service position. You can also be interested in: Management or Leadership? Stock Markets and Seasonal Effects in Them Management and Exchange Rates Management Essay Quality management is not segregated from ‘normal’ management functions This part of the framework is perhaps more applicable to manufacturing or other production firms where a distinct quality control process is required, but otherwise, the concept of integrating quality control functions into normal workflow simply reinforces the perspective of the first two parts of the framework. This aspect of the service management perspective is also perhaps more familiar than most; we see it in practice quite often through ideas such as Total Quality Management.   The biggest change it requires from the organization lies in operational planning, because quality control functions – where distinct procedures are required – must be broken down and smoothly fit into a unified, overall process. Internal development of personnel This concept has become almost canonical in human resources management  and relates to service management in two critical ways. First, it is the primary means by which customer service perspectives and goals can be properly spread throughout the entire organization, and is a key link in the service-profit value chain (discussed in greater detail in another article). Higher levels of employee experience, skill, and satisfaction lead to greater efficiency and employee loyalty, which positively affect service quality in a number of ways. Second, it is virtually impossible to effectively implement quality management functions as described above into an enterprise-wide process without using internal human resources; the best people for the job in any organization are the ones the organization already has. Just as with quality management, personnel development requires the integration of HRM functions that are usually treated separately into mainstream processes, at least at the planning level. Flat organizational design The service management framework emphasizes cross-functional abilities, internal collaboration, and lateral communication, and as a result,  tends to discredit the effectiveness of hierarchical organizations for achieving customer service quality. This presents a significant management challenge in organizations where the scientific management perspective of specialization and division of labor is an unavoidable necessity, such as in businesses where core functions require highly skilled workers who have intensive specialized training. Cross-functional training at an airline, for example, can only go so far;   it would be ridiculous to consider putting ticket counter  personnel behind the controls of a jet airliner just â€Å"to get a feel for what others’ job roles are like†. But on the other hand, there is little to prevent a highly-skilled airline pilot from spending a few days behind the counter to experience a different side of customer service. Some criticisms of the service management framework of values One implication of the service management perspective is that it greatly increases the complexity of planning and strategy in an organization; many of the boundaries between different departments or functions disappear entirely, and everything initiative from the level of individual employees upward must be complementary. This is the underlying reason why the framework has never been modeled in any great deal; an effective model would require consideration of a very large number of variables, and might be too unwieldy to be useful. And without a model, the framework is just another qualitative concept that does not give much direction for practical application. Another reason the framework has not received as much academic or practical attention as it deserves is somewhat unfair; Professor Grà ¶nroos’ discipline is marketing, not management, and in his various writings, he tends to stay in his comfort zone when seeks examples to illustrate the points he is making. Management scholars seem to have a bias that relegates marketing to a niche within the broad realm of business studies, and so have possibly overlooked the greater application of the ideas developed by â€Å"a marketing teacher.† Which, if nothing else, is a good reminder for business students not to impose limits on their explorations of knowledge – just as the framework of values suggests, one’s own effectiveness can be greatly increased by cross-training. Read more about service management: Grà ¶nroos, C. (1994). From Scientific Management to Service Management. International Journal of Service Industry Management, 1(5).

The Main Causes of World War I. (Militarism, Alliances Imperialism and Research Paper

The Main Causes of World War I. (Militarism, Alliances Imperialism and Nationalism) - Research Paper Example The street celebrations that accompanied the war declaration between French and British gave historians the impression that the move was really popular. Politicians, known to follow the popular side were in support of this move. Historians yet believe that the assassination of Archduke Ferdinand, the heir of the Serbian empire sparked war between the Austria-Hungary, which prompted the allied nations to join. The First World War having started in Central Europe, begun in 1914 and ended in 1918. During its progression time, it rapidly spread to other parts of the world and involved many countries. The war that had devastating effects is believed to have been caused by a number of reasons according to historians. However, they anonymously agree on the four major causes of the war which include Militarism, Alliances, Imperialism and Nationalism. This paper will look at these four as the major causes of World War I and their effects to the fighting nations. Imperialism Various scholars a ttribute the start of World War 1 to imperialism that was sparked in the European continent. Since countries such as United Kingdom had accumulated a lot of wealth in the late 19th century and early 20th century from the control of foreign resources and markets, territories and people, other empires too started gaining hopes of economically benefiting from acquiring empires such as Germany, Austria-Hungary, Italy and Russia1. However, this totally flopped as things did not turn out to their expectations leading to a lot of frustrations that increased the levels of anxiety and rivalry among powers. Increasingly, the natural resources in the European continent were diminishing at a fast rate, negatively impacting on trade balance. This development made it necessary for companies to seek for new raw materials elsewhere, thus settling for Africa and Asian continents. Vested economic interests by various European nations were the major contributors of the Anglo-German rivalry when the sc ramble for Africa intensified. This scene created the sharpest conflict between German and British interests that had been in a heated competition. The rivalry was however not based on colonies alone. Colonial trade and trade routes was also part of the major issues that caused the outbreak of the war as experts observe. Different emerging economic powers and the incumbent of great economic powers in the African continent saw an increased rise in the broader disputes2. From the 1980s, the rivalry among great powers due to colonial territories intensified and kept growing. Hatred between conflicting powers was evident, while war was imminent. This period witnessed the acquisition of both the African and the Asian continents by the European powers. However, the increased conflicts that arose between the various powers of the European origin saw the spark of the war. The scramble for African and Asian continents increased the tensions between Anglo-French and Anglo-Russian powers, as w ell as the crises that had sought to prevent British alliances with either of the two until the wake of the twentieth century. Not only was the overseas empire a problem to some countries such as Germany, she was also faced with yet another predicament. Otto von Bismarck was not in favour of overseas empire building, and more so acquisitions of Africa. His only support for the African scramble and colonization was that to him, it served as a bite which diverted the attention of governments away from Europe

