Story About DeGeneres Essay Example for Free

Story About DeGeneres Essay In 1958, DeGeneres was born in Metairie, Louisiana. She was born the daughter of an insurance salesmen named Elliot, and a working mother, Betty, who soon divorced when DeGeneres was a teenager (â€Å"Ellen DeGeneres†, U*X*L). After the divorce, Degeneres and her mother moved to Atlanta. There, DeGeneres found her mother getting sadder and sadder. So she turned to comedy in trying to cheer her mother up (â€Å"Ellen DeGeneres†, U*X*L). As DeGeneres grew older, she has waited tables, sold vacuum cleaners, worked as a legal secretary, and even painted houses (â€Å"Ellen DeGeneres†, Newsmakers. ) DeGeneres wanted to be a veterinarian, but she was â€Å"not book smart† (â€Å"Ellen DeGeneres†, U*X*L). In 1982, she took the stage for the first time at the local coffee shop (â€Å"DeGeneres, Ellen† 1958). Later that year, she entered Showtime’s Funniest Person In America contest, and won (â€Å"DeGeneres, Ellen† 1958). That helped start her career, but the real springboard into stardom was when she went on The Tonight Show, and Johnny Carson called her over to his couch. see more:essay about growing up She was the first women in history to be invited to sit on the famed couch on her first visit (â€Å"DeGeneres, Ellen† 1958). In 1994, she was offered her own sitcom by ABC, called These Friends of Mine, but for the second season, was renamed Ellen (â€Å"DeGeneres, Ellen† 1958). DeGeneres came out of the closet through her sitcom, and quickly became a leader and role model in the L.G.B.T community. Since Ellen went off the air, DeGeneres has been in multiple movies, and has even gotten her own syndicated, award winning talk show, The Ellen DeGeneres Show. But her real success is overcoming adversity, and achieving her dreams against all odds. One thing that really influenced DeGeneres’ American Dream is where she grew up, Louisiana. I rode my bike everywhere. All over the campus [of Newcomb College]. All over uptown. You know, people can grow up in New Orleans without realizing how unique a city it is. I remember thinking that it was a really neat place. ( "DeGeneres, Ellen†, UXL Newsmakers). She gives much credit to the fact that her mother raised her and her brother Vance single handedly in the city of New Orleans. Also, one of the first times DeGeneres got into comedy was after her parents divorce. My mother was going through  some really hard times and I could see when she was really getting down, and I would start to make fun of her dancing, DeGeneres remembered. Then shed start to laugh and Id make fun of her laughing. And shed laugh so hard shed start to cry, and then Id make fun of that (â€Å"DeGeneres, Ellen†, UXL Newsmakers). Now that DeGeneres has a â€Å"voice† that people will listen to, she strives to make the world a better place. At the end of every episode of her talk show, she says â€Å"Be kind to one another†. Also, she is an advocate for marriage equality, even though her and her wife, Portia De Rossi, are already married. And if anyone is trying to do anything to better the world we live in, Ellen likes to make them known, and tries to help them any way she can. Towards the end of the second season of the sitcom Ellen, DeGeneres cam out of the closet, both on the show, and in real life. It was widely rumored and talked about, she was the canter of a huge, nasty, media storm. When the episode finally aired, the â€Å"storm† only got bigger. She appeared on talk shows, and finally, on The Oprah Winfrey Show she told her reasoning for everything she had done. After that interview, her fans started to take sides. Some stayed by her side, while others grew adamantly against her and her actions. She was even dubbed â€Å"Ellen The Generate† While she has more fans then ever now, there are still some people who despise her (â€Å"DeGeneres, Ellen†, UXL Newsmakers). Another obstacle that hindered DeGeneres, is the facet that she never went to college. When you ask people what their definition of the American Dream is, a common theme is wanting to go to college. DeGeneres had that same dream at one point, but it never worked out. She had dreams to be a veterinarian, but she is quoted as saying that she is not â€Å"book smart† (â€Å"Ellen DeGeneres. U*X*L). In today’s society, it is the mindset of the people that without a college degree, you will be a nobody, a worthless bum on the streets. And that is what DeGeneres believed, until she entered the Funniest Person in America contest (â€Å"DeGeneres, Ellen 1958). From winning that contest, she got her chance on The Tonight Show. Then suddenly, the various little jobs were no more, and she was launched into stardom. And all of that is just another example of how DeGeneres overcame adversity, social stigmas, and all the odds to achieve her dreams, even if it wasn’t in the w ay she thought. DeGeneres has had her share of hatred thrown her way. But she has managed to endure all of it, and she is in a place to help people everyday, and he  seizes that opportunity. While we still do not have marriage equality in all 50 states, she is still pretty far along in achieving her American Dream. But she is always fighting, because in 1998, Degeneres was awarded the â€Å"Stephen F. Kolzak Award† by the â€Å"Gay and Lesbian Alliance against Defamation (GLAAD)† for being an open celebrity who battles homophobia (Pettigrew, Emily). And even though she never went to college, she is glad to help encourage the young minds of America. When DeGeneres gave the commencement speech at Tulane University, she said this, â€Å"When I was younger I thought Success was something different. I thought, â€Å"When I grow up, I want to be famous. I want to be a star. I want to be in movies. When I grow up I want to see the world, drive nice cars. I want to have groupies†. Bu t my idea of success is different today. For me, the most important thing in your life is to live your life with integrity and not to give into peer pressure, to try to be something that you’re not. To live your life as an honest and compassionate person. To contribute in some way† (Moncur).

