The Globalization of Containment free essay sample

A look at the how globalization containment impacted the entire world. A description of how the doctrine of containment expanded from a solely European initiative to include the entire world. This paper discusses the Truman Doctrine, Marshall Plan, Korean War and the Chinese civil war. From the paper: In February 1946, a sixteen- page cable, sent from Moscow to Washington by a staff officer in the American embassy, first introduced the idea of containment. George Kennans long telegram and subsequent Mr. X. article in Foreign Affairs in July 1947, concluded that the Soviet Union, left unchecked, would expand into the power vacuum created in Europe after World War II. To prevent all of Europe from coming under the reign of this militaristic dictatorship, Soviet influence needed to be contained within its current boundaries.

Business and deontology

Business and deontology Part 2 - Case StudyEthical problem I have confronted in a business situationDuring my attachment in a prominent auditing firm, I was confronted with a ethical dilemma that challenged my professionalism and business ethics. Our firm was tasked with conducting an audit into the controversial sale of a government owned luxury hotel to private investors. Controversy arose when it was discovered that even though the hotel as a government asset was to be sold through a bidding process to the highest bidder, due process was not followed. Higher bidders were ignored and the sale settled with a private company that had made a lower bid. News surrounding the controversial sale had already spilled to the media. The Ministry of Finance was supposed to handle the hotel transfer, a move aimed at improving performance and generating finances for the government. In spite of the controversy surrounding the sale, the minister for finance insisted that the transfer was transparent and publicly invited auditors to examine all the documents.English: Immanuel Kant Tomb in Koenigsberg Ð  Ã'Æ'Ã' Ã¯ ¿ ½...The matter had generated a lot of debate, both in the public arena and the legislative quarters.Due to the work load of the whole process and the short deadlines that we had been given, I was actively involved in the whole auditing process, even in my capacity as a student in attachment. The information we collected and the background search we did about the concerned company, which had allegedly bought the hotel revealed surprising details. The buyer that existed on the papers was not registered in any country and no tax returns from the said company had ever been filed. Even after contacting the registrar of companies from which the company was allegedly registered, he was not aware of its existence and hence the company was untraceable. On the other hand,

The English Legal System assignment Essay Example | Topics and Well Written Essays - 1750 words

The English Legal System assignment - Essay Example The construction process is, therefore, a cohesive process that begins with the survey of the land and the determination of the effective terrestrial features thus influencing the development of property that sustains the investment for all the parties involved. The land surveyor may face legal responsibility for negligence on their jobs in the survey and design of the house depending on the complaints and conflicts that arise thereafter. Such complaints may arise from either the property owner or the eventual client who either buys or rents the property. The complaints may include any boundary feuds that arise thereafter or the nature of the structure that arises from the design. Surveyors inform the architect on the nature of the land and its ability to support particular designs and populations. A surveyor should determine if a land is swampy and therefore advise the architect on the design of the structure and the possible reclamation methods capable of making the land usable for the purposes of constructing a residential property. Legal cases would arise in case a building sinks later since such portrays evident lack of effective land survey. In a bid to ascertain the security of the citizen, the government of Britain asserts more importance on the practice and, consequently, evaluates every surveyor. The government certifies the survey schools and the courses taught in such facilities. Additionally, it certifies every surveyor thus permitting their practice. This way, it becomes possible to track any fraudulent surveyors who cause the loss of either property or lives. The property owner always contracts a surveyor who may be a real estate agent. The agent then...England, unlike most of the European countries, has a unique constitution; the country’s constitution arises from several acts of parliament, legal documents, and judicial decisions. In determining the negligence as discussed above, the court uses such acts of parliament, torts, and past pr ecedence . The courts employ relative yet effective applications of the statutes. In doing this, the courts must ensure that they protect the interests of all the parties involved by instituting fairness to all. The courts consider precedents as set by the courts in past similar cases. By doing this, the courts avoid instances of unfairness as either party in such cases may compare past cases to their current case and identify inconsistencies. In the case of unique cases, the courts analyse the statutes and state laws thus maintaining fairness in the determination and in the setting precedents for future cases. In retrospect, land surveyors may face negligence cases depending on the manner in which they offer their services to the public. The English legal system provides an elaborate process of falsifying a contractor and determining negligence in their cases. The courts thus use the existing legislations to ensure effective compensation for the losses incurred by the parties conce rned.

Survivor-Like Program Essay Example | Topics and Well Written Essays - 4500 words

Survivor-Like Program - Essay Example The families will have to support their own subsistence during free time. During activities, subsequent rewards and punishments per activity will be programmed. As the game progresses, challenges will be more physically demanding, mentally difficult, and psychologically stressful. This means, the basic necessities they will have to fend for themselves, to get rewards, they will have to strategize with their members, and they will have to harbor strength from the team for the psychological challenges – all as a family. The twist in the program lies farther during the game where families will be eliminated until only three will remain. As these families struggle to compete for the top spot, members will also be eliminated thus weakening the team set-up. Temptations of luxury will be introduced while rewards will be greater and challenges will vary from easy but tricky to hard but fun. The program is classified as suitable for general viewing. It is geared to be entertaining as well as educational. The content will go through major screening and evaluation for values it will instigate and amusement it will provide. The existing trend of television viewers highly rates reality shows as the most entertaining and educational. The various realism provides the public a kind of connection for the different situations that are universal among humans – pain, shame, competition, happiness, etc. Because these are the facets of social beings that appeal greatly towards the general public viewer, my reality show, called Survivor Family, can be quantified to hit big among various audiences and become successful. The Survivor Family series will be hosted by top personalities who have established themselves as a well-balanced persona. By appealing to the audience with the grand and remote setting, it will highly attract their attention as they are interested and almost always on the lookout for what is new, what is strange, what is â€Å"exotic†, what is on the other part of the world, what is left to be explored, etc.

