Perceptions Of Islam Essays - Women In Islam, Islam, Sharia

Perceptions Of Islam How the West Perceives Islam and what Mazrui thinks is the Reality Most Westerners tend to view the Islamic societies as somewhat backward in their beliefs according to Mazrui. Commonly Westerners believe that this is due to the oppressed religious beliefs of Islamic's. They also believe that the Islamic society is governed inhumanely in comparison to the enlightened, well-rounded democracy of the Western world. However the measurement of cultural differences between the West and Islam is somewhat complex, and the differences between the two is narrower than assumed by most Western beliefs. Islam is not considered just a religion, and most certainly is not just a fundamentalist political movement but is a civilization and a way of life that varies from one Muslim country to another. The Westerners seem fail to recognize how their own societies have failed to live up to their liberal mythology. Many aspects of Islamic culture that Westerners regard as medieval may even have prevailed in their own culture until fairly recently. In most cases, Islamic societies are only a few decades behind in the socially and technologically advanced Westerners. The main question that we must ask ourselves is what path leads to the highest quality of life for the average citizen without the worry of being abused in the process. According to Mazrui, Islamic values deserve serious consideration because the West doesn't provide the answers to all the questions being asked. Many Westerners regard Muslim societies as being unenlightened when it comes to the rights of women, and it is true that the question regarding women is still troublesome in most Muslim countries. The rules regarding the Islamic beliefs on sexual modesty have often resulted in excessive segregation of the sexes in public places, sometimes bringing about questionable differences regarding women's rights. However, Muslim women have always been permitted to own property where the British women where not allowed to do so until 1870. Islamic laws have also allowed the inheritance to b oth genders equally while in many Western cultures women could not inherit anything if there were sons in the family. The United States, which is the largest most influential Western nation, has yet to nominate a female into the presidential office where Muslims have had two women Prime ministers. Although Muslims have moved towards female empowerment, they are still far behind in female liberation. The sources and methods of censorship may differ but censorship is just a fact of life in Western societies as it is in the Muslim world. Censorship is often crudely, imposed by governments, mullahs and imams, and recently, militant Islamic movements. However, the Censorship in the West, is more polished and decentralized. The practitioners in the West are financial backers of the cultural activity and entertainment advertisers that buy time on commercial television. In regards to the division of church and state and the protection of minority religions through secularism in the West, Islam has tried to protect those religions through ecumenicalism throughout its history. One conclusion that can be drawn from this is that Westerners are less well rounded in their political behavior than they believe. The other conclusion is that Muslim societies historically have been more ecumenical, and are therefore more humane, than the Western critics have come to recognize. However, the Islamic ecumenicalism has protected religious minorities more effectively than the Westerners. Over all the Western liberal democracy has enabled societies to enjoy the openness of its government's accountability through the participation of its citizens along with a high economic productivity. However, Mazrui points out that Western pluralism has also been the breeding ground for racism, fascism, exploitation, and genocide. Mazrui believes that if history is to end in arrival at the ultimate political order, it will require more than the Western teachings on how to maximize the best in human nature. Mazrui also believes that mankind must also be willing to address the Islamic views on how to check the worst in human nature-from alcoholism to racism, materialism to Nazism, drug addiction to Marxism as the opiate of the intellectuals. Over all Mazrui feels that one must distinguish between democratic principles and humane principles. Some humane principles that need to be distinguished incl ude stabilizing the

Spirals of Silence Expression of Opinion When the Climate of Opinion Is Unambiguous

Spirals of Silence Expression of Opinion When the Climate of Opinion Is Unambiguous Summary The article acknowledges that media plays a major role in determining the people behavior in expressing of opinion. The article states that evidence for Noelle-Neumann theory has not been in agreement with the theory itself due to the differences in public assessments of climate of opinion or rather the prevailing feelings of the people.Advertising We will write a custom assessment sample on Spirals of Silence: Expression of Opinion When the Climate of Opinion Is Unambiguous specifically for you for only $16.05 $11/page Learn More The article reviews a case of O.J Simpson trial which had aroused a great deal of inflated public attention. Two different groups; that is, Whites and the Blacks were divided on the guilt or innocence of Simpson. Majority of Whites believed in the culprit’s innocence. Climate of opinion will influence people’s freewill in expressing their sentiments in a public platform. Public opinion in this context has been used to refer to interpersonal communication and other matters that are discussed in a public setting. Political communication has been used in the design of the study to look like journalists soliciting for information from the people in public situations (Neill, 2009). Racial opinions in this instance, has been used to portray some element of agreement or interaction of the opinion among the people of same race as seen from the study. One would see other peoples opinion as being a threat to their own opinion especially if they are of a different race. Lastly, spiral of silence has been termed to mean that people whose opinions agree with those of the majority group in a public opinion were willing to make known their sentiments than the marginalized groups. Climate of opinion Climate of is a social science concept that describes an occurrence that is important to policy makers and the general public, as well as mass communication theories (Salwen Stacks, 2009). It refers to the perceived popularity of opinions. Climate of opinion is commonly used in media to express its consequence on both public opinion and popular opinion. In addition to this, the participants in media tend to influence the respondent’s opinion since they are perceived to be more liberal than ordinary members of the society. The existing climate of opinion will be of much influence to respondent’s response and may even not be willing to partake in such public forums that require expression of opinions.Advertising Looking for assessment on communications media? Let's see if we can help you! Get your first paper with 15% OFF Learn More The facilitators will influence people in that respective group in making their opinion depending on climate of opinion. The inhibitors of spirals of silence will say whatever they think is irrespective of the climate of opinion. Spiral of silence Spiral of Silence is a theory that was created by Noelle-Neumann (1974). He used it to reflect how the opinion of the majority can become the opinion of all. In addition, he stated that â€Å"Public opinion is the dominant opinion which compels compliance of attitude and behavior in that it threatens the dissenting individual with isolation and the politician with loss of support† (Noelle-Neumann, 1974, p. 45). Liu (2009) agrees that in the instance of spiral of silence, the individuals in minority groups will become more vulnerable and they will shy away from expressing their opinions. Rosseing (2009) in his paper argues that, spiral of silence is limited by a set of preconditions. An issue at hand which has a moral component that is, it arouses the people sentiments might push the minority group into spiral of silence. Political communication Political communication studies the relationship between the media, voters and politicians. It includes use of political propaganda by the government to win voters. This concept can be used to show how medi a organizations can be sued to create a good profile of a certain political candidate so that they can win elections. Public opinion Public opinion is the â€Å"collective evaluation expressed by people on political issues, policies, institutions and individuals† (Hayes, Glynn, and Shanahan, 2005, p. 67). Media organizations are a key avenue upon which public opinion is shaped. The media can be used to influence the public’s beliefs, attitudes and inclinations. Hayes, Glynn, and Shanahan (2005) argued that not all people will engage in self-censorship, which is tendency to show hesitation in expressing their opinions in public places even where major group disagrees with them. Racial opinion Racial opinion is the creation of a viewpoint that is biased against a particular racial group. For example, the black in America can be portrayed as inferior or corrupt by the American media houses.Advertising We will write a custom assessment sample on Spirals of Silence: Expression of Opinion When the Climate of Opinion Is Unambiguous specifically for you for only $16.05 $11/page Learn More Strengths and limitations of the article Most of the issues discussed by the author are strongly corroborated by legitimate evidence, hence increasing their credence. The article argues that spiral of silence is limited by a set of precondition. An issue at hand which has a moral component that is, it arouses the people sentiments might push the minority group into spiral of silence. He empathizes that it is important to measure the moral component. The study does not give much attention to other precondition like influence of the social media, extreme conflict of opinions. Rapid changes in opinion distributions make spirals of sense easily observable (Rosseing, 2009). References Hayes, A. F., Glynn, C. J., Shanahan, J. (2005). Validating the Willingness to Self- Censor Scale: Individual Differences in the Effect of the Climate of Opinion on O pinion Expression. International Journal of Public Opinion Research, 17 (4), 443-455. Liu, X. (2011). Exploring the spiral of silence in the virtual world: Individuals willingness to express personal opinions in online versus offline setting. Journal of Media and Communication Studies, 3 (2), 45-57. Neill, A. S. (2009). The Alternate channels: how social media is challenging the spiral of silence theory in GLBT communities of color. New York: SAGE. Noelle-Neumann, E. (1974). The spiral of silence: public opinion, our social skin. Chicago: University of Chicago Press. Rosseing, T. (2009). Paper for the WAPOR Conference on Public Opinion and Survey Research in a Changing World. London: Mcgre.Advertising Looking for assessment on communications media? Let's see if we can help you! Get your first paper with 15% OFF Learn More Salwen, B. M., Stacks, W. D. (2009). An integrated approach to communication theory and research. Web.