Risk Assessment And Decision Making Of Adult Protection

Risk Assessment And Decision Making Of Adult Protection This essay gives an overview of the risk assessment and decision making in adult protection. The main purpose of this essay is to bring a more clear concept of risk; meaning of risk assessment and risk management decision making in adult protection and further it will examine existing based on upon research and evidence finally, it will critically analyse national and local reports which are related to risk assessment. It also contains a section dedicated to the specialized agencies in social assistance and their role in helping vulnerable adults, by creating procedures meant to assure the proper protection and care, offering them security, assistance and guidance to create a normal life. Identify a series of definition of risk and risk management for better understanding the concepts that are aiming to develop. Next, it will connect the existent literature review on this topic to own research. Furthermore, it will present the risks that the adults with disabilities are exposed to, t hat can cause their injury, or even death, as we will understand from a presented case study. Discussing about risk management, risk assessment, it can automatically presume that are referring to a situation in which something might go wrong. According to Hope and Sparks (2000) risk assessment may only able to identify probability of harm or danger, consider the impact of risk on individuals key and pretence intervention strategies which may reduce the risk or minimize the harm. However, assessment does not prevent risk. Risk level (or simply risk) should be seen as a continuous probability statement, rather than a dichotomous variable (risk or no risk) since risk levels are often not stable but fluctuate over time and context, estimates of risk should be in the form of ongoing assessments rather than one-time predictions. The above definition speaks about the fluctuations of risks in time and in different contexts. It recommends that risk should be continuously monitored. Further, in their study, the authors refer to clinical risk assessment, a more related issue to this study. A frequent suggestion for improving the validity of clinical risk assessment is to take into account predictor variables reflecting the environmental or situational context in which violent behaviour is likely to occur, in addition to measuring dispositional, historical, or clinical factors. (Monham and Steadman 1994, p. 8) A more precise definition of the term is offered by Oxford Advanced Learners Dictionary (2010, p.1) the act of identifying possible risks, calculating how likely they are to happen and estimating what effects they might have. Risk is closely linked to dangerousness, resulting in harm which seems to be agreed means harm to self or others and extend of harm which constitutes a risk in various situations especially adult with learning disabilities. Brown (2005) states assessment of risk for adult with learning disabilities which should be evolutionary in nature constantly informed and shaped by changes of circumstances upon service users needs. The practice of risk assessment and management is the process of data collection, recording, interpretation, communication and implementation of risk reduction plan (Brown, 2005). According to Kemshall and Pritchard (2001) every human being becomes vulnerable during their lifetime for many of reasons they all respond differently to events that happen to them because of who they are and the lack of support that they have For the risk of learning disability, clinical model of risk assessment have become the norm. There are two kinds of risk that are relevant to work people with learning disabilities, risk of unnecessary exposure to undesirable events or experience, and risk of negative consequences when possible benefits and desirable experiences are perused (William et al, 2006). Further present a series of acceptance regarding the risk management concept. Risk Management aims to facilitate the exchange of information and expertise across countries and across disciplines. Its purpose is to generate ideas and promote good practice for those involved in the business of managing risk. (Palgrave-journals, 2011, p.1.). In this definition, the risk management is perceived as a discipline, moreover, as a business solution meant to ease the communication flow and to propose a model for the risk management practice across countries and business areas. The concern of this study is not so general. Main focus is upon the risk management in the protection of vulnerable adults. Increasingly responding to the risks of others, preventing risks to vulnerable adults or running risks to themselves is all in days work for the busy practitioners and manager in the field of social care (Brearley, 1982). Adult with learning disabilities are subject to risk all time due to their vulnerability they sometimes abused by those who have control over them or by those who realize that they are vulnerable because of their disabilities they often find it very much more difficult to assess risk the way most of social carer and services do. According to Vaughn Fuchs (2003) adult with learning disabilities they always find this difficult and also fail to recognize any risk at all as they cant explain due to lack of communication. Nevertheless, take risks because they feel vulnerable to a point approaching hopelessness (Fischhoff et al., 2000). In either case, these perceptions can prompt adults to make poor decisions that can put them at risk and leave them vulnerable to physical or psychological harm that may have a negative impact on their long-term health and viability. According to Kemshall and Pritchard (2001) there has been much debate about a welfare model or a criminal justice model should be adopted. Alaszewski (1998) states that, risk is used different ways. It is possible to identify a narrow common sense definition of risk which risk is equated with danger and the negative outcomes of events. Kemshall and Pritchard (2001) indicate that, adults vulnerable protection systems are likely to come under close scrutiny. Protecting Vulnerable Adults, Valuing People (2010, P. 93) states: People with learning disabilities are entitled to at least the same level of support and intervention from abuse and harm as other citizens. This needs to be provided in a way that respects their own choices and decisions. Vaughn Fuchs (2003) state that, the difficulty for a person with learning disabilities is that carers often do feel often they are expected to make these choices for them. The law of negligence often can appear to inhibit decision making personal freedom and choice sit uncomfortably next to the concepts of duty of care and professional liability. Above the study and definition, it needs to identify the risk that a vulnerable adult was exposed to. However, it will not be able to make precise mathematical calculations to exactly identifying the risk factor that the vulnerable adult was submitted to. These studies are mostly concerned with the risk assessment that a mental disordered person can cause to others and to himself/herself. An orientation towards the abuse that other people or the society, through its system, can cause to a disordered person is not clearly presented. The murder of Steven Hoskin has been rendered cold bloodedly by a five peoples in St. Austell, Cornwall on July 6, 2006 (BBC, 2007; Daily Mail, 2007). Hoskin was a 39 years old man with an IQ level equal to a six year old child and living lonely in bedsit when the perpetrators made friendship with him to accomplish their brutal task (Society Guardian, 2007; BBC, 2007). Darren Stewart, the ring leader of the gang, along with his accomplices arrived at his apartment during the night of 5th and 6th July, 2006 (Daily Mail Online, 2007; BBC, 2007). Soon they started torturing and burning his body with cigarettes out of their hate toward his learning disability (Daily Mail Online, 2007). Later on, they coerce him to swallow more than 70 pills of Paracetamol which severely damaged his liver (BBC, 2007). Then they dragged him to the nearby viaduct where he was again stamped on and lashed out by the felons (BBC, 2007; Daily Mail Online, 2007). He was then forced to jump from a 100 feet tall b ridge (Daily Mail Online, 2007). Later on, he was found dead in the river (BBC, 2007). The crooks were later arrested and penalized by the court (BBC, 2007). The question arises here is that why this event occurred in the first place? Why the concerned authorities failed to protect him from the perpetrators even after the fact that some agencies (e.g. adult social care) know about his mental condition (Ahmed, 2007) and let him