The Business of Pure General Insurance Essay Example | Topics and Well Written Essays - 2000 words

The Business of Pure General Insurance - Essay Example For each item down the left-hand side of the page, certain specific questions are identified that are intended to be asked in order to achieve the interview goals or objectives. These are considered to perform the data reduction techniques as they are developed over long periods of trials and errors (O’Connor, Bronner, & Delaney, 2007). The data reduction method by using â€Å"large sheet of paper† techniques is demonstrated below:    In the interview process, certain questions are asked of the participants relating to the topic of their interests. As the participants’ response with certain answers, those certain answers can be written on cards or on a large sheet of paper. The importance of implementing â€Å"large sheet of paper† method in the interview process is mainly for the purpose of data reduction as well as for the arrangement of the interview process in a proper sequence so that the process is accurately and comprehensively portrayed (Web app, n.d.).    Basically, the economic health of the motor insurance businesses of a particular company affects both in its attractiveness towards the investors and the likelihood of investment in road safety activities. As the case study is mainly concerned with the motor insurance sector, it is advisable that the Pure General Insurance (PGI) should focus upon conducting road shows or seminars among others in order to promote their products to the customers (Thomas, 2002).

REMEDIAL WRITING PROGRAMME FOR ELEMENTARY STUDENTS

REMEDIAL WRITING PROGRAMME FOR ELEMENTARY STUDENTS The purpose of this study programme is to determine if students from the elementary level of Hin Hua High School (Chinese Independent School) improved in their ability to write in English after having studied specifically developed curriculum. The 7-hour remedial programme is to be conducted once the academic department releases the final assessment grades. Fifteen students with the lowest score were selected using the criterion method to undergo the remedial programme. the importance of all six major aspects of writing measured in the English Test which comprises mainly punctuation, grammar and usage, sentence structure, strategy, organization, and style. It is believed by attending the remedial programme selected students would be able to show the ability to make and articulate judgments by taking position on an issue or problem. Besides sustaining a position by focusing on the topic throughout the writing. They are alson expected to develop a position by presenting support or evidence using specific details and make inferences based on support or evidence. Most importantly, they should be able to organize and present ideas in a logical way by logically grouping and sequencing ideas. Hence communicate clearly by using language effectively and by observing the conventions of standard written English INTRODUCTION As a language teacher, I often select writing tasks from language textbooks to help students improve their writing ability. Behaviorists, communicative, cognitive, and discourse theories could influence writing approaches in language textbooks. Each theoretical framework has provided us with a better understanding of the multiple dimensions and purposes of teaching writing. A review of the developments in writing pedagogy leads us to conclude that we could teach writing as a means to improve linguistic, rhetorical and communicative competence or as a discovery and cognitive process. The writing tasks that we select from language textbooks and assign to students could reflect one or some of these pedagogical purposes. As teachers, we need to question and understand the pedagogical assumptions of textbook writing tasks so that we can select tasks that will help our students become confident writers and independent thinkers. Primary students entering the secondary school level (high School) are challenged not only to learn new content in the disciplines but also to communicate this. A significant number of students will not have adequate academic literacy levels to be able to do this successfully (Jones and Bonanno, 1995 (1). Atlhough traditionally students were expected to develop academic literacy skills without any explicit teaching of these skills, schools now recognize the increasingly diverse backgrounds of their student populations and have put in place mechanisms for helping students develop their academic literacy. These have included the establishment of literacy and learning units as well as the requirement for school curricula to address the teaching of writing skills including communication skills. English Learning Centre of Hin Hua High School Klang, like other literacy and learning units, has been involved in a number of collaborative projects with teachers involved in teaching Junior One to integrate the teaching of communication skills into the curriculum (Webb et al, 1995, Taylor and Drury, 1996). These initiatives have resulted in the development of new teaching materials and approaches as well as new practices of assessment and feedback. However, as subject area curricula are being adapted to computer-based forms of learning, it is also necessary to consider how the teaching of communication skills can be integrated into these programs or how the teaching of communication skills can be contextualized within the learning of subject area knowledge. With the current demand for propheciuency in English Language great importance has been given to developing programs to instill good writing modes to the elementary learners which aims to help students become successful editors of their own writing. 1.1 LITERATURE REVIEW Writing skills have been identified as to improve students thinking. Moffett and a few others have developed cognitively sequenced curricula for elementary and secondary writing, college composition, when it is sequenced at all, tends to rely on structural or rhetorical arrangements, which are neither sequential nor cumulative. Progressions from word to sentence to paragraph to theme confuse quantitative with qualitative growth, while rhetorical sequences confront students with cognitive problems of different but equal complexity. In short, from a cognitive perspective, most writing instruction in higher education is consistent with that in secondary education: what Stephen Judy described as Advanced Hodgepodge in high school gives way to Arrogant Hodgepodge in college. A large and growing body of research, however, shows that cognitive development follows a hierarchical sequence of stages and suggests that a curriculum can be sequentially organized to promote cognitive development. Blooms Taxonomy of Educational Objectives provides some essential connections between the cognitive abilities we expect of college students and a curriculum that can stimulate those abilities Blooms Taxonomy is one solution to the cognitive hodgepodge of the writing curriculum. It allows us to sequence instruction and assignments in ways that speak directly to students developmental needs. From least to most complex, For writing instruction the taxonomy provides a flexible model of what happens cognitively in the learning process Bloom described a six stage sequence: Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation. (See Figure 1) Figure 1.0 The flow chart of Blooms Taxonomy At each new level, thought processes build on and encompass previous levels. Implicit in this structure is the assumption of an ascending scale of difficulty and comprehensiveness. Thinking at the comprehension level is more demanding than at the knowledge level; cognitive problems requiring synthesis or evaluation encompass all the preceding levels. A review of Blooms definitions for each taxonomic level suggests what such a cognitively-based writing course might entail. Although the focus of each level is cognitive, rhetorical issues of audience and purpose are equally appropriate and can be specified for any assignment. Most of all, the taxonomy allows us to contemplate the value and feasibility of a cognition-based curriculum in writing. Such a curriculum would reflect the hierarchical relations of the various thought processes and would help to control for cognitive complexity in writing and thinking about distorting natural discourse. In this form, writing or writing-intensive courses would systematically develop students thinking skills rather than leaving them to chance or, worse, blunting the writers still-developing ability to explore and express ideas. In short, a cognition-based curriculum ensures that students participate fully in using writing as a mode of learning. 