Literature Review - Low Self-Control, Gender, and Perscription Essay

Literature Review - Low Self-Control, Gender, and Perscription Painkiller Abuse - Essay Example In many cases other prescription drugs such as psychotropic medications, narcotic analgesics, and even non-narcotic analgesics are also substances of abuse. Wide accessibility of analgesics over the counter and without prescription has led to a situation where these drugs are very commonly abused and often unnoticed, mainly due to cultural attitudinal tolerance. This points to the fact that no matter how great the prevailing degree of cultural attitudinal tolerance for addictive practices is, or how strong individual personality predispositions are, nobody can become addicted to these drugs without access to them. The crucial and determinative predisposing factor, which, therefore, constitutes the most acceptable basis for the nosological categorizing of these analgesic addicts, is the possession of those idiosyncratic or developmental personality traits for which these drugs could have adjustive properties. Chief among these effects is euphoria, which is highly adjustive for inadequ ate personalities, that is, motivationally immature individuals lacking in such criteria of ego maturity as long-range goals, a sense of responsibility, self-reliance and initiative, volitional and executive independence, frustration tolerance, and the ability to defer the gratification of immediate hedonistic needs for the sake of achieving long-term goals. Studies have uncovered in the life histories of such addicts, overpermissive or underdominating, overprotecting, and overdominating parents that tend to foster the development of the inadequate personality syndrome. Psychosocial and psychopharmacological research has pointed to several factors that may predispose to such addictions in suitably vulnerable population, and in this review, several relevant articles will be critically reviewed in order to update knowledge and evidence in this area of study. Recent literature in this area of study has been selected and

Civic Argument Editorial or Letter to the Editor Essay

Civic Argument Editorial or Letter to the Editor - Essay Example The quoted constraints incorporate monetary setbacks, firm media rivalry, opposition and competition, enterprise marketing affairs and dogmatized prejudice (or bias) tied to particular media personnel. It is evident that these drawbacks contributed to blinded, superficial, and stereotyped pattern of news presentation in various cultures (Lifton 22). Do those individuals who ceaselessly hinder media from capturing fundamental societal aspects and often unleash untold torture to media professionals comprehend the nitty gritty (or role per se) the media plays in fostering equity, tranquility, and interactive reverence among vast ethnical, doctrinal, and general humankind fraternity both within federal and global ranges? Do those who maliciously opt to use advanced technology to dispense information to the masses simply to feed their ego ever realize how much trauma they inflict to the victims who end up affected by their baseless rumours? These queries remind us that personal responsibility in ensuring that the correct intended information that extends to the public (or any other target group) is an inevitable priority. Also, in a bid to sound the depths of the resources that the vast contemporaneous technologies can offer clear regulations, demarcations, bills and codes will have to be put in place to subdue information conglomeration, analysis and dissemination and dispensation to the general public (Lifton 25). It therefore means without doubt that when we sacrifice our ego and aim at rectifying the warped and biased standpoints concerning the general media at large, the entire media corporations globally will transcend to stardom and eventually transform into authentic and firm backbone of the entire global awareness and

FIELD PROJECT ANALYSIS or PERSAUSIVE PAPER Essay

FIELD PROJECT ANALYSIS or PERSAUSIVE PAPER - Essay Example Workforce diversity is crucial because it contributes to the productivity and profitability of the company through injecting multiple talents to the company structure. Similarly, organizational culture is essential to facilitate interactive and harmonious socialization of a diverse workforce to attain the company objectives. Studies reveal a viable relationship between diversity of the workforce and organizational structure of a company to attain best results. When people come into contact and interact with each other, there is the likelihood for people with the common interest and features form an influential cohesive team to gain organizational goals and objectives. Therefore, companies and organizations require an effective organizational structure to guide their operations, code of conducts and direct their goals and objectives, (Ashkenas, 1995). Companies with diverse people cannot work without organizational structure because the organizational structure is the main framework f or the organization of the company, and the underpinnings that maintain the functioning of the group. Discussion Organizational culture is the operating strategy that tells the team members how the group is consolidated and how it functions. â€Å"A company’s organizational structure is a critical aspect that determines the company’s performance.† (Osland, Kolb & Rubin, 2001, p. 429). More significantly, the organizational structure describes how leadership is organized, how group partners are accepted and how organizational decisions are made. It is thus, the aim of this discussion to explore the relationships that occur between the company and organizational structure. In other words, the discussion will explore the benefits of developing a viable organizational structure on the levels of productivity of a company (with employees’ diversity) for effective management. Workers, leaders and the anticipated projects influence the organizational structure of the group. The organizational structure aids state the functions and duties of the team members, companies or work team. â€Å"The organization design of the company must much employees with responsibilities and motivate them to best use their talents and tailor roles and strategies that are able to cope with demands and opportunities of workplace† (Osland, Kolb & Rubin, 2001, p. 462). The organizational structure reflects a system of activities or roles and reporting policies in the right place to give members of a team or organization a direction when implementing programs. An effective organizational structure will enable individuals and groups to function efficiently together while implementing ethics of hard work and appropriate work attitudes. Every company or group must have a powerful organizational structure. Experts agree that a well organized and strategic, organizational structure aids support better communication process and justifies lines of power and relation ships of reporting to ensure that processes of workflow in a clear process, (Rant, 2004). A company without an organizational structure is dysfunctional and dead. When the company organizational structure fails communication worsen, disruptions in job product result and bottom-line benefits are impacted. The company must frequently check its organizational structure to ensure it is achieving the needs of the organization as it grows and transforms. Absence of an