die helplessly? This is the subject of next discussion. It was found in the investigation report of multiagency that Hoskin has cancelled his contact with the adult social care unit some days before his death (Society Guardian, 2007; BBC, 2007). This unilateral suspension was not taken seriously by the authorities and did not bother to inquire into the matter seriously (Ahmed, 2007). It was also found that he tried to contact many emergency service agencies nonetheless the matter was considered as a routine and over looked by the officials (Ahmed, 2007). Cornwall Adult Protection Committee (2007) report, before his death Steven Hoskin gave up his social care protection. Hoskin was placed in a bed-sit by adult social care in April 2005 and he was allocated two hours of help each week, but he chose to cancel the service in August and by September the council closed his case (Community Care, 2007, p.1). The institutions involved in investigating Hoskins death and the reasons for which the specialized social cares agencies failed to prevent his death, didnt searched on how and why did the man gave up his rights of social care. The multiagency report further indicated that every single agency (i.e. Police, the housing association, emergency ambulance and adult social care etc.) did posses some piece of information regarding the conditions of Hoskin owing to the complaints of his neighbours or of himself (Ahmed, 2007). On the other hand no one of them has the complete information that can be used to see the big picture of the situation at hand (Ahmed, 2007). Each one of them was analysing the matter in an isolated environment (Ahmed, 2007). Perhaps, this can be better understood by following the jigsaw approach (Aronson, 1990). In this approach, every member of the group has some minor but important piece of information, nonetheless to make the whole picture complete, every ones contribution is essential (Aronson, 1990). Likewise, in the case of Hoskin, every agency has some minute but important pieces of information about him that can be used to make out what is actually going on with him and help can be la unched to stop the danger approaching toward him (Aronson, 1990). For example, police knew that Darren Stewart, the main murder of Haskin, has already criminal record nonetheless this information was hidden to the adult social care which has the information that Stewart is now being seen with Hoskin (Ahmed, 2007). If these two pieces of jigsaw put together, it is very easy to conclude that Darren Stewart may be planning to do something wrong to the vulnerable Hoskin. Hence, it is clear that the lack of integration was the first drawback found in the previous setup. Second main problem was that there was no mechanism to assemble discrete complaints from the same address several times at the emergency helpline service (Cornwall Adult Protection Committee, 2007). In the multiagency report, it is found that police and ambulance services visited the resident of Steven several times however, these individual complaints were not considered sufficient to alert an authority (Cornwall Adult Protection Committee, 2007). At the call centre, each time when a person in emergency calls, the phone is picked by some random person and the information remain isolated from the other people. There was no such system in place that can assemble the complaints from a unique address which can be used to raise alert (Cornwall Adult Protection Committee, 2007). Third important problem was the lack of effective communication within an emergency service agency (Ahmed, 2007). For example, Carol Tozel, the director of adult social care, was unaware of the death of Hoskin until June 2007 (Ahmed, 2007). Carol Tozel was taken aback at the extreme lack of intra-communication in her department (Ahmed, 2007). Moreover, she was not provided any risk assessment review regarding the unilateral suspension of adult care services by Hoskin (Ahmed, 2007). This may be due the absence of any alert which her agency failed to raise for Hoskin or the common red-tape problem prevalent in governmental agencies almost all over the world. Another significant issue was the reduction in the budget of social care services agency for disabled and old aged (Forder and Fernà ¡ndez, 2010). The politicians have played a prominent role in the reduction of budget for this purpose (Forder and Fernà ¡ndez, 2010). It is sorrowful to know that there are millions of pounds available for buying bombs to through at Iraq and Afghanistan however there is little money available to spend on the social care services of helpless and disabled persons. Steven Hoskin was a vulnerable man who did not receive the professional help that he ought to. The specialized institutions mistreated the case and because he had no protection, the man was brutally murdered. Only after Stevens murdered his case considered and in addition identified as a vulnerable adult. The agencies responsible for social care did not make the clear connections to determine the man a vulnerable adult while he was still alive. According to the Adult Protection Act.(1989 p.1) R.S., c. 2, s. 1 an adult in need of protection means an adult who, in the premises where he resides, (i) is a victim of physical abuse, sexual abuse, mental cruelty or a combination thereof, is incapable of protecting himself therefore by reason of physical disability or mental infirmity, and refuses, delays or is unable to make provision for his protection therefore, or (ii) is not receiving adequate care and attention, is incapable of caring adequately for himself by reason of physical disability or mental infirmity, and refuses, delays or is unable to make provision for his adequate care and attention. After learning the atrocities that Hoskin was exposed to, there is no doubt about the fact that he was a vulnerable adult, in need of protection. According to a report issued by Devon County Council (2007, p.1) an abuse to a person in need is also when he/she is neglected and specialized authorities failed to act upon his/her problem. Hoskins problems were long time ignored and through the end of his life he did not benefit of the protection guaranteed by his rights as an adult in need, also because of the bureaucracy of the social care system, which at the time implemented a ration of the time and resources. Hence, because the man was not considered a vulnerable adult (his needs criteria were established within low to low moderate), the authorities just pulled him out of their system (An independent management review, cited in Community Care, 2007). From the Community Care website we find out that social care representatives are being investigated for failing to prevent the abuse upon Steven Hoskin. According to the online publication Community Care (2007), the agencies in charge with protecting Hoskin missed more than 40 opportunities to help the man and to prevent him being killed. As keep on investigating this subject, other interesting facts about this case are being revealed. According to Health Service Journal (2008, p.8) the man who took advantage of Hoskins mental state, into living with him, was also a mental disordered person. His own history was chaotic: from being a runaway child, he became a violent and self-harming young man, leading a nomadic existence and making frequent suicidal gestures. He had convictions for arson and assault. Here is another case of authoritys incompetency. Because of the repeated calls to hospital, the ambulance service representatives acknowledged the fact that Steven Hoskin was sharing his accommodation with Darren Stewart, who was no stranger to them. They even called police to join them in several actions, to Stevens apartment, because they knew that Stewart, who shared the bed-sit with Steven, was a very dangerous man (Health Service Journal, 2008). Evan so, because neither the police nor the ambulance service communicated this fact to the social assistance institutions, the case was further neglected. Further discuss about some procedures that the social care institutions need to follow for avoiding cases like Steven Hoskins to happen. Actually, Hoskins case was the base of many new regulations for the social care institutions: No Secret refers to this case. Created in November, 2003 the Adult Protection and Decision Act. Provide a rate of tools to assist adults (19 and older) who have some diminished ability to make their own decisions (Health and Social Services, 2010 p.1). The No Secrets (2000) guidance refers to the adult being any person of 18 and older. According to Health and Social Services (2010), the tools refer to decision making and representation agreements, guardianship appointed by court and adult protection for persons who are unable to look