Moral development of Huckleberry Finn in book Adventures of Huck Finn Essay

Moral development of Huckleberry Finn in book Adventures of Huck Finn - Essay Example In comparison with the book 'The Adventures of Tom Sawyer" we see the other Huck, the boy who has become older. "His moral development is sharply contrasted to the character of Tom Sawyer1". Huck takes his life much more seriously than Tom does. The great difference between Huck and Tom lays in the fact that Tom continue to be a boy, who does not know any hardship in his life, whereas Huck grows up beneath our very eyes, overcomes a lot of difficulties, and gets his own experience. "The gradual development of Huck's ironic struggle to free himself form the moral hypocrisy, romantic conventions, and racial stereotypes of nineteenth-century America reveals a serious, essential satiric thematic purpose.2" On reading the book one may observe the contention of conflicting movements in the main character's spirit. On the one hand is the habitual for the people of that time attitude towards slavery and violence, and on the other hand is an instinctive desire to bid defiance to injustice of society. The author displays this contention with a great expressiveness and psychological persuasiveness. The first great changes happen with Huck when he realizes that his has nobody to care and to protect him. His own father, his only parent, has been constantly drinking. The only time he has really taken an interest in Huck is when he has decided to lay his hands on Huck's wealth. So, there is nothing strange that under such circumstances, Huck grows up very quickly. It is just impossible to remain a naive child, when you have to save yourself from your own father. "By and by he rolled out and jumped up on his feet looking wild, and he see me and went for me. He chased me round and round the place with a claspknife, calling me the Angel of Death, and saying he would kill me, and then I couldn't come for him no more. I begged, and told him I was only Huck; but he laughed SUCH a screechy laugh, and roared and cussed, and kept on chasing me up. Once when I turned short and dodged under his arm he made a grab and got me by the jacket between my shoulders, and I thought I was gone; but I slid out of the jacket quick as lightning, and saved myself." (Chapter VI)3On his wandering Jim and Huck meet two hoodlums, one of which masquerades as a King, and the other one plays role of Duck. Jim has had rather romanticized idea of what the nobility is, but Huck ruins his illusion:"Don't it s'prise you de way dem kings carries on, Huck" "No," I says, "it don't." "Why don't it, Huck" "Well, it don't, because it's in the breed. I reckon they're all alike," "But, Huck, dese kings o' ourn is reglar rapscallions; dat's jist what dey is; dey's reglar rapscallions." "Well, that's what I'm a-saying; all kings is mostly rapscallions, as fur as I can make out." "Is dat so" "You read about them once-you'll see. Look at Henry the Eight; this 'n 's a Sunday-school Superintendent to HIM. And look at Charles Second, and Louis Fourteen, and Louis Fifteen,