Classroom Engagement And Management Benchmark Assessment

Classroom Engagement And Management Benchmark Assessment I will choose the environment of the middle school classroom. I will do this because I have a strong desire to teach in middle school. The theorists, Marlene and Lee Canter, shape my beliefs and values for working in education. The research on assertive discipline forms the foundation for my personal classroom management plan, which includes strategies for a preventative, supportive and corrective discipline system. I agree with the Canters, Assertive teachers clearly, confidently, and consistently model and express class expectations (Charles, 2011, pg. 73). Frankly, I agree with most of what the Canters management system. My discipline plan will be built upon this system. In addition, I will draw from ideas from Barbara Coloroso and William Glasser. With the assertive discipline system, I have identified core beliefs for creating my classroom discipline plan. The central idea in the assertive discipline model is that the teacher implements negative consequences for misbehavior and positive consequences for appropriate, or good, behavior. I strongly believe this form of discipline can be an effective way to teach students how to behave rather than telling students how they should behave. Since Canters research is so convincing, the primary part my discipline plan relies on the notion that I am able to shape my students behavior by implementing consequences. The Canters point out that for students to want to choose appropriate behavior, and cooperate with you, they need to know that you are concerned about them personally. Students feel most at ease when they are safe both personally and psychologically (McIntyre, n.d.). I believe this statement to be true, with safety is security, with security is trust. As I begin teaching, I want to learn about each student individually. I want the students to know, not through my words, but through my actions and guidance that I do care about them and do care about their successes. In order for me to do this, I have to begin on the first day by finding out something unique and positive about each student and build upon what they have shared with me. Then the student and I can establish some common ground and, this in turn will allow our student-teacher relationship to grow, therefore showing the student that I do truly care about their welfare and academic success. According to the Canters assertive discipline model, the teacher should communicate her/his displeasure to students when they exhibit bad behavior and praise them when they are behaving appropriately (Charles, 2011). Through this communication, the teacher is consistent in enforcing classroom rules and procedures. This communication allows the teacher to reinforce good behavior, which provides a model to misbehaving students that shows them how they should be acting (Charles, 2011). This plan also states that the teacher gives explicit directions to misbehaving students so they know exactly how they are expected to behave in the classroom, which is another aspect of the assertive discipline model that requires clear communication (Charles, 2011). By, establishing a clear set of consequences for misbehavior and appropriate behavior and communicating them clearly to my students is another essential aspect of my discipline plan. Another aspect of the Canters assertive discipline model that I will implement into my classroom management plan is proximity control. Proximity control is when a teacher stands physically close to a misbehaving student in order to nonverbally communicate to the student that she/he is aware of the students misbehavior (McIntyre, n.d.). This method is advantageous to the teacher because it allows the teacher to enforce classroom rules without interrupting the lesson. From my experiences working with middle school students, the proximity control method has proven to be a very effective means of establishing strong classroom management (McIntyre, n.d.). Utilizing proximity control is used quite often by many teachers because of its convenience of not interrupting the lesson by verbalizing the misbehavior to the student(s). Proximity control will be utilized in my plan as reinforcement to help shape my students behavior. Another effective aspect of the Canters assertive discipline theory is repetition is essential in shaping student behavior. For a student to behave well in the classroom, the teacher must be consistent when dealing with classroom rules and procedures (Charles, 2011). If the teacher enforces the same consequences for misbehavior each time it occurs, the student is likely to understand that the behavior must be diminish to avoid the negative consequence the next time. Repetition is essential to a strong classroom management plan. Explaining the classroom rules and procedures at the beginning of the school year guarantees that all students will understand and learn the rules and procedures. One way that is suggested by the Canters to accomplish this goal is to hold a class meeting in the first week of the school year to explain the rules and procedures (McIntyre, n.d.). After holding the class meeting, the Canters further suggest to have the students write the rules down on a piece of paper to take them home to show their parents and have their parents sign the paper, agreeing that the students should follow the rules (McIntyre, n.d.). Having the rules put in writing by the student allows them to feel that they are obligated to uphold the classroom contract they signed between themselves and the teacher. Therefore, they are able to feel responsible for following the rules. Many discipline theories are somewhat related. In this case, I feel William Glassers method can be closely linked to the Canters method. Glassers believes that it is important for the teacher to develop a strong positive relationship with the students (Charles, 2011). For this to happen, the students must trust the teacher first, and then respect will come (Charles, 2011), If there is a connection between student and teacher, the student will respond better in various discipline situations. Building a strong relationship with my students is key to my personal classroom management plan. Along with Glasser, I feel there is another relative theorist that falls in line with the Canters method Barbara Coloroso. Coloroso states that, Teachers should never treat students in ways they, the teachers, would not want to be treated (Charles, 2011, pg. 75). There are four things Coloroso references that appropriate discipline can do that punishment cannot: 1. Show students what they have done wrong, 2. Give them ownership of the problems involved, 3. Provides strategies for solving the problems, 4. Leave dignity of the student intact (Charles, 2011, pg. 75). Classroom rules should always be clearly displayed in the classroom where all students can see them and be reminded of them. The students should be able to see the rules regardless of their location in the classroom, which will eliminate some misbehavior if the students are able to see and think about the rules before braking one of them. The placement of the classroom rules is another means of effective discipline because the chance of student misbehavior can be lessened. Procedures and Routines: 1. Material Distribution: Assignments will be distributed on each students desk before the class begins, so it is ready for them to begin working on their assignments when they sit down. Positive and appropriate behavior will be recognized by the teacher to particular students by asking them to help pass out other materials during the classroom period. 2. Completed Work: Each day student work will be turned in to a tray labeled completed. Assignments that is not finished must be turned in to another tray labeled in progress any assignments in this particular tray will be available for students to work on if there is any available free time during the classroom period. 3. Recognition: Starting the first day of the school year, the teacher will place nametags on each students desk before class starts. This allows the teacher to see each students name clearly. This is a helpful tool for the teacher to get to know who each student is. 4. Signaling: The teacher will use signals to get the classrooms attention. The teacher will stand at the front of the room and raise their hand in the air. This means, that it is time to pay attention and please be quiet. With repetition, the students will learn this signal and it means time for class to start with all eyes on the teacher waiting for further instruction. 5. Attendance/Tardiness: The teacher will have a clipboard hanging on the wall next to the door that lists with each students name. As each student walks in for class, they will check off the square beside their name. This method will be used take attendance daily. Once the bell rings, the sheet of listed names will come off the clipboard, therefore, when tardy students come into the classroom, they will be unable to check their name. 6. Utensils: The pencil sharpener is available at the beginning and end of each classroom period. If a new pencil is needed during the middle of the lesson, there will be freshly sharpened pencils available at the front of the classroom where they may retrieve one quietly and return to their seats. The pencils will be replaced back into the pencil basket at the end of the class period for the next period students to use. Implementation of Classroom Management Practices: Classroom rules/expectations: The first day of school will be an informal one, where the teacher will conduct a classroom meeting. For the classroom meeting, the students and teacher will gather in a circular desk arrangement and all will discuss the classroom rules, procedures, and expectations. This is an open forum for all to discuss or address questions in regards to the rules, procedures, and expectation for the school year. The classroom rules will be achieved through collaboration from the students. Each student writes down five rules that they feel will guide them in their behavior within the classroom during the school year. The teacher will already have two set classroom rules chosen and non-negotiable. All classroom rule suggestions from the students will then be written on the whiteboard, the class will vote, the top five classroom rules chosen by majority vote will be written down with the set two teacher chosen rules, and the rules will be proudly displayed in the classroom where each student can se e them. The following day, a classroom contract will be handed out to each student to sign along with his or her parents to return to the teacher. Within the contract, the rules will be addressed as well as the consequences. Non-Negotiable Teacher Rules: 1. Be respectful a. In words b. In actions and gestures d. Do not threaten anyone 6. Be a good citizen a. Obey rules and laws in and out of the classroom b. Always do your best, the best you can c. Be a leader Curriculum/Instruction: Engaging students in instruction is essential to prevent negative behavior. The teacher will prepare lessons that will encourage questions and discussion and analysis. In doing so, the students curiosity will be piqued and allowing for them to be active in parts of the lesson so they can exert their creative, verbal, social, and sometimes physical energy during the learning process. Conclusion: To develop a preventative, supportive and corrective management style, I will establish rules and consequences with my students collaboratively the first day of school. There will be consistent review of each rule and established consequences. I will establish consequences for both negative and positive behavior. The use of these consequences will help shape students overall classroom behavior. I will be creating lesson plans that involve the whole student body and encourage them to use their mind creatively and analytically. Also, I lessons will encourage communication that will encourage each student to vocalize their thoughts throughout the lesson. I will build positive and caring relationships with each student, which will allow them to trust me to guide them for success. Furthermore, I will share my classroom management plan with the parents and school administration via a formal letter. The letter will be in explicit detail of the classroom rules, procedures, and expectations o f the classroom body as a whole.