out for them and to search for help when abused or neglected. Hence, the Health and Social Services (2010) definition of a vulnerable adult, the adults who need protection are the ones who are not able to make their own decisions Studying Hoskins case; we learnt that the man cancelled his social care assistance. Knowing these facts, an interesting question arises how was Steven Hoskin allowed to cancel his social care program if he was acknowledged as a vulnerable patient, incapable of taking decisions and to protect himself? Unfortunately there have no evident information to understand the context in which the man gave up his social care rights and what authority and on what grounds approved the mans request, as these issues were not investigated. The single information that have for this issue, was found in the Community Care article (2007), which presented Ray Jones (former social service director Cornwall Council) findings on the case. The Cornwall Council was, at that time, limited to adult care with critical needs. As seen above, Hoskin was considered a low to medium low case, so his was dropped, according to Ray Jones. This is the only statement that we found regarding Hoskins cancellation of his social assistance rights. No Secrets (2000) sates that, guidance defines the term abuse as a violation of an individuals human and civil rights by any other person or persons. (2:9). Cornwall Adult Protection Committee (2007) presents in its serious case review study the measures created in order not to neglect adults with mental disorders and to prevent them of being harmed. A first recommendation would be to identify the disabled adults who live in a certain community (within conferences and meetings between multi-agencies meant to discover the persons who abused the ambulance or police services and that neighbors identified as problem-makers or disordered persons; by enhancing the communication between the social care institutions through trainings and communication conferences; by improving the information sharing across the statutory agencies; by raising community awareness and understanding about the identity and the possible behavior of vulnerable adults). The No Secret (2000), guidance also imposes procedures for the statutory agencies to follow, when dealing with a case of vulnerable adult abuse. It is needed to indentify the responsible and relevant agencies (3:14). This is a very serious concern, because in order to understand how a vulnerable adult should be taken care of, one needs to understand which the institutions are involved in offering protection and support to vulnerable adults. Among the statutory agencies, such as commissioners of health and social care services, providers of sheltered and supported housing, police, regulator services, the guidance also specifies other actors as relevant agencies: voluntary and private sector agencies (3:14). The guidance also suggests creating a multi agency management committee, which should consist of the leaders of the appointed agencies, in charge with identifying objectives and setting priorities, coordinating activities between agencies, creating training programs, monitoring and reviewing the progress of the institutions responsible for the vulnerable adults welfare. (3:15). From studied case, Steven Hoskin was also the victim of the agencies negligence. The specialized institutions who were in charge with the mans health status did not communicate amongst each other the reactions that they observed his behaviour. Other actions established in the No Secrets (2000) guidance frameworks, to identify roles and to appoint authority; to develop procedures that need to be followed by the agencies involved in the social care system. To protect the vulnerable adults confidentiality, as much as possible (the act specifies that a disabled persons identity should only be communicated on need to know basis); to involve the local authority in this matter (for instance, local police should work closely to the directly appointed agencies by communicating their observations) and all the actions that the multi-agency management committee undertake should be submitted to an annual audit in order to establish if its policies and strategies were correctly applied (No Secrets 2000,3 : 15, p 17, 18). The Adult Protection Committee (2007) serious case review, also proposes an induction procedure, as part of the training policy, which is to be undertaken every three years. Within the training plan, as part of the supervision, there is also included a day to day supervision. (Cornwall Adult Protection Committee 2007, p.16). These procedures are followed in Cornwall district but this seems to be an effective model that could be established in the social care system, in general. Following these rules and suggestions, the risk assessment is supposed to decrease. Just by communicating certain observation that an institution makes upon a vulnerable adult, this could bring many changes. Should a care assistant observe certain reactions at a disabled person and he/she doesnt assure that the monitored observations are treated with the proper gravity, the treated vulnerable adult can suffer greatly, because his/her symptoms were not detected on time (Adult Protection Committee, 2007). This is why, all the social care workers should be trained and their tasks and completion of their work to be daily supervised. This requires a more complex system, in which there should be included different levels of co-ordination. Within such a bureaucratic system, another risk factor interferes, the long communication flow which can cause information losses or redundant data (Adult Protection Committee, 2007). This also encounters a beneficial factor the different interpretation forms of certain information. According to Adult Protection Committee (2007), as in the case of a common work of different specialized social care institutions, the agencies can interpret differently a communicated problem related to the vulnerable adults monitored problems. Consequently, inter-communication and the information exchange between multi-agencies are so important. If certain information regarding the disabled adult might seem unimportant for a care institution, one other specialized care agen cy might find it crucial. Like in the case of Hoskin, the police and the ambulance service didnt consider very important the fact the that man made so many phone calls to hospitals and neither the fact that he was living with another disabled man seemed to be reflected as a problem for the police or the ambulance. If these facts would have been further communicated to the social care specialized agencies, the mans live could have been saved. According to Sellars (2002) risks change constantly and people grow, change, and develop. It is important to review risk assessment regularly, and aim always to increase choice and freedom for the people with learning disability. The presented and analyzed case is a serious, sad and unwanted example for understanding that the social care agencies, and other departments involved in the protection of vulnerable adults did not properly did their jobs. After studying the reports and the publications that treated Steven Hoskins case, conclude that the man was the victim of the institutional abuse. His problems were not treated with seriousness, even more; the man was considered a danger to his community because of his lout outburst and violent behaviour. Hoskins case is a clear prove that the institutions didnt take into consideration the mans repeated outburst, obvious factors of risk assessment: his repeated calls to hospitals, requiring ambulance services to his home; the polices visits to his bed-sit (in many occasions required by the ambulance service, aware of the fact that Hoskin was leaving with a dangerous, ex-convicted man, the noisy visits that the neighbours identified with a few months before Steven Hoskins death, coming from his apartment). All these examples were neglected by the agencies responsible for Hoskins case. Actually no institution took into consideration that the man was vulnerable. He was known to have severe learning problems, having the IQ of a six year child. These are serious facts which prove that the man was a vulnerable adult, not able to make decisions for his own welfare and not able to take care of himself. The authorities involved in Hoskins case didnt properly manage the mans life. They didnt ev en properly investigated the mans abuse and the reasons that brought him in the situation that caused his death (what determined him to cancel his social assistance program, or did he really cancelled it, who approved this, how did Hoskin come to share his bed-sit with one of his murderers, months before his death).