Meaning of Education Essay Example for Free

Meaning of Education Essay Recently, a university professor wrote a letter to the editor of the local newspaper. He commented that people shouldnt put too much weight on the recently released trends in SRA scores of the states high school students. The professor went on to describe some of the unanswered questions about the nature and value of assessment. He mentioned that one of the problems with assessment was the ongoing disagreement on the very purpose of education. A few days later, a scathing response was printed from a community member who questioned whether the University really wanted someone on their staff who didnt even know the purpose of education. Clearly, this person assumed that his definition of education was shared by all. What is the meaning of education? Webster defines education as the process of educating or teaching (now thats really useful, isnt it? ) Educate is further defined as to develop the knowledge, skill, or character of Thus, from these definitions, we might assume that the purpose of education is to develop the knowledge, skill, or character of students. Unfortunately, this definition offers little unless we further define words such as develop, knowledge, and character. What is meant by knowledge? Is it a body of information that exists out there—apart from the human thought processes that developed it? If we look at the standards and benchmarks that have been developed by many states—or at E. D. Hirschs list of information needed for Cultural Literacy (1), we might assume this to be the definition of knowledge. However, there is considerable research leading others to believe that knowledge arises in the mind of an individual when that person interacts with an idea or experience. This is hardly a new argument. In ancient Greece, Socrates argued that education was about drawing out what was already within the student. (As many of you know, the word education comes from the Latin e-ducere meaning to lead out. ) At the same time, the Sophists, a group of itinerant teachers, promised to give students the necessary knowledge and skills to gain positions with the city-state. There is a dangerous tendency to assume that when people use the same words, they perceive a situation in the same way. This is rarely the case. Once one gets beyond a dictionary definition—a meaning that is often of little practical value—the meaning we assign to a word is a belief, not an absolute fact. Here are a couple of examples. â€Å"The central task of education is to implant a will and facility for learning; it should produce not learned but learning people. The truly human society is a learning society, where grandparents, parents, and children are students together. † ~Eric Hoffer â€Å"No one has yet realized the wealth of sympathy, the kindness and generosity hidden in the soul of a child. The effort of every true education should be to unlock that treasure. † ~Emma Goldman â€Å"The only purpose of education is to teach a student how to live his life-by developing his mind and equipping him to deal with reality. The training he needs is theoretical, i. e. , conceptual. He has to be taught to think, to understand, to integrate, to prove. He has to be taught the essentials of the knowledge discovered in the past-and he has to be equipped to acquire further knowledge by his own effort. † ~Ayn Rand â€Å"The aim of education should be to teach us rather how to think, than what to think—rather to improve our minds, so as to enable us to think for ourselves, than to load the memory with the thoughts of other men. † ~Bill Beattie â€Å"The one real object of education is to leave a man in the condition of continually asking questions. † ~Bishop Creighton â€Å"The central job of schools is to maximize the capacity of each student. † ~Carol Ann Tomlinson These quotations demonstrate the diversity of beliefs about the purpose of education. How would you complete the statement, The purpose of education is ? If you ask five of your fellow teachers to complete that sentence, it is likely that youll have five different statements. Some will place the focus on knowledge, some on the teacher, and others on the student. Yet peoples beliefs in the purpose of education lie at the heart of their teaching behaviors. Despite what the letter writer might have wished, there is no definition of education that is agreed upon by all, or even most, educators. The meanings they attach to the word are complex beliefs arising from their own values and experiences. To the extent that those beliefs differ, the experience of students in todays classrooms can never be the same. Worse, many educators have never been asked to state their beliefs—or even to reflect on what they believe. At the very least, teachers owe it to their students to bring their definitions into consciousness and examine them for validity. Purposes and Functions. To make matters more complicated, theorists have made a distinction between the purpose of education and the functions of education. (2) A purpose is the fundamental goal of the process—an end to be achieved. Functions are other outcomes that may occur as a natural result of the process— byproducts or consequences of schooling. For example, some teachers believe that the transmission of knowledge is the primary purpose of education, while the transfer of knowledge from school to the real world is something that happens naturally as a consequence of possessing that knowledge—a function of education. Because a purpose is an expressed goal, more effort is put into attaining it. Functions are assumed to occur without directed effort. For this reason its valuable to figure out which outcomes you consider a fundamental purpose of education. Which of the following do you actually include in your planning? Acquisition of information about the past and present: includes traditional disciplines such as literature, history, science, mathematics Formation of healthy social and/or formal relationships among and between students, teachers, others Capacity/ability to evaluate information and to predict future outcomes (decision-making) Capacity/ability to seek out alternative solutions and evaluate them (problem solving) Development of mental and physical skills: motor, thinking, communication, social, aesthetic Knowledge of moral practices and ethical standards acceptable by society/culture Capacity/ability to recognize and evaluate different points of view Respect: giving and receiving recognition as human beings Indoctrination into the culture Capacity/ability to live a fulfilling life Capacity/ability to earn a living: career education Sense of well-being: mental and physical health. Capacity/ability to be a good citizen Capacity/ability to think creatively Cultural appreciation: art, music, humanities Understanding of human relations and motivations Acquisition/clarification of values related to the physical environment Acquisition/clarification of personal values Self-realization/self-reflection: awareness of one’s abilities and goals Self-esteem/self-efficacy As Tom Peters reminds us, What gets measured, gets done. Regardless of the high sounding rhetoric about the development of the total child, it is the content of assessments that largely drives education. How is the capacity/ability to think creatively assessed in todays schools? To what extent is the typical student recognized and given respect? How often are students given the opportunity to recognize and evaluate different points of view when multiple choice tests require a single correct answer? Teachers who hold a more humanistic view of the purpose of education often experience stress because the meaning they assign to education differs greatly from the meaning assigned by society or their institution. It is clear in listening to the language of education that its primary focus is on knowledge and teaching rather than on the learner. Students are expected to conform to schools rather than schools serving the needs of students. Stopping to identify and agree upon a fundamental purpose or purposes of education is rare. One sees nebulous statements in school mission statements, but they are often of the â€Å"Mom, baseball, and apple pie† variety that offer little substance on which to build a school culture. Creating meaningful and lasting change in education is unlikely without revisiting this basic definition. At the very least, educators must be challenged to identify and reexamine their beliefs in the light of present knowledge. It is time for the focus of education to shift from whats out there—the curriculum, assessments, classroom arrangement, books, computers—to the fundamental assumptions about and definitions of education held by educators and policymakers. NASA did not send men to the moon by building on the chassis of a model T. In the same way, education cannot hope to move beyond its present state on the chassis of 18th century education.