Gangs Essay -- essays research papers

Being that the closest that I have ever come to gangs or gangs violence is in television of movies, this topic intrigued me. What makes a person want to become part of something that is so violent and dangerous? Why would someone risk everything to put their lives on the line for people that are not even their blood relatives? As I read the material that I found in the library about gangs, I found out a lot about how this children's' though process works. They believe that the gang members are their family; to them it is not seen as the sinister organization of careless violence as it is to us "normal" Americans. To them the gang is their family. Children are joining gangs at younger ages; our current juvenile justice system is no longer adequate for today's hardened young gang members. According to recent studies in demographics the problem is not going away. This problem if ignored is going to lead to the decay of our society. In many of the articles that I read about gang violence they warned of the impending youth crime crisis. Youth violent crime has been rising dramatically for more than a decade. An upward surge in youthful perpetrators of violence is complemented by an unprecedented growth in youth living with little or no adult supervision. For decades mostly adults drove violent crime, with kids involved mostly in property crime. What has been changing is that juveniles are becoming much more ...

Injuries in hockey Essay

In hockey you need both general fitness and specific fitness. You need good strength, stamina, speed, agility, balance, co-ordination, fast reactions and many more. All these can help every individual become better at their sport and have better health. These fitness needs can also prevent many injuries as you are less agile to your sport. Fitness levels can also be affected by many things such as illness, weight, alcohol and drugs, dieting and psychological factors. You should always warm up before physical workout and cool down afterwards. There are many factors that can cause injury but also many ways to prevent them. Injuries are both internally caused and externally caused. Internal injuries are self caused where you over use the muscles and external injuries are caused equipment, environmental conditions or opponents. Injuries can occur due to the weather (environment), being overweight causing heart problems, breathing problems, joint and foot problems etc, physical ability, the wrong equipment and facilities. These can be prevented by setting realistic targets, pre participation screening, carrying out fitness programmes in pre season, using appropriate equipment, do not over train or train while hurt. Enforcing rules helps prevention of dangerous use of sticks and careless play of the ball. Also seek medical attention sooner rather than later and get adequate nutrition. Injured people should not be moved unless they them self say that it is ok. If more attention is paid to extrinsic and intrinsic risk factors, injuries can be a lot less frequent. The same injuries can occur in many different sports in different situations but there can be more common injuries in each individual sport such as legs in football, shoulder or arm in javelin and hands or ankles in netball etc. Environmental injuries are things such as frostbite, hypothermia, exhaustion and heat stroke. Injuries can also occur due to physiological reasons making the person become fatigue, have muscle soreness and depletion of energy reserves. Before carrying out a session in the individual sport, a risk assessment should be preformed as there are others risk factors that should be identified such as slippery surfaces, equipment left out, food or drink that may be tipped in the training area. You can outline whether or not the area is suitable for that sport or the right age group and if not, how the safety issues could be improved. You also have to take into consideration the age of the sportsperson as already mentioned. In hockey, it is important that the right equipment and footwear is worn to prevent injuries and to have a pre game warm up and stretching. Overall, a hockey team needs to wear gum shields to protect their mouth and teeth from hockey balls and sticks, shin guards to protect their legs from sticks also, body protection such genital protectors, gloves to protect hand and knuckles from sticks, Astroturf trainers to get better grip when running and a goalie needs a goalie kit which includes a hard hat, body protectors like abdominal protectors, knee pads, shoulder and elbow pads, chest pad, throat protector, padded shorts and thigh protectors, kickers etc to protect them from flying balls etc. All this equipment should be regularly checked including hockey sticks to ensure they do not put any other player in danger while they are in use. Most injuries in hockey are mainly down to being struck by a hockey stick or hockey balls. Injuries in hockey can be very serious and as it is played in over 132 countries, injuries are very common. Overuse injuries to the ankles and lower back are very common in hockey and can be treated mainly by rest. The face is normally injured by the stick or ball, the lower limb includes injuries to the ankles, knees and feet, and upper body injuries such as hands and forearms. These injuries are pretty serious and the player may need to be hospitalised. There are eight physiological effects of ageing which obviously decrease your playing capability and metabolic rate etc. There would also a decrease in number and size of fibre muscles, a decline in the person cardiac output and muscles. In general, injuries have said to affect people of different ages, such as young children aged between six and nine should not train at such a high level and it should be more fun and lots of variation. People aged ten to twelve should include a lot more technique and co-ordination exercises as this is the right age to improve mobility technique and reflexes. As each child gets older and closer to puberty, they then should be playing sport to suit their maturity and ability. From the age fifteen onwards is when children could begin anaerobic training and strength training as this is more often or not when the muscles and skeleton allow an increased load. Injuries in hockey can be very serious and as the sport is played in over 132 countries, injuries are also very common. Some common injuries apply to most sports such as shin splints, sprains, fractures, pulls etc. Hockey is known as a hard-hitting, collision sport. Players risk injury from high-impact collisions with each other. The knee is frequently injured, with sprains to the medial collateral and capsular ligaments being fairly common. Cruciate ligament tears are less common in hockey and seen more in turf sports, such as football. This is a hospitalised injury which may need ice and bandage to reduce swelling and rest after operation. The Acromioclavicular, or AC, joint separation (separated shoulder) is a common injury. This could be caused by various things such as a hard fall, swinging of stick or hard knock by opposing team. This is also a hospitalised injury which needs support and rest. This is also a common injury where the stick of another player may hit the hand or if the player is to have an awkward fall etc. All these injuries need support and in many cases bandaged up. Most injuries include fractures and torn tendons. It has been said that as many as one-third of injuries are caused by foul play. Many have observed a need for increased vigilance in this area, mainly in adolescence and high school. The enforcement of effective rules has lead to fewer injuries. Players have been said to demonstrate a high level of body dissatisfaction and an elevated drive for thinness. These have been associated with risk of osteoporosis which have been linked to an increased risk of stress fractures, especially in the lumbar region of the lower back. If injuries are left or ignored after so long, they can only get worse. If you look below, you can see a bone scan showing a low-intensity lesion abutting the expanded area of the posterior cortex. A CT scan shows what appears to be an osteoid osteoma or Brodie’s abscess. This is what started off to be just a twisted ankle and not the right treatment. Injuries to the adductors are muscles that run from the inside thigh. These are active while running, twisting and side stepping activities. An injury can occur at any time during these activities or a fall. Pain may begin and aching on the inner thigh. Bruising that appears may track down to the knee at times. The treatment of RICE is rest, ice, compression and elevation. This treatment should be applied immediately. This is reducing more damage by keeping off the injury, applying ice, to compress injury be using bandages etc to reduce swelling and elevate the injured, in order to get blood flowing away from injury to stop internal bleeding and bruising and to speed up recovery. This will assist the resolution of pain and minimise inflammation. Following the RICE solution, you should walk only when really needed. A calf strain is also well known in sport. The two main muscles make up the back of the lower leg (Calf). One is attached above the knee joint. This is the Gastrocnemius and the other one below called the Soleus. These make one thick Achilles tendon that is attached to the back of the heel. Their main action is to raise the heel from the ground, but also assist to bend the knee. They act during walking, running and jumping. The calf can be injured by running and jumping in hockey or when you overload the muscle. Pain may start in the tendon attachment at the back of calf. The RICE treatment could also be applied to this. Players should allow enough time for adequate rehabilitation of injuries, especially full recovery of ankle function, before returning to pre-injury levels of play. There are lots more common injuries in hockey such as Gilmore’s groin caused by running, coughing, kicking etc, hamstring strains, Osgood-Schlatter’s Disease, shin splints, cartilage injury, runners knee and many more. There are less serious injuries such as rubbing causing blisters, cramp, concussion, stitch, groin strain etc. These are mainly bandaged up and use of plasters helps and basically rest is needed. shin splint Sprain and strain of the joint and surrounded tissue are one of the most common sports related injuries (sprain involves the ligament and strain involves muscle or tendon). The typical inflammatory response may include swelling of the injured area, redness, skin discoloration, and reduced range of motion of the joint. R.I.C.E treatment, many athletes have found acupuncture treatment to be very useful in suppress inflammation and swelling fast. Muscles injuries can be caused by muscle damage by direct trauma or indirect trauma. These injuries can be divided into ruptures and haematomas. Ruptures can be total or partial and subdivided into distraction and compression ruptures. Haematomas- inter and intramuscular . Major differences between the treatment and prognosis of the two types. Distraction ruptures are caused by over stretching or overloading. Compression rupture is direct impact which is the muscle pressed against underlining bone. Another solution which is often used to treat injuries is SALTAPS. This is known as: Stop- stop game Ask- ask injured person what happened Look- Look at injury Touch- Feel for any differences e.g. uninjured knee and injured knee Active movement- see what sort of range of movement they have Passive movement- move injured area with hand Stop and start again- rest and come back to sport when ready. Cold treatment with use of ice, decreases sensitivity of painful areas and relaxes muscle spasms. The cold slows nerve impulses to the muscle and decreases blood circulation which helps reduce inflammation. There is also the heat treatment. This treatment should not be started until at least 48 hours after the injury occurred. Same applies to massage. Heat therapy relaxes muscles, relieves pain and accelerates healing by increasing blood flow to a targeted area. Application of heat has many forms, from simply taking a hot shower to sophisticated methods such as ultrasound. Heat should not be used immediately after injury but after swelling has gone down. The RICE treatment should be applied to soft tissue injuries during the first 24-48 hours. Injury at its acute stage, the blood vessels expand and blood clotting procedure may be disrupted. Ointments, liniments and medicines are also used along with muscle training of isometric and static muscle work. There are many different methods of treatment that help injuries repair a lot quicker with the right amount of care. They are all fairly successful but have slightly different procedures applied and some work better than others depending on the server ness of the injury. SALTAPS is immediate treatment to an injury, where as RICE treatment could last up to a few weeks. In many cases, RICE treatment will continue through a player’s career therefore is a more common source of treatment and more well known. Research indicates that nutritional factors, or the lack thereof, can play a significant role in healing and recovery. Three nutrients vitamin C, bioflavonoid and glucosamine sulphate appear to be particularly important. Vitamin C possesses anti- inflammatory properties and can help control the damage that often accompanies tissue injury. Vitamin C is required for collagen fibre synthesis, a process essential for tissue bone repair. Adequate amounts of vitamin C are therefore critical for the stimulation of that process. Each treatment has a different amount of effectiveness on injuries but one or all can often be used through the period of injury in most common sporting injuries. Further ways to reduce and prevent injuries are to apply certain bandaging before play, apply ointments, and reduce length of pitch for younger children. Hockey injury data at all levels should be collected to compare and improve participation. There should be more research and findings on sporting injuries to ensure less likeliness of injury. Coaches should be taught principles of sport-specific conditioning and fitness as part of their training. Other ways to improve sports and prevent injuries is to ensure the right foot wear is worn, equipment is safe and appropriate and that the rules set are followed.