2.0 INTENDED PURPOSE The remedial programme is targeted for the elementary learners who are in the process of upgrading their writing skills to the pre -intermediate level. A total of 15 students are selected from the age group of 13 years old based on the final semester examination results. The examination basically structured in accordance to the textbook currently used in the school curriculum ,New Opportunities (Pearson Longman-Cambridge). Basically the (Stiggins to highlight achievement differences between and among students to produce a , 1994). School systems might want to classify students in this way so that they can be enhance their competency level even further. The major reason for using a norm-referenced test (NRT) is to classify students. NRTs are designed on dependable rank order of students across a continuum of achievement from high achievers to low achievers be properly placed in remedial or gifted programs. These types of tests are also used to help teachers select students for differe nt ability level reading or mathematics instructional groups. As the selected students fall under the below average group in Paper 1(Writing Assessment) whereby there are two parts that the had to complete here: SECTION A Notes Expansion and SECTION B Continuous Writing (Choose one topic out of five given) From the academic analysis it was found that majority students failed in Section B where it consists of 25% of the total marks of 40% of the Writing paper. Thus they are required to attend a 7 hour remedial programme to improve their writing skills by at least 85%. 3.0 PURPOSE OF REMEDIAL WRITING PROGRAMME The reasons for the remedial program to be initiated is to better the learners in their writing skills and strengthen it so that they have all capabilities to be promoted to the next level but due to certain minute factors they fail to adhere to the standards of the pre-intermediate level. Thus these students are carefully selected using the criterion method to undergo the 7 hour remedial programme. In order to drill and motivate these students in the remedial programme an enriching lesson plan is formulated to create a positive outcome at the end of the the 7 hour remedial programme. The purposes for emphasizing writing skills are to produce who can comprehend teaching and learning in a positive mental attributes. There is a wide body of research suggesting that assessing students written performance is a valuable undertaking. Not only is an instructor able to help a students progress, but also the instructor can facilitate the learning process and the learning outcomes by being aware of student performance throughout the academic session. Figure 2.0: The Purpose for Teaching Writing Undeniably, 3R skills are important and necessary in daily living. They are also needed to support the development of a knowledge-based economy. Recognizing these needs, the school has initiated and implemented programmes to identify students who have not mastered the 3Rs. These programmes are designed to specifically address and overcome the inability of students to master the 3Rs. This is in line with the essentialism which instills students with academic knowledge and character development. Among the programmes that have been implemented in schools are the Early Inter ­vention Reading and Writing Class, Basic Skills for Reading, Writing and Counting Programme and the Literacy and Numeracy Programme at Level One. 3.1 Sub-skills of Writing Besides drilling and enriching the remedial learners with the core writing skills , there are also exposed to the importance of sub-skills in their learning such as: I Manipulating the script of the language: handwriting, spelling and punctuation. II Expressing grammatical [syntactic and morphological] relationships at the sentence level III Expressing information or knowledge in writing: explicitly implicitly IV Enrichment of Vocabulary PART B 4.0 Objectives of the 7-hour remedial programme The main aim in introducing and implementing the remedial programme particularly in the aspect of writing skills is to mainly: to develop competencies in writing skills among learners to move from a teacher-centered didactic model to a student-centered constructivist model to acquire the ability to write in a more clear, concise and acceptable manner 5.0 Instructional Design : Using the ADDIE Model to Build Writing Competency Among Remedial Learners Table 2.0 ADDIEs Model 5.1 Framework The generic term for the five-phase instructional design model consisting of Analysis,Design,Development, Implementation, and Evaluation. Each step has an outcome that feeds into the next step in the sequence. There are probably over 100+ different variations of the generic ADDIE model. Instructional design aim for a learner -centered rather than a traditional teacher-centered approach to instruction, so that effective learning can take place. This means that every component of the instruction is governed by the learning outcomes, which have been determined after a thorough analysis of the learners needs. This phases sometimes overlap and can be interrelated; however they provide a dynamic, flexible guideline for developing effective and efficient instruction. Figure 3.0 Instructional Design: Using the ADDIE Model 5.2 ADDIES Theory The ADDIE instruction model for this desin is outlined by Smith and Ragan(1995) in their book entitiled Instructional design. The focus is n 5 points Analysis, Design, Development, Implementation and Evaluation. From this theory the analysis has proved that there was a need to conduct remedial programme for the elementary low scorers where an opportunty was given to learn and develop basic essay writing skills. 6.0 Remedial Education Programme In Malaysia, the importance of remedial education gained attention in the 1960s. Results of a pilot project in nine schools between 1967 and 1970 showed a need for remedial education, especially for pupils in rural areas. This paved the way for remedial education programmes in primary schools. The pioneers in the field attended a two-year intensive course on remedial education in the United Kingdom. Subsequently, a national series of seminars and workshops on remedial teaching were organized. With the exception of small schools or under-enrolled schools, every school is allocated one remedial education teacher. At the school level, a Remedial Education Committee is formed, comprising the headmaster, remedial education teacher, class teacher, subject teacher, resource centre coordinator, and other teachers as members. The introduction of a new curriculum for primary schools in 1983 implied a return to the basics in education. The ultimate goal was to ensure that no pupil is illiterate by the year 2000. The implementation of the remedial education programme for children in Primary 1-3 is to ensure that they master the 3Rs. Children who have been recommended for remedial education are required to attend remedial classes. As of 1999, 54,000 primary school children have undergone the intervention programme. In addition to improving and enhancing teacher development, the Malaysian