Charles Perraults Puss in Boots Essay examples -- Charles Perrault Pu

Charles Perrault's Puss in Boots Charles Perrault's version "Puss in Boots" is a simple enough tale, in which the cleverness of the small prevails over the merits of size and strength and the lowly thirdborn son of a miller transcends his own expectations to achieve personal success. A major part of the tale is the archetypes used within, those easily recognisable symbols of common association and subconscious significance. Among these are symbols standing for the boy's transformation into self-determined adulthood, others associated with the miller's son's growth and achievement, and Puss himself, by whose characteristics and machinations the boy achieves his success. Like so many other fairy tales, "Puss in Boots" recounts the progression from one stage of life to another, in this case from a child's dependence on his parents for shelter and guidance to a separate existence as a self-sufficient adult away from the childhood home. This development is reflected in the archetypes found in the story, which at points draw attention to and accentuate the changes the miller's son undergoes. To begin with, the very identity of the hero's father - a miller - is an indication of where the boy starts out. Millers grind flour to be made into bread, bread being a common symbol of childhood, and the son has no need to begin his progression toward independence until his father dies, effectively cutting off his source of that childhood standby. This lack of bread means, from another perspective, that he cannot eat and as the act of eating is an archetype indicating transformation, it's notable in its absence - he is not yet ready for that next stage of life. So, the miller's son turns to the cat to form a whole new relationship of ... ...tainment value, if nothing else. It is all these aspects which the boy must be able to draw on to succeed, all neatly condensed into a small, furry body. Though "Puss in Boots" is about the miller's son's movement from childhood to a mature, adult societal role, it is Puss who steals the spotlight. The boy is pushed into the background in favour of his more flamboyant and active servant, and though he achieves his transformation, it cannot happen without the cat's use and manipulation of what is already present inside him. As such, Puss embodies what the miller's son needs most following his loss of adult shelter to push into the adult world himself, becoming the principal archetype of all used within the tale. Perrault, Charles. "Puss in Boots." Folk & Fairy Tales Comp. Martin Hallett and Barbara Karasek. 2nd ed. Peterborough, Ontario: Broadview, 1996. 94-97.