Caliban quite complex Essay Example

Caliban quite complex Essay Example Caliban quite complex Essay Caliban quite complex Essay He is using his education to be evil and he is no doubt an evil character. he shows the contrast between the civilised and uncivilised man. This makes Caliban a very complex character, it is the battle between nature and nurture. Although he is educated he is superstitious and uses his education to do anything evil with it that is possible.  Although he is very poetic he is also a savage beast which symbolises the contrasts of people in the world. This is also a way of Shakespeare revealing his characters to the audience. In Act 2 Scene 2 Caliban enters the scene carrying a pile of wood. This symbolises the heavy burden of his duties and his situation both mentally and physically ad might provoke a reaction of sympathy from the audience. He hides under a cloth afraid that prospero has sent someone to torture him for being to slow with the wood. He would sound bitter a hateful. Trinculo enters the stage here and is also afraid but of the storm and hides under the same cloth as Caliban. He identifies Caliban as a fish. This makes Caliban quite complex because although he is not attractive to look at he is educated and sometimes more civilised that the two supposed civilised men. This is also how Shakespeare reveals his characters, through their appearance ad also through the way they speak. For example Caliban speaks in verse but Stephano and Trincuo speak in prose. He sees the fish and proclaims he could make some money out of him by letting people pay to see him. This is a rather evil and selfish thing to do. When Stephano enters the scene he is singing and is very drunk. Caliban thinks he is going to be tortured and begs for forgiveness. Do not torment me prithee : Ill bring my  wood home faster  Stephano has the same idea about making money out of Caliban which shows that Trinculo and Stephano are both lowly characters and not very civilised. Stephano gives wine to Caliban and thinks he is a monster with two voices but soon discovers that it is Trinculo. Shakespeare, in this scene, reveals Stephano and Trinculo as lowly characters using language. Both characters speak on prose. The pair celebrate and Caliban thinks they are gods. These be fine things, and if they be not sprites :  thats a brave god, and bears celestial liquor: I will kneel  to him.  Caliban is a very gullible character and this is one of his complexities. He receives a little kindness and makes the giver an instant god.  Hast thou not droppd from heaven?  He is a primitive character and although he can speak in an intelligent way he is still very superstitious and believes in gods of the sky and moon. This is also a way that Shakespeare reveals Calibans character, through his personality. In some sense he is stupid because he makes lowly people into great gods and is prepared to worship Trinculor and Stephano. He misjudges these characters. I will kiss thy foot: I prithee be my god.  Caliban is called a most ridiculous monster  Which of course is true. During his stupidity he doesnt forget his hatred for prosper and devises a plan to make Trinculo and Stephano the rulers of the Islands. he provokes humour but He is being laughed at not joining in with laughter.  He is making the same mistakes again.  Caliban is most likely better educated that Trinculo and Stephano. The two lowly characters are supposed to be civilised people yet they talk in prose compared to Caliban who talks in verse. This shows a contrast between the characters. Caliban is willing to worship people he is probably more civilised then. I agree that Caliban is a complex character. This is shown by the contrast between his vunerabilty and his venomous nature. Shakespeare reveals this through the appearance of Caliban, his language and the way he delivers his speech. He is a complex character as he can be venomous one moment and then talk about his island and be very poetic and delicate.