United States vs. Japan in Math and Science Essay -- American Education

Over the years, tests have determined that the United States has not improved in math and science compared to Japan. Both countries have a different approach towards school. This might be the reason why American students are doing so poorly in math and science. American education should be compared to Japanese so that both can learn from each other because even though American scores are down they still have great ways to educate students. Differences that they have are ability vs. effect, teaching techniques, and parenting. In Japanese education, prime factors of their success are viewed as effort instead of ability. In his article, â€Å"Strengths, Weaknesses, and Lessons of Japanese Education,† James Fallows says, â€Å"The Japanese school system acts as though intellectual ability does not matter, assuming that just about everyone has enough ability to succeed†(208). In other words, they must give it there all. Japan does not accept 90% because they aim for 100%. If Japanese students receive a grade of 90%, then they’ll study even harder to be ready for the next test. It’s great that these students put so much effort in their school, but with all their studying, they don’t have anytime to have fun. The down fall is that all their childhood memories are going to be devoted to school and not them having fun. In the United States, education is viewed more towards ability rather than effort. Compared to Japan’s education, all students are taught the same subject at the same pace. In America, students are placed in classes by their individual levels where some will continue on as other will have to take the whole year over. Also, parents too believe that ability takes role in the learning in their children’s education. It is like parents... ...re continuing school knowing that its possible for the answer to be no. There’s not much pressure from parents in the United States for children’s education. Ultimately, in Japanese and in America, education has several gaps that can be fixed by looking at each others weaknesses and strengths. The horrific thing about the Japanese education is that they stress school too much that a thought of having fun is out the window. What United States education can learn from Japan is that students need to be pushed for effort in order for them to succeed. Group work should be involved more in American education since Japan is succeeding from it. The last thing that American’s should adapt from Japanese education is parent involvement. With the help of parents, students are more likely to succeed because they’ll have that extra help and push to achieving their school goals. United States vs. Japan in Math and Science Essay -- American Education Over the years, tests have determined that the United States has not improved in math and science compared to Japan. Both countries have a different approach towards school. This might be the reason why American students are doing so poorly in math and science. American education should be compared to Japanese so that both can learn from each other because even though American scores are down they still have great ways to educate students. Differences that they have are ability vs. effect, teaching techniques, and parenting. In Japanese education, prime factors of their success are viewed as effort instead of ability. In his article, â€Å"Strengths, Weaknesses, and Lessons of Japanese Education,† James Fallows says, â€Å"The Japanese school system acts as though intellectual ability does not matter, assuming that just about everyone has enough ability to succeed†(208). In other words, they must give it there all. Japan does not accept 90% because they aim for 100%. If Japanese students receive a grade of 90%, then they’ll study even harder to be ready for the next test. It’s great that these students put so much effort in their school, but with all their studying, they don’t have anytime to have fun. The down fall is that all their childhood memories are going to be devoted to school and not them having fun. In the United States, education is viewed more towards ability rather than effort. Compared to Japan’s education, all students are taught the same subject at the same pace. In America, students are placed in classes by their individual levels where some will continue on as other will have to take the whole year over. Also, parents too believe that ability takes role in the learning in their children’s education. It is like parents... ...re continuing school knowing that its possible for the answer to be no. There’s not much pressure from parents in the United States for children’s education. Ultimately, in Japanese and in America, education has several gaps that can be fixed by looking at each others weaknesses and strengths. The horrific thing about the Japanese education is that they stress school too much that a thought of having fun is out the window. What United States education can learn from Japan is that students need to be pushed for effort in order for them to succeed. Group work should be involved more in American education since Japan is succeeding from it. The last thing that American’s should adapt from Japanese education is parent involvement. With the help of parents, students are more likely to succeed because they’ll have that extra help and push to achieving their school goals.

Ancient Man, Clovis :: essays research papers

Ancient Man and the Disco Ball Essay One)   Ã‚  Ã‚  Ã‚  Ã‚  Thousands of years ago, primitive man walked the earth very similarly to the way he does today. We can discern this from the cultures that remain nearly intact from that time, and by analyzing what remains from those ancient peoples. Technologies change, making life easier for people, and ensuring the survival of the species (things like medicine and modern farming techniques), but the people themselves change very little.   Ã‚  Ã‚  Ã‚  Ã‚  Ethnographically, people like the !Kung bushmen are very specialized. In actuality, any and all of the remaining societies that have survived outside of mainstream culture must be very specialized. There are few places in the world untouched by civilized man (perhaps none at all), and the only places that have managed to elude him thus far are the regions that are generally unwanted. These places, like the Kalahari, Arctic Circle, and South American Jungle, are the only locations containing native people living in their traditional ways. All of the people living in these places have to live in a very specific way, or they simply cannot survive on what the land gives them. Of, course all of the ethnographic records we have show highly specialized people, we killed all the ones that lived where they could be more generalized and still survive.   Ã‚  Ã‚  Ã‚  Ã‚  The archaeological record shows us what the intelligent ethnographers preach; there is more out there than what we see, and we are constantly underestimating the cultures that came before us. The widespread use of tools like harpoons and spears, the spread of pottery and boxes, and the actual contents of ancient stomachs (like the Ice Man's) show us that ancient people were once more variable than they are now. Considering that ancient men spread from Pittsburgh to South America in an incredibly short span of time (though from whence they came is unknown), ancient people must have been very adept at adapting.   Ã‚  Ã‚  Ã‚  Ã‚  Archaeologists are trying very hard to understand the ethnographers. They do this because they want to understand just what it is that they are digging up, and the best way to find out is to ask the people who use them. Of course they are not perfect, and some archaeologists dig competitively (almost like tomb raiders), but overall, we can learn a lot about ancient people from the work of these two groups of scientists working together with the past and the present.