Education, not punishment Essay

People have always asked how one can discipline a child in an effective way. For discipline to be considered effective, it must have certain elements. One, an environment of learning that is positive and has good relationships and secondly, it must aim at strengthening positive behaviors and weakening the undesired ones. The most common discipline approach in doing away with undesired behaviors is what is called punishment and which involves using of negative stimulus to eliminate unwanted behaviors. One can punish in two ways; by inflicting physical pain and reprimanding verbally (American Academy of Pediatrics, 1998). Some have argued that punishment creates an environment of fear and anxiety and thus making learning process difficult, impacting negatively on the students’ performance (Human Rights Watch, 2010). Schools are the institutions where teachers have personal relationships with their students; knowing them personally and are likely to care so much for them than any one else other than their parents. Punishments from this point of view can be considered to be playing a major role in educating the students. When punishing these students, the teacher would be telling them in other words that, punishment can be imposed by anybody including the state and not by parents or loved ones only (Benator,2001). Some have claimed that corporal punishment equals physical abuse of the students but there is very insufficient evidence to conclude that. Though some teachers and some parents use physical punishment on children that does not allow people to generalize on the issue and rule out physical punishment completely. Some people have also argued that, physical punishment leads to degradation of students making them become ashamed of themselves. When talking about the element of shame; children have less capacity to be ashamed (Benator, 2001). Physical punishment has also been associated with some negative psychological effects, for example anxiety and fear. Although there is some evidence to prove this, they have not been able to prove that corporal or physical punishment that is not used frequently has the same effects. All what these researches claimed to have been done are not conclusive and are not based on experiments but reports given by people (Benator, 2001). One of the main reasons for objections to physical punishment and any other form of punishment is that it compromises the relationships between teachers and students and as a result, students will tend to fear their teachers. It has also been claimed that learning cannot take place in such an environment since students are being subjected to a kind of tyrannical authority where they have to accept the authority without questioning it (Benator, 2001). This is not the case; learning would be more effective since students are not allowed to challenge the views of the teachers and what they are taught. When they are beaten into accepting the authority of the teachers, it will be very unlikely for them to challenge their authority. Moreover it depends on what grounds a child is punished. If a student is punished wrongly, their relationship with the teacher will suffer serious consequences, but if one is punished for a genuine wrong doing, for example stealing or bullying, the punishment will be received positively for it will be sending a message that, whatever the student was doing was not right and thus a child will be able to distinguish between what is right and what is wrong (Benator, 2001). Despite all these arguments, critics have come out very strongly against punishment and they still maintain that, an environment full of fear and anxiety is not good for learning. So many researches have been done on the issue and it has emerged that, punishments actually inflict fear on students. They will develop fear of loosing their possessions which may be taken from them, fear of their privileges being withheld, fear for their safety among others. After being punished, some of them do not usually understand why they are being punished or how they wronged the authority. Sometimes these punishments send a message to children that, one is allowed to inflict pain on others (Kid’s Development Website, 2010). It doesn’t matter what kind of punishment one subjects a child to. The main message that it sends is that, when one breaks rules, he or she will have to put up with some unpleasant consequences. They do not teach the offenders why the rules are there and their significance and why they should follow them to the letter. Another short coming of punishments is that, they do not make the children learn how to be responsible or pay attention to what others feel or think (Kid’s Development Website, 2010). Sometimes, these punishments, even though they are aimed at the well being of the child, some are usually administered wrongly, losing their effectiveness. It has been discovered that some of them are usually used indiscriminately. Some verbal reprimands are usually used when the time is not appropriate and at the end of the day, they are used to slander the character of the offender instead of correcting, which is the main objective (American Academy for Pediatrics, 1998). Some punishments such as the physical ones range from severe ones, for example slapping, beating, and burning among others all which may amount to physical abuse. Physical punishment has always been considered to be ineffective especially when used more frequently. Some of them have also led to physical injury. These kinds of punishments are also said to increase agitation and aggressiveness among students. It has also been found that, the use of physical punishment affect the children even after reaching adult hood because they tend to develop into angry adults (American Academy for Pediatrics, 1998). Many people use punishments believing in the theory that young people must go through some kind of pain in order to be responsible. When punishments are used like this, they force submission but not commitment. In other words, they do the opposite of what they were intended for. Some people think that punishments do work since the bad behaviors tend to stop immediately one is subjected to punishment; this is not the case especially when the offender does not understand why he is being punished (Marvin Marshal, nd). Another thing that has proven that punishments do not work is that in so many schools, more punishments are being prescribed the moment they fail and as a result, the offender ends up not caring anymore after being through so many lectures, being thrown out of class all the time, sent away from school, suspended or expelled. Fear and anxiety produced by punishment do not have positive long term effects on the student. Threatening students with punishment will only make them to comply for a short time but only when the threat is present and this does not change the person in a positive way (Marvin Marshal, nd). Some of these threats on students in class are not relevant especially when they are outside the class with other students. Moreover, the punishments are not consistent in that, what one teacher considers as an offence, does not apply to the other teachers. Those feelings associated with punishment such as fear, are not helpful when it comes to the learning process. Sometimes, the student will do something to see how the teacher will react, a fact that discourages one to learn (Marvin Marshal, nd). In addition, they tend to make students learn what their teachers want, and a student will do exactly that in order to please them. Other students develop feelings of low self esteem. These punishments do not make any one learn how to modify their behaviors in that, the students will always focus on how to defend their behaviors when it comes to punishment and sometimes try to look for ways on how to cover their mistakes. The truth of the matter is that, the one who gets satisfied after punishment is the punisher and he or she mostly uses punishment to show his or her authority, not to discipline (Marvin Marshal, nd). Punishment also impacts negatively to the learning environment. It has been observed that, the states which still encourage corporal or physical punishment in their schools perform poorly academically compared to those which have banned them. Those students who have been subjected to those kinds of punishment have reported cases of anger and depression and as a result, they tend to withdraw themselves from school activities. These punishments make students to have difficulties in concentrating in class, making them perform poorly. It has also made them develop negative attitude towards school (Human Rights Watch, 2010). Sometimes, these punishments put parents and teachers in awkward positions whereby, they have to decide between the students well being and their advancement academically. Some teachers who find themselves in schools that encourage physical punishment sometimes hesitate to send misbehaving students out of class because they fear that they will be beaten up. Physical punishment does not only affect those who are punished but also those who are not. The moment these kinds of physical punishments are used in schools, they create a threatening atmosphere that affects all students negatively especially on their performances. Victims of these punishments will sometimes be violent and even disruptive and at the end, they will disturb the learning of other students, including heir own, making learning process difficult in the long run (Human rights watch, 2010). Spanking as a form of punishment is also known to affect intelligence as it reduces it. Fear and anxiety are known to slow the cognitive development of the child making the presence of neurons in the brain to be very few (Pytel, 2009). In conclusion, it has emerged that, even though punishment is aimed at righting the wrongs, sometimes, it is not the case and it may end up worsening the situation especially of the individuals facing the punitive measures. The fear and anxiety that is usually elicited by these punishments are not good for the learning process, irrespective of the kind of punishments that are used . So long as they produce these kinds of feelings then; they are not good for students. Teachers should be more concerned on educating the children, not punishing them. References American Academy of Pediatrics. (1998). Guidance for effective discipline. Retrieved from http://aappolicy. aappublications. org/cgi/content/full/pediatrics;101/4/723 Benator, D. (2001). Corporal punishment. Retrieved from http://www. corpun. com/benatar. htm Human Rights Watch. (2010). Corporal punishment in schools and its effects on academic success. Retrieved from http://www. hrw. org/en/news/2010/04/14/corporal-punishment-schools-and-its-effect-academic-success-joint-hrwaclu-statement Kids Development Website. (2010). Effects of punishment on children. Retrieved from http://www. kidsdevelopment. co. uk/EffectsOfPunishmentOnChildren. html Marvin Marshal. (nd). Discipline need not be stressful, discipline need not be negative. Retrieved from http://www. aboutdiscipline. com/ Pytel, B. (2009). Spanking has negative effects on intelligence. Retrieved from http://educationalissues. suite101. com/article. cfm/spanking_has_negative_effect_on_intelligence