government also works towards improving the curriculum at school to meet the changing needs of the economy. During the Fourth Malaysia Plan, the primary school curriculum was revised with the aim of providing and establishing a firm education in reading, writing, and arithmetic. This led to the development of a new curriculum emphasizing the 3Rs. Studies looking at the returns to education in Malaysia have found positive results in those who have had some form of formal education, thereby providing support to the government guidelines on the primary curriculum which emphasizes the acquisition of basic skills.Education in Malaysia , changing very rapidly responding to the emerging focus of lifelong learning; the growing emphasis on learning; as opposed to reaching and the development of the new delivery systems 6.1 The Educational, Philosophical and Psychological foundation Elementary education shall aim to develop the spiritual, moral, mental and physical capabilities of the child, provide him with experiences in the democratic way of life, and inculcate ideas and attitude necessary for enlightened, patriotic, upright and useful citizenship. To achieve these objectives, elementary education curriculum shall provide for the: inculcation of spiritual and civic values and the development of a good citizen based on an abiding faith in God and genuine love of country; training of the young citizen in his rights, duties and responsibilities in a democratic society for active participation, in a progressive and productive home and community life; development of basic understanding about Malaysian culture, the desirable tradition and virtues of our people as essential requisites in attaining national consciousness and solidarity; teaching of basic health knowledge and the formation of desirable health habits and practices; development of functional literacy in English as basic tools for further learning; and acquisition of fundamental knowledge, attitudes, habits, and skills in science, civics, culture, history, geography, mathematics, arts, and home economics and livelihood education and their intelligent application in appropriate life situations. The Elementary Basic Education Curriculum focuses on the tool learning areas for an adequate development of competencies for learning how to learn. The goal of Instructional design is to support the cognitive processes that result in learning (McGriff). The expected outcome of instructional design is to provide knowledge and skills to people. The three major learning theories are Constructivism, Behaviorism, and Cognitive. Instructional Design is based on constructivist principles. Instructional design is associated with instructional systems development (Leshin et al, 1992). An Instructional System is the arrangement of resources and procedures to promote learning (Berger and Kam). 6.2 Programme Design: ADDIE Model ADDIE is a general-purpose model, which can be used to create instructional products and program design. ADDIE is the acronym for Analyze, Design, Develop, Implement and Evaluate and summarizes the five steps in the Instructional Design process. The instructional designer makes decisions critical to ensuring the effectiveness of the educational experience in each phase of the process. In accordance with the process improvement model, the five phases are a loop, with the improvement of learning outcomes as the goal. Dick and Carey and Kemp (Kemp, et .al, 1998) expanded the ADDIE Model into nine elements. The Dick and Carey Model uses a Reductionist approach in breaking instruction down into smaller segments targeting sub skills. The learner is required to master of sub skills, which are aggregated to achieve overall skill mastery and learned behavior. It provides a systematic approach to curriculum and program design. Teaching is essentially a philosophical endeavor and therefore educational activity can be conceived within the context of a philosophy or worldview. The curricukum refelects the art and craft of teaching. Educational technology can provide diversity of thinking regarding curriculum and instruction which would be curriculum theorizing. 6.2.1 Analysis Basically the nature of the students whom the remedial programme to be conducted are students who learn English Language as a second language. They are originally from Chinese speaking families with a minimum exposure to English Language. Due to the expectation of the school and the educational needs in adhering English as one of the core subjects in school these students are required to have in depth knowledge and skill in it. All of them have been educated in the Chinese primary school education system. Based on the final semester examination results 15 students are selected to undergo remedial programme as they fall in the border line cases .The students acquire poor writing skills, while being able to construct sentences fairly well, they seem to have great difficulty in organizing and developing their ideas into the form of an essay that has an introduction, body and conclusion. In order to promote these students to the next level that is the pre-intermediate phase from their origin elementary level the English Language Department found it vital for them to attend a 7-hour remedial programme in order to find solution to this situation. All of them need to further develop their writing skills in term of cohesion and coherence; time and practice. 6.2.2 Design The main design goal for our programme would be on the cognitive strategies of being able to develop an idea for writing since all of them com e from a very similar background and have basic sentence writing skills. Besides the development of language in the mechanics of sentence construction such as syntax, grammar, structure, etc given priority. R.Gagne(1965) divided learning into 5 categories: Verbal or declarative knowledge, intellectual skills, cognitive strategies, attitudes and psychomotor skills. The learning goals are also in connection to these categories to try to put educational value behind our goals. At the same time the goal also reflects competences outlines by Benjamin Bloom (Bloom,1956). These include: Knowledge, Conprehension , Application, Analysis, Synthesis an Evaluation. These give our goals validity whereby competencies are incorporated in bringing about concrete task for learners that we assign in order to achieve their goals. Hence in the evaluation phase, we can use this aspect to find out the validity and the accomplishment of the learners in implementing the programme. Learning Goals and Type of Learning OBJECTIVE STANDARD GAGNES DOMAIN BLOOMS TAXANOMY Learners will identify an essay topic and 3 sub-topics Criteria established by Hin Hua High School, English Language Department Cognitive strategies Synthesis Learners will be able to write a 3 paragraph essay with an introduction, 2 sub topics to include their opinions, ideas and conclusion Criteria established by Hin Hua High School, English Language Department Declaration Knowledge Intellectual Skills Synthesis Evaluation Application Learners will be able to use the library and Handouts to research printed information on their topics Criteria established by Hin Hua High School, English Language Department Procedural knowledge (declaration knowledge) Knowledge Learners will be able to use proper mechanics of grammar syntax Criteria established by Hin Hua High School, English Language Department Intellectual Skills Application Learners will be able to present their topics in class Criteria established by Hin Hua High School, English Language Department Declaration knowledge Comprehension Table 3.0 Learning Goals and Type of Learning 6.2.3 Development In order to establish a approachable remedial programme for the elementary learners , we English teachers have developed a remedial programme which will undertake a 7 hour learning process. The teachers from the same level have brainstormed and come up with a course content for the 7-hour teaching and learning programme. The teachers from the same teaching level are the best person to create the lesson as they deal with the same competency level of students all the time and are considered experts in their area. Besides this, they will be able to make he printed and computer materials and added step of getting the right content for the level. On top of that since they have already been teaching in the same scope so they will be undoubtedly familiar in the process of teaching and guiding the learners in order to make the remedial programme a success. 