The Role of Educational Institutions in New Business Trends Essay

Jon-Arild Johannessen, a professor of Management and Innovation at Harstad University and Bjà ¸rn Olsen, a professor of Management and Organizational Behaviour at Bodà ¸ Graduate School of Business, Norway (2010) asserted â€Å"with this economic landscape, knowledge itself became a key factor of production—specifically, knowledge related to identifying and exploiting new ways to establish temporary competitive advantage† (p. 502). However, consider today’s company that conducts and performs business in a global level. Under globalization the environment also creates a higher level of competition in business. Therefore, how such a company enable itself to win in at business in the global game. A company needs accurate information for analyzing and evaluating business trends and the competitive environment in such markets for producing the right decision. Meanwhile, such a company needs talents who obtain leadership skills to play the role of decision-making. A s a result, educational institutions may need to prepare graduates to be able to use information effectively relevant to business strategy. Accordingly, these new business trends would affect a company’s strategy in human resources management, especially in the area of staffing. Because the new business strategy requires the use of these elements for achieving results, such as information, knowledge, and competence combined with technology, which focuses on the customer (customer centric) (Johannessen & Olsen, 2010). Meanwhile, the new business strategy would require certain personal talents as a leadership to use those elements to perform corporate tasks. Consider the elements of the new business trends that function as the business process, which identifies talents in using an in... ...alents to be ready for business practices. Works Cited Badke, W. (2009). How we failed the net generation. Online, 33(4), pp. 47-49. Retrieved from EBSCOhost database. doi: 2010356030 Johannessen, J., & Olsen, B. (2010). The future of value creation and innovation: Aspacts of a theory of value creation and innovation in a global knowledge economy. International Journal of Information Management, 30(6), pp. 502-511. Retrieved from Science Direct database. doi: 10.1016/j.ijinfomgt.2010.03.007 Rusell, P. (2009). Why universities need information literacy now more than ever. Feliciter, 55(3), pp. 92-94. Retrieved from EBSCOhost database. doi: 41553415 Turusheva, L. (2009). Students’ information competence and its importance for life-long education. Problem of Education in the 21st Century, 12, pp. 126-132. Retrieved from EBSCOhost database. doi: 42742862

Adults Essay

Childhood is a first moment of experience that people encounters after the birth. I saw many people especially my friends who said they want to go back to their childhood. Childhood can be the best moment of life because you don’t have to worry about many things. However, in my opinion, childhood is not the best moment of a person’s life. First, childhood is not the best moment of a person’s life because it is limited. Since childhood refer that we are still kids, adults prohibit us for many things. For example, in amusement park, I saw a staff restricted some people who are below in age 7 to ride some rides which is kind a unfair to me. Another reason why childhood is not the best moment of the person’s life is because you are physically weaker than adults. It is obvious that children are much weaker than adult’s body because their bodies are not yet developed than adults. We need stronger and developed bodies enable to protect ourselves and do works fast. Lastly, childhood is not the best moment of the person’s life because they are not free. I saw many children appealing to their parents to let them spend one night in their friend’s house. Most of the parents refuse them to go there because they consider their child’s security. However, adults are free to sleep in anywhere. In conclusion, childhood is not the best moment of the person’s life because many children are restricted and not free for many things and their bodies are not fully developed. If people ask me when could be the best moment of my life, I would choose adulthood because you can enjoy youth.

BIOLOGY VOCABULARY AND ASSESSMENT Essay

1. Binomial nomenclature: Linnaeus’s system of naming organisms, giving a scientific two-word name to each species- the first part being the genus, and the second the species 2. Class: taxonomic group that contains one or more related orders 3. Classification: grouping of organisms or objects based on a set of criteria that helps organize, communicate, and retain information 4. Division: taxonomic term used instead of phylum to group related classes of plants and bacteria 5. Domain: taxonomic group of one or more kingdoms 6. Family: taxonomic group of similar, related genera that is smaller than a genus and larger than an order 7. Genus: taxonomic group of closely related species with a common ancestor 8. Kingdom: taxonomic group of closely related phyla or divisions 9. Order: taxonomic group that contains related families 10. Phylum: taxonomic group of related classes 11. Taxon: named group of organisms ex: phylum, species 12. Taxonomy: branch of biology that identifies, names, and classifies species based on their natural relationships. CH 17 SEC 2 13. Character: inherited morphological or biochemical feature that 14. Cladistics: taxonomic method that models evolutionary relationships based on shared derived characters and phylogenetic trees 15. Cladogram: branched diagrams that represents the hypothesized phylogeny or evolution of a species or group; uses bioinformatics, morphological studies, and information from DNA studies 16. Molecular clock: model that uses comparisons of DNA sequences to estimate phylogeny and rate of evolutionary change 17. Phylogney: evolutionary history of a species  CH 17 SEC 3 18. Archaea: the species classified in Domain Archaea 19. Fungus: unicellular or multicellular eukaryote that is stationary, absorbs nutrients from organic materials in the environment, and has cell walls that contain chitin 20. Protist: unicellular, multicellular, or  colonial eukaryote whose cell walls may contain cellulose; can be plant-like, animal-like, or fungus-like 17.1 ASSESSMENT QUESTIONS: 1. It is easier to communicate and retain information about organisms when they are categorized into groups. 2. In the name given to an organism according to binomial nomenclature, the first part is the genus name, and the second part is the specific epithet, or specific name, that identifies the species. 3. In modern classification systems, people could classify organisms not only on morphological and behavioral characteristics, but also included evolutionary relationships. 4. The giant panda is of the Animalia Kingdom, Chordata Phylum, Mammalia Class, Carnivora Order, Ursidae Family, Ailuropoda Genus and Melanoleuca Species. 5. Since the phyla includes multiple classes, there would be more biodiversity in the phylum than in the class. 6. Taxonomy involves classifying species, but systematics involves discovering new species and relationships. They incorporate information from taxonomy in their studies.