Adult Development and Collaborative Learning

Adult Development and Collaborative Learning Introduction Theories of collaborative learning have, for a number of years, lend credence on the manner in which learners operate within a group setting. Several empirical studies have been carried out to explore the role of collaborative learning in adult development (Dillenbourg et al., 1996, p. 1). According to Kiely, Sandmann and Truluck (2004), the number of adults enrolled for various degree programs has increase remarkably in the last three decades (p. 17).Advertising We will write a custom assessment sample on Adult Development and Collaborative Learning specifically for you for only $16.05 $11/page Learn More For instance, William Branson (facing compulsory retirement from the FBI) opted to pursue a master’s degree in counselling to help imprisoned adolescents he dealt with previously. Diane Johnson opted to seek certified credentials (after administering home-based schooling to her children) in order to provide elementary education to child ren. William and Diane are among a growing list of adults in pursuit of official degree programmes (Kiely, Sandmann Truluck 2004, p. 17). According to the University Continuing Education Association, the number of individuals aged above 65 years in the US is projected to increase to 90 million in 2030. Many of these individuals have enrolled in adult degree programmes. According to a report by National Center for Education Statistics, 33 percent of the country’s postsecondary institutions introduced distant-learning courses between 1997 and 1998. In addition, Lewis et al. (1999) reports that over 300 certificates and 1,200 degrees are offered by various learning institutions through distance learning. It is important to note that these courses and degree programmes have unique appeal to adult learners because they are time-and place independent. Therefore, this paper aims to explore strategies and theories for adult development and collaborative learning. Adult Learning Theo ry Kiely, Sandmann Truluck (2004) assert that the theory of adult learning is exceptionally diverse and intricate matter (p. 18). In the last two decades, several adult educators have endeavoured to map (theoretically) the margins of adult learning theory in order to assist experts manoeuvre the subject more efficiently. For instance, Mackeracher (1996) analysed adult education via the vibrant and versatile lens of a kaleidoscope. Merriam (1988) portrays adult education as a web and suggests a six-part template to assist adult educators manoeuvre through various relevant areas, such as theories of adult education as well as traits of adult learners.Advertising Looking for assessment on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More In a more current study, Merriam (2001) defines adult education as an â€Å"ever-changing mosaic, where old pieces are rearranged and new pieces added† (p. 1). Furthermore, Merriam (20 01) incorporates conventional theories of adult education that lend credence on traits of individual adult learners as well as learning processes. Merriam and Caffarella (1999) provide the most inclusive theoretical framework for explaining and comprehending the diverse nature of adult learning theory. Their theoretical construct explores three areas: the characteristics of the adult learner, circumstances under which adult individuals learn, and the adult learning procedures. The following sections explore the theory of adult education that elucidates diverse aspects of adult education process. For adult educators who develop and control adult degree programs, the theory of adult learning provides a valuable instrument to manoeuvre the immense sphere of adult education, including hypothetical standpoints and their realistic applications (Kiely, Sandmann Truluck 2004, p. 19). Adult Learning Theory The adult learning theory (also known as Androgogy) was first suggested by Knowles et al. (1998). According to Knowles et al. (1998), the adult learning theory comprises of six doctrines. The first doctrine relates to the learner’s need to know: â€Å"how learning will be conducted, what learning will occur, and why learning is important† (Knowles et al., 1998, p. 133). The second doctrine, known as self-sufficient education, refers to the ability of a learner to control strategies and aims of learning. Third, previous knowledge of the learner influences education by producing prejudices and adults’ self-realization, offering rich resources and generating diversity among adult learners. The fourth doctrine is willingness to learn. Adults are usually willing to study when their life circumstance produce a desire to learn. Usually, adults fancy analytical approach to learning. For instance, adults learn better when learning is embedded in real-life experiences. The fifth doctrine is inspiration to study. The adults’ inspiration to learn is usually high especially if the knowledge acquired can enable them to work out key issues in their lives. Brookfield (1995) investigated four key procedures associated with adult learning. First, self-administered education lends credence on the procedure in which adults learners manage their learning process. First, adults establish their learning objectives, search for suitable resources, make decision regarding their education styles and assess their advancement.Advertising We will write a custom assessment sample on Adult Development and Collaborative Learning specifically for you for only $16.05 $11/page Learn More Second, in-depth reflection refers to the procedure of understanding the manner in which adult learners think critically and contextually. Third, tentative education emphasizes that adult learning should lend credence on the experiences of adults. Lastly, learning to learn is an integral component for adult development (Huang 2002, p. 30). Hu ang (2002) asserts that adult learning is a lifetime process that takes place at individual level. With respect to individual disparities, it is perfectly normal for adult learners to experience anxiety when they are subjected to a new learning environment. In addition, Huang (2002) states that adults must be motivated adequately to undertake learning because they have additional responsibilities (i.e. family and work). Therefore, adult educators must provide constructive environment at the appropriate time and provide relevant materials that are well organized in order to improve the prospects of success (p. 30). Constructivism Some researchers have suggested that adults could learn dynamically and construct novel ideas on the basis of their previous knowledge (Bruner 1996; Huang 2002). Under constructive approach, the role of educator is to facilitate the learning process. Huang (2002) asserts that circumstances symbolize the knowledge of the environment that affects interactions occurring between the learner and his/her settings. Therefore, the learning process is grounded upon active experience. In addition, he suggests that the learner should acclimatize his/her problem-solving skills to other subjects. An adult learner who lacks motivation will not recognize a problem. Therefore, the learning process should incorporate problems that capture interests of the learner. Thus, constructivist approach lends credence on enhancing the capability of a learner to solve his/her real-life problems. Consequently, problem-solving and free discovery are intertwined. This means that knowledge is vibrant and is constructed on the basis of course of discovery. Under constructivism, the educator is deemed as a guide as opposed to an instructor. The rationale for this argument is that learning facilitates interaction between the learner and the educator as opposed to result-based learning (Huang 2002, p. 29).Advertising Looking for assessment on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More The role of social learning is also emphasized by Vygotsky (1978). For instance, Vygotskian theory lends credence on the significance of socio-cultural perspective in which learning occurs and the manner in which it influences the learning process (Vygotsky 1978). Vygotskian theory is also known as social constructivism because it lends credence on the role of interaction between educators and adult learners in cognitive development. A substantial part of the collaborative problem-solving approach is based on the zone of proximal development (ZPD), a concept developed by Vygotsky (Huang 2002, p. 29). Online Technology Huang asserts the crucial role of technology in adult learning. He categorically states that: Principal emphasis in education should be placed upon skills†¦skills in handling, in seeing and imaging, and in symbolic operations, particularly as these are related to the technologies that have made them so powerful in their human expression (Huang 2002, p. 29). Thus, technologies are deemed as cognitive instruments that can assist an adult student to elucidate his/her experiences as well as participate in constructive learning. Various technologies (i.e. World Wide Web, online chat rooms and courseware) are utilized to help adult learners engage in collaborative learning. For instance, the Web offers hypermedia ability to aid the learning process. Web publishing and hypermedia are online tools that usually incorporate information search engines. The search engines are used on regular basis to search and understand a variety of ideas generated by other learners. In addition, the Web offers massive information for adult students. For example, the adult learner can use the Web to