From the Perspective of the Priest Child Abuser Essay

The article â€Å"A Priest Child Abuser Speaks† from the book Slayer of the Soul was contributed by a priest who wishes to remain anonymous. He is a self-confessed child abuser during his priesthood, and by writing this, he wishes to share his experiences and his gradual climb back into society. He also believes that writing this article would provide a lesson for both the victimizers and their victims, and hopes that the victimizers would avoid committing such hideous wrongs towards their victims. In the article, the priest shares his journey of self-realization as he slowly vaporized the demon that was poisoning his soul and coercing him to do such crimes against children. The priest recalls that he was convicted for abusing children — sexually, psychologically, and emotionally — in the 1980s, and sentenced to 14 months in a minimum security facility. He believes that he was lucky, knowing that a similar child-abusing priest was sentenced for 20 years of hard labor. The priest mentions that life was tough for him both inside and outside of prison. He felt that a lot of people resented him for what he did to children, and believed that what happened was just a lie, no matter how true it was. Some officers, notably a lieutenant who hated him, bullied and toyed with him. Other prisoners were disgusted at his presence, refused to befriend him, or intimidated him often. For his size, he thought that he would not stand a chance, and he saw that avoiding conflict was the best solution. However, not all of these people resented him or was afraid of him. He recalls making some friends while in prison, ranging from guards to cell mates. They supported him and were sympathetic of him, especially at the time when the lieutenant’s abusive nature went a bit overboard. While in prison, he fought for the system to give him therapy for the â€Å"sickness† he believes that he was carrying. He won that appeal, and the court sent him to therapy twice a week. The Sex and Love Addicts Anonymous (SLAA) provided the opportunity for him to realize the root from which this sickness stemmed. While trying to heal himself, he also experienced rejection from close friends and acquaintances. Life was certainly difficult for him who was branded as a â€Å"child abuser,† which is why he wanted to reform himself in order to reenter society. During his SLAA therapies, he recalled his childhood which was filled with fear, anxiety, misfortune, and harassment. It was at that time when he idolized his parish scoutmaster and weirdly fell in love with him, prompting him into having a sexual relationship with him. It was a very traumatic experience that he knew he had to pull out from. He deducted that this might be the root of his â€Å"sickness† all along, as it was reinforced by an authority figure that it was â€Å"okay† to do it. He was also searching for a father figure, since his real father abandoned him and his family, and his mother declared him as the head of the household. When he entered the parish, he wished to help the children who had no father figure and had an emotionally miserable life. Things boiled over, and pretty soon, he was sexually involved with these young boys. One boy told his parents, and this made him realize his mistake. He mustered the strength to tell their parents that they need immediate therapy, but was arrested in the process when one therapist told the police about him. When he finally got out of prison, he wanted to mend the ties with his family and clear things up with them. However, they failed to â€Å"hear him out,† which was the reason that drove him into an unstable state in the first place. He confronted his scoutmaster and felt betrayed by his insights on the issue involving child abuse, telling him that it was wrong while he was regretting the fact that he believed in his scoutmaster. The damage has been done to him, and he believes that he needs to accept the consequences of his actions and just move on. He mentions that it left a black hole in his life, upon which he was initially placing things to fill that void. However, he realized that it was not the right course of action as he was building his life around that hole, completely avoiding it. Thus, he wished to enter the ministry again in order to help others that are trapped in the same dark cell in which he broke out from, although not completely. The priest mentions that gradually, he was able to recover his life and reform himself into the person that everyone knew before the incident. He was also able to reenter society as himself once again. Hence, he wishes to share his experiences to the world through this article in order to let people know that victims could become victimizers themselves one day, if they are not treated immediately. References A priest child abuser speaks. (1990). In S. J. Rossetti (Ed. ), Slayer of the Soul: Child Abuse and the Catholic Church (pp. 99-111). Mystic, CT: Twenty-Third Publications.

Woodlands Essay Example

Woodlands Essay Example Woodlands Essay Woodlands Essay When woodlands are set ablaze by man or nature made fires, it takes extreme effort on the part of local authorities and communities to put the fires out. In the woods, wildfires can happen naturally on an almost daily basis. In each incident of wild fire, getting to the heart of the flames to snuff it out involves heavy machinery and brave firefighters. There are instances when the fire is too out of control and driving a truck through the wood to put it out simply just won’t do. There are cases when helicopters that could douse the flames from up high cannot fly chose enough due to the treacherous smoke that could engulf them whole, denying the pilot of needed vision top steer clear of potential hazards. In these cases, we smokejumpers zoom in to save the day.Smokejumpers are wildland firefighters who specialize in parachuting into the wild to put out dangerous fires. We are trained with the use of two forest terrain type chutes namely the round and ram-air types which are em ployed by the Forest Service and the Bureau of Land management respectively. We make jumps from high flying air planes that are faster than any chopper and drop onto the ground to reach a wild fire several times sooner than it would take any engine crew travelling on rough forest terrain. Given remote circumstances, we can outfit no more than typical hand tools like shovels, chainsaws and pulaskis or portable pumps to put the fire out. In most cases, the remote conditions leave us to improvise as much as we can in order to get the job done.There are several bases as to why I chose smoke jumping as my profession and stayed in it for seven years running, but the one major reason is because I believe that wildfires are truly a hazard that should be taken seriously. When I was younger, living in Montana exposed me to local news regarding how rampant the incidents could get. I’ve seen my share of sad stories regarding people trapped in wildfires with no one able to help them. Thes e early experiences caused the awakening of my perception towards the issue of keeping the wild safe from fires. Because of my initial interest, I sought for means through which I could obtain more information about my newfound interest. Luckily, my father’s friend happened to be a smoke jumper.Whenever he would visit, he would show me pictures of him in his jumps, landing on soft earth with nothing but a shovel and an axe. The pictures gave me the impression of how exciting and dangerous fighting fires in the wild could be. They also showed me that in the isolated areas where wildfires usually begin, urgency is at utmost important concern. If smoke jumpers weren’t there to prevent early fires from spreading, consequences could be disastrous. My reflections regarding my father’s friend’s experiences, the events that I’ve observed in the news about how bad wildfires could get, and other readings that I’ve made regarding what a smoke jumper do es inspired me altogether to sign up to be one. I took up several classes in fire technical specializations and eventually qualified to be a smoke jumper.Smoke jumping has turned out to be a very rewarding profession. I have always wanted to travel. Smoke jumping fulfills that dream of mine in two ways. Firstly, since smokejumpers are widely used in the United States for wildfire containment and there are not as many people brave enough to take the job as there are fires to put out, I usually get to travel from state to state. Secondly, being a smoke jumper necessarily makes parachuting a common event. This means that smoke jumping gives me the opportunity to jump from planes and into fires on a regular basis. Another reason why smoke jumping is very rewarding is that it lets me stay in shape. One cannot continue to be a smoke jumper if one is not in the best physical shape, mental, and psychological shape.Under the extreme conditions that smoke jumping puts upon me, I have to be ab le to handle physically challenging situations effectively, I have to stay on my wits and most importantly, I have to keep my nerves steady. These pre-requisites have led me to train hard every day and as a result maintain a healthy body, mind and lifestyle. While my younger experiences made me aware of the problem of wildfires, the courses that I took in preparing me for smoke jumping training made me understand the wildfire problem both in theory and practice. Thus, smoke jumping has taught me a great deal about how nature works and the management of fauna that it takes to restore or preserve our native ecosystems.Smoke jumping takes a great effort to pursue as a full time profession. The physical toll is enormous. Many smoke jumpers hang their chutes by the time they are 30. This is because the years of extreme exertions could wear out one’s limbs to make further exertions lethal. Another factor is that smoke jumping virtually takes out your social life. The intensive trai ning and maintenance needed for the job hardly leaves me any time to go out on dates! However despite of these factors, smoke jumping is still the job that I was born to do, and I will do it for as long as I possibly can.