Investigation into wires and resistance Essay

The second two were done using two digital Multimeters so presumably the results on the second two tables are more accurate. Test 1 ammeter/voltmeter: Length of constantan (cm) Potential difference (volts) Current (amps) Resistance (ohms) Ammeter/voltmeter repeat: Length of constantan (cm) Potential difference (volts) Current (amps) Resistance (ohms) Multimeter Test1 Length of constantan (cm) Potential difference (volts) Current (amps) Resistance (ohms)Â   Multimeter repeat: Length of constantan (cm) Potential difference (volts) Current (amps). Resistance (ohms) 1Average resistance over all four tests: Length (cm) Potential Difference (volts) Current (amps) Resistance (ohms). Constantan theory resistances: Using the formula R=E(L/A) I have gathered the exact resistance of a length of SWG24 constantan regardless of any connections or battery faults: Length (m) Resistance (ohms) And this table shows the results of the computer simulation (the computer simulation incorporates the resistance of the connecting wires into the resistance): Length of constantan (cm) Potential difference (volts) Current (amps) Resistance (ohms). We measured the resistance at 0 cm to be 0. 35 ohms. However this cannot possibly be true because the average at 10cm was 0. 2015 and the resistance Analysis This is the average power (IV) plotted against the average resistance: This shows that as the length of the constantan increases more power is required to drive the electricity through the wires and at the same time there is also more opportunity for the power to dissipate as heat and light. This possess is used to good effect in electric fire elements where the wire is coiled to add greater length. My average results of our tests: The results from the preliminary computer tests: Conclusion: From my results and the computer graphs, I can see that the ratio between the length of the wire and its resistance is virtually linear and the theoretical resistance is exactly linier. This makes sense because the constantan wire is of uniform thickness. The resistance on my tests isn’t perfect and this is probably because of the heating effect as explained earlier. Two things that we can see from this graph are that neither the voltage nor the current are linear. This is because the capacity of the batteries are finite and therefore, as the resistance increases to infinity; the current and voltage will level to the capacity of the battery, curving the graph. Still, you wouldn’t expect the voltage or to be linier in a circuit like this because of the internal properties of the batteries and the heating effect of the circuit. Another thing we can see is that as the resistance decreases to zero the current and voltage will decrease to zero. However because the circuit will have it’s own fixed internal resistance including: The battery, the meters, the circuit wires, the contacts etc a theoretical zero resistance is not possible in this circuit. Also as the length of wire decreases to zero the results will become less accurate as the external resistances (mentioned above) become more significant and the temperature rises in the wire are more significant. For example if the internal resistance of the circuit we used totaled 3 ohms and we were testing 0. 001 cm of constantan equaling 0.001958 (if R=E*(L/A) is true) then the total resistance is 3. 001958 ohms, which is way off the actual total. And as you make the circuit smaller there is less resistance so the current is higher meaning that more heat is generated. My resistance results on my hand drawn graph are very nearly linear and that supports my prediction that if you increase the length of wire then the resistance increases. As shown, the line of R=E*(L/A) is linear and if you add the internal resistance of the rest of the circuit to that, it is still linear, but appears lower on the graph. If you take a point on the linear theory line and double its values then those values are true, meaning that in the lines formula X is directly proportionate to Y (this is safe to assume as there are no outside interferences i. e. battery, wires etc only the length and diameter of the constantan). The same is almost true (although shouldn’t be) for my total resistance average line. However, you cannot take the values of a point on the computer line, double them and expect them to be true. This shows that for this line X isn’t directly proportionate to Y but is R=E*(L/A)+the internal resistance of the rest of the circuit. Evaluation Comparing my results to the computer generated ones; I’d say that the experiment went quite well. Although some off connections in our circuit were slightly rusty and damaged the results show that it wasn’t too much of a problem. The range of results obtained was sufficient to form good averages which were comparable to the results obtained from the computer and the results generated by R=E*(L/A), and the results supported my prediction. I believe the results to be accurate because they are fairly consistent with each other. For example on the multimeter test at 50cm the resistance was 0. 9375 ohms and on the repeat I got 0. 88 ohms. This means that there was only a 0. 0575 ohm difference between them. However the results obtained from the voltmeter/ammeter tests were less accurate as it is very hard to read off them to more that 2dp. One strange thing with the results I obtained was that the resistance was much lower than I expected. This is shown by the graph. I would have expected the line to be closer to the computer simulation than the R=E*L/A line because R=E*L/A doesn’t account for resistance where as the computer simulation does. My experiment certainly had resistance in the circuit and yet my experiments line falls almost on top of the one that doesn’t. There are a few ways to explain this. The current in the simulation was lower than the current in real life, the internal resistance of the circuit was very low (which I find hard to believe) or the measurements weren’t accurate enough, either way there is no definite answer. Also on my hand drawn graph there are 3 obvious anomalous results, which didn’t fall on the line of best fit. They are likely to have been caused by poorer measurement, kinks in the wire or a bad connection (more sources of error have already been stated in the plan). However, I think that the evidence is still sufficient to support the conclusion. The way we set up and conducted the experiment was the standard however if I was to do repeat he investigation I would use much shorter circuit wires and use better connections to minimise circuit resistance. It might also be a good idea to use a rectifier instead of batteries so that draining power isn’t an issue. You could also extend the investigation by measuring other variables such as temperature and wire diameter. Show preview only The above preview is unformatted text This student written piece of work is one of many that can be found in our GCSE Electricity and Magnetism section.