generate his/her own ideas or search for relevant information to solve problems. Therefore, the Web is an important tool for constructivist education. Furthermore, newsgroups, chat rooms, listservs and Email enable adult learners to interact with their peers and access new knowledge. Synchronous and asynchronous conversations lends emphasis on the advancement of knowledge-creating groups where members share the knowledge created as well as procedures employed to create it (Huang 2002, p. 30). Constructivism in Adult Learning Interactive Learning Vygotsky (1978) asserts that adult students learn effectively when they collaborate with their peers. In other words, interactivity plays an important role in stimulating and motivating adult learners. In addition, online interactivity facilitates knowledge exchange between learners and educators. However, some adult learners do not engage in active interactions with their peers. Therefore, educators must help them to participate actively in group discussion. For example, educators can achieve this goal by developing discussion plans that require all adult students to take part in group conversation through coordinated communication instruments such as multi User Dungeons (MUD), online conferences or online c hat rooms. In addition, educators can request adult students to read and react to course materials via asynchronous communication instruments such as emails, news groups and listservs. Thus, significant feedback and response surface when adult learners appreciate the significance of their learning process. It is important to mention that interactions between adult students, educators and course material are essential elements required in distance learning (Huang 2002, p. 33). Collaborative Learning Social constructivists suggest that adult education should underline interaction between adult learners and their environments in order to augment collaborative learning. Developing a social conciliation environment can promote introspective responses and augment collaborative learning. This is an important aspect that must be emphasized by educators in order to promote critical thinking abilities among adult learners. In addition, novel technologies can augment learners’ interacti ons as well as promote collaborative efforts to amalgamate collective knowledge. In nutshell, constructivist approach emphasizes that instructors must strive to inculcate collaborative learning via social negotiation and reflection (Huang 2002, p. 33). Facilitating Learning A successful instructor must provide an enabling environment that permits adult learners to articulate their experiences in suitable ways. In addition, the environment should allow adult learners to pose questions as well as share their knowledge. In addition, distant learners will be willing to work hard and succeed if the learning environment is secure and motivating. Thus, constructivist approach provides adult learners more autonomy to choose and organize their learning procedures with their peers. Furthermore, under the constructivist approach, the educator facilitates the learning process. The constructivist approach also emphasizes that educators must supervise and certify the quality of collaborative lear ning. In addition, educators must provide adequate support, guidelines and directions for online students (Huang 2002, p. 33). Authentic Learning According to constructivist theory, the learning process ought to be authentic. In addition, the process should capture real-life experiences. According Huang (2002, p. 33), â€Å"constructivists emphasize the design of learning environments rather than instructional sequences†. In other words, adult students must acquire skills associated with their work experiences. This is an important aspect which must be addressed by educators and integrated in the adult learning process. Adult educators must also strive to integrate practical education in adult education. Furthermore, learning should be embedded in real-life issues, incidents or challenges which must be meaningful and interesting to adult students. In addition, educators must evaluate the traits of adult students so as to steer clear of pre-authentication. It is important to m ention that educators should involve adult learners in developing the curriculum. In other words, adult learners should have a say regarding what should be taught, the objectives of the curriculum and the relevant materials required for the course. Consequently, the knowledge of adult students will be authentic and meaningful (Huang 2002, p. 34). Learner-Centred Learning Adult learning theory and constructivist approach emphasize that adult learners should take charge of their learning process. In addition, these theories emphasize that learners should undertake learning via a problem-solving approach. In general, there are several hypotheses associated with adult distance learning. For example, adult distance learners are inspired and individually different, self-oriented, and extremely independent. Consequently, the prospects of Learner Centred Psychological Principles are in harmony with the hypotheses of adult distance learning. This is because the prospects for promoting lifeti me learning lean towards learner-oriented design of instruction which emphasize the active role of adult learners with respect to the development of learning programmes. Furthermore, self-oriented students set their goals, are extremely motivated, search for resources and assess their education process to achieve their objectives (Huang 2002, p. 34). High-Class Learning Constructivist approach lends credence on the learner’s ability to control the learning process. The approach also reduces the gap between the real-life experiences and the learning environment. Compared to conventional learning environment, online instructional media endows unlimited autonomy of control to the learner. In other words, an adult learner can access limitless number of information related to real-life experiences using search engines. As noted earlier, adult students must soak up external inputs and create ingenious ideas from their previous experiences. Huang (2002) asserts that adult learners n eed key thinking abilities to be able to confront and direct their lives. To put another way, adult learners should possess necessary skills to be able to evaluate the authenticity and quality of information available online. Adult students must also learn how to control, evaluate, review and convert information into precious knowledge (Huang 2002, p. 34). Conclusion Statistics show that the number of individuals aged above 65 years in the US is projected to increase to 90 million in 2030. Many of these individuals have enrolled in adult degree programmes. According to a report by National Center for Education Statistics, 33 percent of the country’s postsecondary institutions offer several distant-learning courses. In addition, Lewis et al. (1999) reported that over 300 certificates and 1,200 degrees are offered by various learning institutions through distance learning. It is important to note that these courses and degree programmes have unique appeal to adult learners beca use they are time-and place independent. Several empirical studies have been done to explore the role of collaborative learning in adult development. This paper has discussed several theories and strategies to enhance adult development and collaborative learning. As mentioned earlier, constructivist theories provide various strategies that educators can use to construct learner-oriented and collaborative settings that enhance learning processes and critical reflection. Kiely, Sandmann Truluck (2004) assert that the theory of adult learning is exceptionally diverse and intricate matter (p. 18). In the last two decades, several adult educators have endeavoured to map the margins of adult learning theory in order to assist experts manoeuvre the subject more efficiently. For instance, Mackeracher (1996) analysed adult education via the vibrant and versatile lens of a kaleidoscope. Online discussion groups have a number of characteristics such as collaborative, inquiry-based, project-ba sed, authentic, and discussion-based. In nutshell, educational theories, instructional strategies and other related factors are important for promoting adult development and collaborative learning. References Dillenbourg, P, Backer, M, Blaye, A O’Malley, C 1996, The evolution of research on collaborative learning, Elsevier, Oxford. Bruner, J 1996, The culture of education, Harvard University Press, Cambridge. Huang, H 2002, ‘Toward constructivism for adult learners in online learning environments’, British Journal of Educational Technology, vol. 33 no. 1, pp. 27-37. Kiely, R, Sandmann, L Truluck, J 2004, ‘Adult Learning Theory and the Pursuit of Adult Degree’, New Direction for Adult and Continuing Education, no. 103, pp. 17-30. Knowles, M, Holton F Swanson, R 1998, ‘The adult learner’, Computer and Education, vol. 31, pp. 229-242. Lewis, L, Snow, K, Farris, E Levin, D 1999, Distance Education at Postsecondary Education Institutions, National Center for Educational Statistics, Washington, D.C. Mackeracher, D 1996, Making Sense of Adult Learning, Culture Concepts, Toronto. Merriam, S 2001, Editor’s Notes: The New Update on Adult Learning Theory, Jossey-Bass, San Francisco. Merriam, S 1988, ‘Finding Your Way through the Maze: A Guide to Literature in Adult Learning’, Lifelong Learning: An Omnibus of Practice and Research, vol. 11no. 6, pp. 4–7. Vygotsky, L 1978, Mind in society, Harvard University Press, Cambridge.