6.2.3.(1) Procedure The remedial programme would be in the English medium since the main objective is to improve writing skills among elementary learners. The programme consists of 6 regular sessions and followed by a review and a test day. Each hour is scheduled to be conducted for 60 minutes ***Details on the whole programme given on Part D 6.2.4 Implementation Further to the development to the development the teachers would be equipped with intact course content for he programme. The module would be prepared in balance with the time frame allotted for the programme. Any teacher who is selected for this task should be ready to undertake the teaching process based on the scheme that has been prepared. Al l 15 students will be instructed to attend the programme for 7 hours. These are the various aspect of implementation emphasized in the learning process: Table 4.0 Learning Process Implementation 6.2.5 Evaluation The evaluation phase consists of two parts: formative and summative. Formative evaluation is present in each stage of the ADDIE process. Summative evaluation consists of tests designed for domain specific criterion-related referenced items and providing opportunities for feedback from the users. Primarily the evaluation is done in two parts. The first phase will be the evaluation of student work based on the objectives in the Learning goals and type of learning listed above. Students will be rated by their teacher based on the A,B,C,F criteria set by the English Department. An A is excellent work, B is average, and C will mean student needs improvement. An F would mean that student failed the writing assessment with below 60% of mark. Students will be evaluated at each stage of the course. The department will use this evaluation in order to find out how they might need to modify the programme in the future. A summative evaluation will be conducted as outlined by Smith and Ragan(1999,p.352). Those authors explain that in order to evaluate the effectiveness, appeal, and efficiency of instruction, a collection, analysis and summary of data on students ia essential. In our designed programme an exam is built to access students of their mastery on the abilities taught during the programme.Students are to show their capabilities in their understanding and knowledge taught to them by completing the set of homework targeted to them. Students will be graded on from 1 to 5 for their abilities in each of the following sections: Student name Student able to choose a topic n sub-topics Student able to use handouts information Student able to complete the essay Score dated from 1 to 5 1 : poor 2 : Able to understand the writing concept with some guidance 3 : Able to complete the task with help and support 4 : Able to understand the concept and complete the task individually A pre-test and post-test can measure how well learners achieved the learning objectives. However, it usually takes more time and effort to measure things such as whether the learners will use their training. This evaluation phase can extend for months. Upon completion of the programme the students feedback will be collected to further gauge the success of the programme. Questions are also answered on a scale of 1 to 5. 1 is low and 5 is high. The standard questions constructed are as below: Were you satisfied with the content of this course? Were you able to understand the teachers explanation? Were you able to put into practice elements that you learnt? Did you fond the course interesting? On a scale of 1 to 5, what is your general feeling about the course? PART C 7.0 REVIEWERS COMMENTS Below is the summary of the feedback received from two of the Senior Teachers from the English Language Department of Hin Hua High School regarding the 7hour remedial programme on writing skills. Reviewer 1: Mdm Annaletchumy Reviewer 2: Ms Sastina The strengths and weaknesses of the newly developed Remedial Programme for Elementary Students Strengths 1. Learning by actively participating in group discussion 2. Encouraging students to construct their own ideas and knowledge of the topic 3. Student-centered rather than teacher or subject-centered 4. Teaching aid contributed to students visualization on the topic given 5. Suitable to students development level 6. Group work enables students to self express, to be self-confident and self- awareness 7. Encourage teacher to develop students creative thinking abilities 8. Emphasizing the concept of group work and peer evaluation where no student Is left behind 9. Encouraging the co-operation among students and teacher positively 10. Enables student to have a positive mindset in creative writing Weaknesses 1. Unsuitability of activities for crowded room 2. Lack of materials used as aid for pre-writing task 3. Lack of teachers evaluation on the first phase of writing 4. Certain task may take more time than the planned time 5. Peer evaluation on writing inappropriate approach for elementary learners 8.0 Summary of Review Summarized below are some of the accomplishments and challenges I personally went through in construction the remedial programme: 8.1 Strengths 8.1.1 Improved students attitude and motivation Students are mentally prepared to participate in the programme because students agree to a particular pace, workload, and learning environment from the beginning. 8.1.2 Creating Learning Communities: Classes function as teach communities both teacher and their students benefit in both social and academic areas from working with each other over a entire programme. 8.1.3 Eliminating Stigma of Dependency: The concept group work and peer evaluation removed the stigma of being too dependent on the teacher Writing materials. 8.2 Weaknesses 8.2.1 Students participation Some learners will not contribute in due to the lack of interest or proficiency 8.2.2 Stipulated Time The period allotted might not be sufficient for certain task. Thus this will delay or sometimes interrupt the whole programme structure. 8.2.3 Genuinely in peer marking Some learners will not adhere by the rules set in peer marking when it comes to assessment. Favoritisms and self -centered will influence the observation 9.0 Conclusion It is expected that by attending this model of English remedial instruction it will be beneficial to low English achievers. Students will gain substantially in grammar and vocabulary and they will also gradually improve in their overall English competence. Based on the comments from the reviewers it can be concluded that learners will be effectively improve their English writing skills through the prepared course module for the remedial programme. A well-designed course will definitely give them encouragement and support to elevate their English proficiency and be prepared for the next level , pre=intermediate. 10.0 PART D 7 HOUR LESSON PLAN REMEDIAL PROGRAMME ENGLISH LANGUAGE LEVEL: ELEMENTARY LENGTH:420m LESSON TYPE: WRITING SKILLS Aim: by the end of my lesson, students will be able to write a full-length essay on Endangered Species and improve their approach of writing strategies. Subsidiary aim: students will be able to improve their use of linking words in controlled and less controlled writing activities on Endangered Species Evidence: (How will I know I have achieved the aim?) Students will be able to complete gist and short writing strat