Quantitative and Qualitative Research Questions and Hypothesis Essay

Jung (2007) found that general education teacher’s attitudes toward the integration of students with disabilities reflect a lack of confidence both in their own instructional skills and in the quality of support personnel currently provides. General and special education teachers are placed in inclusive classroom settings for the betterment of the student; however, planning is not as effective when general education teachers are not properly trained on or comfortable with the technology. Thousand and Villa (2000) in McLaren, Bausch, & Ault (2007), found that providing training for all teachers will result in improved academic and social outcomes for students with disabilities, plus their teachers will become empowered . The problem is the need for more collaborative training for inclusion teachers in an effort to effectively plan curriculum and increase their levels of confidence with the use of AT devices. The specific problem is the need to develop a program to train inclusion teachers on the use of AT devices needed to effectively plan for students with disabilities. This study will use a quantitative method and a Participatory Action Research (PAR) methodology. The PAR will be conducted by dividing the study into two sequence phases. The first phase will include developing the training program, introducing basic AT devices that can be used for all students, and reflection of the first training. Phase two will include training for advanced AT devices that are developed for specific student needs, developing a lesson with the use of one general and one advanced AT device, and the opportunity to teach the lesson. The results should interest school districts that service students with disabilities in an effort to improve effective collaboration for inclusion teachers, thus promoting a sense of teamwork to improve student achievement through the use of technology. Revised Purpose Statement- Quantitative Study The purpose of this quantitative research study is to develop a training program for special and general education inclusion teachers that will focus on strategies for educational development, effective academic structuring, and increased teacher support systems with the use of Assistive Technology. The data collection design will include surveys before, during, and after  each phase, trainings to implement the program, and field opportunities to identify the areas of improvement and to test the validity of the program. The population will be composed of elementary school teachers who are placed in inclusion settings without prior training. The sample and sample set will include three novice and three veteran elementary inclusion teachers selected from grades 3-5 based on survey results. The geographical area will include three local elementary feeder schools that house special education programs in the South Fulton County area of Georgia. Quantitative Research Questions and Hypoth esis RQ: To what degree, if at all, will training in Assistive Technology promote effective academic structuring and teacher collaboration in inclusive classroom settings?  HO: The degree of training in Assistive Technology will not promote effective academic structuring and teacher collaboration in inclusive classroom settings.  HA: The degree of training in Assistive Technology will positively promote effective academic structuring and teacher collaboration in inclusive classroom settings. Revised Problem Statement – Qualitative Study Al-Shammari and Yawkey (2008) believe that special education students require the involvement of parents to be successful for overall development and in their education programs. Parents are encouraged to participate by offering physical and psychological assistance to the special education teachers in an effort to monitor and manage student progress. However, the lack of support, knowledge, time, and resources result in the unwillingness to participate. Bird (2006) found that increasing parental involvement through technology may have a positive effect on the development of special education students and parents. The problem is the need for technological resources that promote parental involvement for improving the educational development of special education students. The specific problem is identifying the technology that most effectively increases parental involvement in special education. This study will use a qualitative method and case study similar to Hartas’ (2008) st udy of the effects of parental  involvement on students with Autism. Parents will participate in semi-structured interviews, questionnaires, and classroom observations to determine what motivates them to be involved. The results should interest special education teachers who require assistance from parents in order for students to attend school daily, participate in instruction, and continue to exhibit progression in all areas of development. Revised Purpose Statement- Qualitative Study The purpose of this qualitative case study is to identify the technological resources that are most effective in encouraging parents of special education students to be involved in the student’s education. The data collection design will include questionnaires, observations, schedule restructuring, community involvement, and semi-structured interviews to identify the areas of improvement. The population will be composed of parents who have elementary-aged special needs children. The sample and sample set will include ten parents; five from two-parent working class homes and five from single-parent working class homes. The geographical area will include two (of the three) selected elementary feeder schools, based on survey results, that service special education students in the South Fulton County area of Georgia who are most in need of an intervention. Qualitative Research Question What are the most effective technological resources that assist in encouraging parents of students with special needs to be involved in their child’s education? References Al-Shammari, Z., & Yawkey, T. (2008). Extent of parental involvement in improving the students’ levels in special education programs in Kuwait. Journal of Instructional Psychology, 35(2), 140-150. Bird, K. (2006). How do you spell parental involvement? S-I-S. The Journal, 33(7), 38. Hartas, D. (2008). Practices of parental participation: A case study. Educational Psychology in Practice, 24(2), 139-153. Jung, W. (2007). Preservice teacher training for successful inclusion. Education, 128(1), 106-113. McLaren, E. M., Bausch, M. E., & Ault, M. (2007). Collaboration strategies reported  by teachers providing assistive technology services. Journal of Special Education Technology, 22(4), 16-29. Week 5 Review Components2 points| Expected elements are included.| Articulation5 points | As noted, there are shortcomings regarding population and sample. * 1 point| Presentation2 points | Writing and formatting are well done.| Total9 points| A good start toward purpose statements aligned with problem.|

Character of Touchstone in Shakespeares As You Like It Shakespeare As You Like It Essays

The Character of   Touchstone in As You Like It    As You Like It features, like so many of Shakespeare's plays, a professional clown, Touchstone, and it's worth paying some attention to his role for what it contributes towards establishing and maintaining the upbeat comic spirit of the play. For the jester is the constant commentator on what is going on. His humour, pointed or otherwise, thus inevitably contributes to the audience's awareness of what is happening, and the way in which other characters treat him is often a key indicator of their sensibilities. Touchstone is one of the gentlest and happiest clowns in all of Shakespeare. He comments on the action, makes jokes at other people's expense, and offers ironic insights about their situation. But throughout As You Like It, such traditional roles of the fool are offered and taken with a generosity of spirit so that his remarks never shake the firm comic energies of the play. When he ridicules Orlando's verses, Rosalind laughs along with him. When he points out to Corin (in 3.2) that the shepherd must be damned for never having lived at court, Corin takes it as good natured jesting (which it is). When Touchstone takes Audrey away from her rural swain, William, there are apparently no hard feelings (although much here depends on the staging). In this play, the professional jester participates in and contributes to a style of social interaction which is unqualified by any more sober and serious reflections. This makes Touchstone very different from the bitter fool of King Le ar or from the most complex fool of all, the sad Feste of Twelfth Night , both of whom offer comments that cast either a shrewd, melancholy, or bitter irony on the proceedings.    Touchstone himself becomes the target of much humour by his immediate attraction to Audrey, the "foul" country lass. There is something richly comic here, seeing the staunch apologist for the sophisticated life of the court fall so quickly to his animal lust. But the satire here is very good humoured. Touchstone himself acknowledges the frailty of his vows and does not attempt to deceive anyone about his intentions.