Critical Account on Ethical Practice Assignment Example | Topics and Well Written Essays - 500 words

Critical Account on Ethical Practice - Assignment Example Ideas expressed in the light of theory of Consequentialism, which is also known as consequence-based-ethics, declare the point that the rightness or wrongness of any particular action on the basis of ethics depends on the nature of consequence of that particular action (Froehlich 2004). In much simpler words, â€Å"whenever we are faced with a choice, the best and the most just decision is the one that results in the most good or greatest benefit for most people† (Strike 2009, p.8). Darren’s teacher’s choice of not intervening at the time when Darren and Phillip were fighting was correct because as a consequence of her choice Darren and Phillip somehow resolved their matter by themselves and ended up working on their assigned task. If the teacher would have interrupted the possible consequences for this act could have been mostly negative. Likewise, the entire class would have got disturbed, the students might have reacted to Phillip’s and Darren’s actions and as a result the whole classroom would have portrayed the picture of chaos and panic. So comparatively teacher did the right thing, which produced good consequence. In addition, teacher stored any trouble for later because her silence didn’t encourage any of the children to bully other mates but rather taught them the rule of tit for tat. As if one would be disturbing the other by any means he will in turn get the same disturbance sooner or later (Schon 2011; Atherton 2011). In addition, based on deontological view of ethics, obviously Darren’s teacher’s act parallel to what duty-based ethics actually are. As her behavior of staying quite and observing the fight among her students was the most dutiful attitude. She let her students decide what can be done in the situation like this. Also, there are two sorts of knowledge: convergent, and divergent. The gist of these two types of knowledge is that a teacher not just needs to be accurate and perfect guardian all the time but rather he should give opportunities to students to understand the actions of life by themselves. Israel and Hay (2006) are of the view that issues related to issues are highly common and they are surely becoming complex in nature to understand and deal with.  

Hate groups in US Essay Example | Topics and Well Written Essays - 500 words

Hate groups in US - Essay Example Their primary purpose is to spread malice and enmity and create a source of fear within the society. Hate groups are known to be more prevalent in the United States of America (USA) with a constant rise in the numbers and as per the Southern Poverty Law Centre ( SPLC) , 2011 has shown over 1000 active hate groups (Roy, 2002). The Anti-Defamation League (ADL) and the SPLC are the two main organizations in the USA that monitor hate groups and help maintain law and order. (Roy, 2002) Various reasons and explanations have been put forward by researchers as to why such hate groups exist, the main factors being: economical crisis, antipathy towards the immigrating crowd, political turmoil, change of governments and minor groups not been given equal opportunities. Reasons can be plenty but none justify their existence and the fact that the US government is unable to eradicate such groups. SPLC maintains a list of these groups and supports the Federal Bureau of Investigation (FBI) in their f ight against these radical groups. The hate groups demonstrate their views through speeches, meetings, rallies and criminal acts of violence as well to prove their point (Roy, 2002).