Operation Linebacker Essay -- essays research papers

OPERATION LINEBACKER II 1. What do you think of when you drive by that big B-52 at the museum? Being the history buff that I am, I think about Vietnam, where that old â€Å"Buff† was used the most. â€Å"Why should I care about Vietnam?† you ask yourself. Well, last time I checked there’s a history section in the PFE guide, so there might be a test later! The intent of this paper is to inform you about Operation Linebacker II. I’ll explain the events leading up to the operation, discuss the strategy, and finally I’ll sum up the results of a bombing campaign Sir Michael Knight characterized In the book Strategic Offensive Air Operation as â€Å"...may have played a role not unlike two B-29s over Japan 27 years earlier†. (Knight: 77) I’ll start by explaining why President Richard Nixon gave the order to begin this new bombing campaign. 2. The primary goal of Linebacker II was to force North Vietnam to return to the Paris peace talks and sign a treaty agreement. Negotiations stalled in December 1972 after Hanoi’s chief negotiator, Le Duc Tho submitted unreasonable demands concerning the definition of the demilitarized zone and refused to withdraw troops from South Vietnam. Furthermore, he wouldn’t accept the installation of an international peacekeeping force. National Security Advisor, Henry Kissinger, believed these demands were just a smokescreen intended to put off the talks long enough for the new United States Congress to come into session. He and Nixon feared, as written in Earl Tilf... Operation Linebacker Essay -- essays research papers OPERATION LINEBACKER II 1. What do you think of when you drive by that big B-52 at the museum? Being the history buff that I am, I think about Vietnam, where that old â€Å"Buff† was used the most. â€Å"Why should I care about Vietnam?† you ask yourself. Well, last time I checked there’s a history section in the PFE guide, so there might be a test later! The intent of this paper is to inform you about Operation Linebacker II. I’ll explain the events leading up to the operation, discuss the strategy, and finally I’ll sum up the results of a bombing campaign Sir Michael Knight characterized In the book Strategic Offensive Air Operation as â€Å"...may have played a role not unlike two B-29s over Japan 27 years earlier†. (Knight: 77) I’ll start by explaining why President Richard Nixon gave the order to begin this new bombing campaign. 2. The primary goal of Linebacker II was to force North Vietnam to return to the Paris peace talks and sign a treaty agreement. Negotiations stalled in December 1972 after Hanoi’s chief negotiator, Le Duc Tho submitted unreasonable demands concerning the definition of the demilitarized zone and refused to withdraw troops from South Vietnam. Furthermore, he wouldn’t accept the installation of an international peacekeeping force. National Security Advisor, Henry Kissinger, believed these demands were just a smokescreen intended to put off the talks long enough for the new United States Congress to come into session. He and Nixon feared, as written in Earl Tilf...