Second Chances for High School Dropouts

Second Chances for High School Dropouts Just because your child dropped out of high school doesnt mean his life is over. In fact, 75 percent of high school dropouts eventually finish. Finding the time and motivation to get a GED program completed can be complicated by real-life responsibilities and issues. Dont let those obstacles stop your young adult from completing his high school education. Here are  ways your high school dropout can earn his diploma or a GED.   What Is a GED? Anyone 16 or older who hasnt earned a high school diploma may take the GED tests. There are 5 subject area tests to take to pass the GED: Language Arts/Writing, Language Arts/Reading, Social Studies, Science, and Mathematics. The GED tests are available in Spanish, French, large print, audiocassette and Braille, in addition to English. Fortunately, many government institutions and universities consider the GED just as they would a high school diploma in regards to admissions and qualifications.   Community College: Most community colleges offer programs to help students complete their high school diplomas and/or earn a GED. Some of these classes are offered on community college campuses, while others are held at night on high school grounds. Call your local community college for details. Many community colleges now offer online programs as well.Adult Education Programs: Most adult ed programs offer courses to help students prepare for the GED. Adult ed schools are typically run by high school districts, community colleges or a collaboration between the two, with funding provided by the state. Call your local adult education school for information.Gateway to College: Founded in 2000 by Oregons Portland Community College, this program bridges the gap for students ages 16-21 who have dropped out of high school but want to finish their coursework and go to college. Gateways program, which combines high school and college coursework, is available on 27 community college campuses i n 16 states, and the Bill Melinda Gates Foundation is using it as a model for part of the foundations Early College High School efforts. For details, visit the Gateway to College website. YouthBuild: This 20-year-old program for high school dropouts ages 16-24 from low-income families, combines community service, vocational training, and leadership skills with a GED program. Students, many of whom have been in the foster care or juvenile justice systems, divide their days between high school and GED prep classes and projects building or renovating homes for low-income families. Kids participate in a 30-hour per week program that also offers job training, helping them to find work that will facilitate the start of their careers while building their communities as well. The program began in 1990 in New York City and has grown to include 273 YouthBuild programs in 45 states. This, too, is supported by the Gates Foundation. For more information, visit the YouthBuild site.National Guard Youth ChalleGNe Academy: For 16- to 18-year-olds, Sunburst Youth Academy gives kids a chance to turn their lives around. The program is run by the National Guard, and there are 35 Youth Cha lleNGe Academies around the U.S., an outgrowth of the  Congressional mandate in 1993 to deal with the countrys high school dropout crisis. Therapeutic Boarding Schools: Programs at these schools help troubled teens identify the underlying cause of their issues. Various approaches combine academics and psychotherapy so teens can better understand and control their actions and behaviors. With insight and oversight from professionals, teens can begin to modify their behavior, stop acting out, and get back on a path to pursue their high school diploma. While some therapeutic schools can be unaffordable to many,  local school districts and some insurance plans can help offset the costs.Online Programs: For those students who have challenges with either time or location - for example, a parent who works full time or an ill homebound young adult - online GED programs are a great option. Most programs will allow students to access classwork, tests and more on their own schedule, giving them the flexibility to keep working or managing their health problems. Online GED programs, for the most part, should not be confused with homeschooling - they are specifically designed for online learning.

Theories of Marketing Development Essay Example | Topics and Well Written Essays - 750 words

Theories of Marketing Development - Essay Example This theory applies to Sony considerably given that the organization spends heavily in R&D across all the product lines. As per statement released in 2003 by Nobuyuki Idei, Chairman & CEO of Sony Corporation, the organization planned to spend 500 billion Yens (about 5.1 billion US Dollars as per current rate) in three years to develop competitive key electronic devices through internal innovations although the organization invested 502 billion Yens (about 5.12 billion US Dollars) in 2005 itself. [Sony Corporation, 2003; Sony Corporation, 2005] Sony has been practicing creative destruction by forcing the old available products towards obsolescence by virtue of their innovations. One excellent example is the â€Å"style† innovation of Sony latest Pocket Style VAIO P that is expected to yet again create a new niche segment for Sony that may force laptops to obsolescence especially in applications like Internet usage, word processing, multi-media & entertainment, messaging, Internet-based telephony, etc. [Prokaza, Julian. 2009] Sony practices the strategy of Differentiation Strategy thus targeting niche markets where products are unique and sold at premium rates. They tend to develop unique market segments where there aren’t any competitions and the pricing strategies are totally in their own control. Walkman, Play Station, and now the Pocket Style Vaio P are examples of product uniqueness that Sony brings to the market. In these markets, Sony is not bogged down by competition that practice Cost Leadership strategy. Sony practices product uniqueness (differentiation) and achieves the same by virtue of huge investments in Innovation and R&D.