Beauty and the Beast Analysis Essay

In August of 2009, Jaycee Lee Dugard was found alive after she had been abducted in 1991, and she was still with her original captor. Sources have stated that Dugard had developed a case of Stockholm syndrome with the man who kidnapped her eighteen years ago. A psychiatrist named Keith Ablow stated that â€Å"To maintain one’s desperation and grief and rage for many years, would be too damaging to the human mind – so the human mind tells itself a story about safety and contentment to safeguard itself – that’s the essence of Stockholm Syndrome† (Engel). For decades, Stockholm syndrome has made an appearance in dozens of films; sometimes the entire plot focuses around it, sometimes it’s a vague reference. However, one instance of Stockholm syndrome that is incredibly pronounced, yet never addressed occurs in Walt Disney’s Beauty and the Beast (Trousdale 1991). Based on a French novel, Beauty and the Beast was critically acclaimed as being one of the best love stories ever told, as it taught to love what is within, instead of being consumed by vanity; it was considered so successful that it was even the first animated film to be nominated for an Academy Award for best picture. However, even with its critical and box office success, no one has really addressed what kind of love story Disney is promoting. The film Beauty and the Beast does not show a story of true love and admiration of inner beauty, but instead promotes the idea of Stockholm syndrome and falling in love with your kidnapper. When Belle goes on a quest to save her father, she ends up at a secluded castle, where she finds her father locked inside the dungeon at the top of a tower. The Beast, who rules the castle, offers to let her father go if Belle takes his place as prisoner. His reasoning for making her stay as his prisoner is his hope of making her fall in love with him (and him with her) in order to break the curse upon him, his servants, and his castle. Right there we see that the Beast’s entire character motivation is focused around Stockholm Syndrome, as he is attempting to make his prisoner, who he is holding against her will, fall in love with him. He is not kind at first; he roars and yells, effectively scaring the woman of his desires, and demands she follow his orders, much like any captor would. Belle, on the other hand, is at first adamant about keeping her distance from the Beast, even when his enchanted furniture servants attempt to convince her that he’s really a â€Å"good guy†. Belle begins to have a change of heart after the Beast saves her from being eaten by wolves†¦she was almost eaten because she was attempting to escape. Even though the Beast saves her from the mean and scary wolves by bringing her back to her place of captivity, she’s so grateful for his â€Å"rescue† that she begins to think that he has the potential to be good. A montage of cute interactions between the two characters then takes place, showing how the two are beginning to bond and feel something for one another, with barely a whisper of the fact that Belle is still being held against her will. The Beast lavishes upon her with food, music, and clothing; the gracious captor even deems a huge library in the castle to be hers, and she can access it any time she wants. How kind of him to give her full access to books inside a castle that she has no choice but to spend all of her time in. He later creates a fancy date night for the two of them (still inside the castle) that even contains ballroom dancing. He finds out she is homesick, figures out he is in love with her, and let’s her go free. However, she later returns to the castle of her own free will in order to save his life. She professes her love, he turns into a handsome prince, and they live happily ever after at a castle that he now has permission to leave any time she wants. Perhaps by the end of the film Belle really did love the Beast. Even so, her love was shaped and influenced by her self-created tale of â€Å"safety and contentment† altered opinion of him during her captivity in his castle. Disney’s version of this tale of Stockholm syndrome-based love seems to contain a great moral message for young girls: if you’re held captive by a hideous monster who is vying for your affection, just go ahead and fall in love, because he’ll turn beautiful. Belle’s happy ending meant she never had to sue the beast for kidnapping, luckily for him. It’s a shame real life doesn’t follow Disney cartoons as often as it should. Just ask Jaycee. Her beast is still a beast; there was no prince at the end of her story. She got her freedom, yes, but no prince. That’s probably a good thing. It’s definitely better that beastly captors don’t change into rich and handsome men once their imprisoned object of desire returns their feelings; the justice system would never get anything done.

Progress Essays - Copernican Revolution, Anglican Saints

Progress Essays - Copernican Revolution, Anglican Saints Progress Progress It started with pureness, then became sin. It didnt matter to people, they didnt follow. Ignorance, immorality, we just got worse. Until, one day He made a rainbow. It started all over again. Now people had to care. If they kept up their bad habits, they knew their future. So onward we went, our intelligence grew. Aristotle to Copernicus, I thought we were the center!? Then Kepler wrote Harmony of the Spheres. I didnt read it. Did you? But Newton it was who discovered Keplers three laws. How are things put in orbit? No one really cares. We keep getting smarter but does anyone notice? Its taken for granted, I think Ill live. Einstein arrived with his crazy ideas. I forgot, what are they again? Humans progressed to things they could never imagine. We landed on the moon, but do your remember when? Now were here with electronics and computers. Everything is digital. No one seems to care. Not many appreciate the progress that has led us here. But when will it start all over again? -James Hanson (Please use this poem only as a reference. Thanks.)

The will of the majority is naturally powerful in a democracy essays

The will of the majority is naturally powerful in a democracy essays The will of the majority is naturally powerful in a democracy. Most American constitutions have strengthened this natural power even further by providing that representatives to the legislatures are appointed directly by the people for short terms (such that the legislature is very ready to obey the wishes of the majority), and then by concentrating almost all of the powers of government in the legislatures. The majority derives its moral authority from the notion that: (1) a great number will tend to be more enlightened than a small group of men; and (2) the interest of the greatest number should be preferred to that of the few. Primarily, however, Americans accept the power of the majority because they all hope to profit from it someday. This gives the majority immense power. There is nothing to stop the majority once it has decided on a course of action. Further, once the majority has irrevocably decided a question, it is no longer discussed. This is because the majority is a power that does not respond well to criticism. Those who hold views different than the majority are ostricised. There is little independence of mind or true freedom of discussion in America. The modern American tends to conform to the ideas of the majority rather than rebel against them. The powers granted to the majority in America leave the minority in danger of being subjected to tyranny. There are very few checks in America against this possibility. To minimize the risks of tyranny, the legislature should be chosen by the majority, the executive must have a strength of its own, and the judicial power must be independent of the two others. This is not the situation in most American States. The potential for misuse of the power of the majority is the greatest threat to American political institutions. Misuse of power often leads to a loss of that power through a revolution. Although the American governments are centralized, ...

Annotated bibliography Essay Example | Topics and Well Written Essays - 500 words - 8

Annotated bibliography - Essay Example The data was collected from a group of four students in CHIP and five students from ILAC through written reflections by the students as well as team debriefing, which was then analyzed by the authors using content analysis method. Through this method, initial coding categories were identified, which were then used to generate the main categories of the study: cultural competency, clinical reasoning, and international leadership. The findings were consistent with the hypothesis. It was discovered that the cultural immersion in international settings has significant effect on the main categories of the study, as does the experiential learning done in such settings. This, the study points out, is also consistent with previous studies done on this topic. The article points out the positive effect international programs have in student learning. The study is well documented and researched and goes to prove its hypothesis quite well. The focus group, however, was too small, and limited to two international settings only. This article seeks to document the need for cultural diversity in medical school programs. It also strives to look into what steps are being taken by Canadian universities and educators to cope with the ever changing health needs of the community that is now more diverse due to ever increasing immigration. The study gathered data about cultural diversity education through the websites of 14 English Canadian undergraduate medical schools. The data was gathered through manual and keyword search from these websites. This data was analyzed and reviewed via a set of criteria. An inter-coder reliability technique was used to ensure reliability. A tool was also developed to classify the various approaches used to include matters relating to cultural diversity during undergraduate medical education so that it could be used for future

Factors impacting domestic violence Essay Example | Topics and Well Written Essays - 2000 words

Factors impacting domestic violence - Essay Example The three studies that will be examined in detail in this paper are: Factors influencing identification of and response to intimate partner violence: a survey of physicians and nurses by Iris Gutmanis, et al., Resilience Among Children: Exposed to Domestic Violence: The Role of Risk and Protective Factors by C. Martinez-Torteya, et al., and The impact of exposure to domestic violence on children and young people: A review of the literature by S. Holt, et al. The studies show us that domestic violence is still readily available and rampant in today’s society. The article by Iris Gutmanis, et al. tells how domestic violence between intimate partners, especially against women, is becoming a serious health problem for the health care profession. Healthcare is raising its costs since each year more and more women and children are being hurt due to domestic violence. In the study done by Cecilia Martinez-Torteya, et al. shows us that domestic violence can be linked to various psycho logical problems. Also, it suggests that children exposed to negative situations, exposed to domestic violence, are more likely to develop problems that those not exposed to domestic violence are not likely to develop. In the study done by S. Holt, H. Buckley, and S. ... se studies show different aspects of how domestic violence can affect the familial values by the impacting factors and why some are affected and others are not. Thus, this paper will show what factors are impacting people to commit domestic violence. Methods Each study used different methods to find their results. They show different ways in studying how domestic violence affects children and women. They show what factors impact domestic violence through their various findings and how they affect the familial life. In the Gutmanis, et al. study, they used a mailing list from the College of Family Physicians of Canada to determine their sample size for the study. Their list included general practitioners as well as specialists employed in family practice, emergency medicine, obstetrics and gynecology, and public health. Their sample was weighted by specialty/ primary interest was generated using SPSS. The sample size calculations indicated that 994 respondents would be required assumi ng that the following: a maximum acceptable difference between the population proportion and the sample estimate of 5%; with a 95% confidence interval; two-tailed tests of significance; and a 35% response rate; which is common for surveys of clinicians (Gutmanis, et al. 2007). And they pre-planned 1000 physicians and 100 nurses to participate in the survey. They used a 43 statement questionnaire that the respondents were to answer with two open ended questions at the end When doing the pre-analysis based on the two open ended questions, the two study investigators grouped the 43 items in two possible constructs (IG and CB). After their pre-analysis of the data, they reconstructed the questionnaire to where the score laid on a scale of 1-4. Also, this study included independent variables: