Bob Dylan and the protest movement of the 1960s

Bob Dylan and the protest movement of the 1960s The 1960s were a period of dramatic change from what seemed the simplistic 1950s. You could sense that when John Kennedy, the leader of Camelot and all that it represented, was assassinated in Dallas that an age of innocence in the United States (USA) was ending. However, while the tragic demise of Kennedy and his replacement by Johnson who appeared a throwback to an earlier era seemed to signal changing times, the issues were emerging before this. The first baby boomers were now teenagers and they seemed alienated from the conservative world of their parents. The Civil Rights movement was well underway and the Cold War seemed to be without end. A far away place called Vietnam was starting to impose itself on the consciousness of a nation and a generation. A thread of popular music evolved that was dramatically different from the contemporary music scene of three chord guitar songs centered on the problems of high school life and young love.English: Bob Dylan at Lida Festival in Stoc kholm, ...The new music was concerned with the social issues of the day and played a huge role in the culture of the era by helping to rally support to the emerging protest movements and to help keep up the spirit of the youthful protestors.One of the musicians who played a defining role in the music of the 1960s was Bob Dylan. Dylan was perhaps an unlikely person to assume such a role as he was raised as Robert Allen Zimmerman in the small city of Hibbing in Northern Minnesota.# This city was a mining town and was far removed from the mainstream of American life and American music. After finishing high school in 1959, Dylan left Hibbing for Minneapolis and the University of Minnesota. His time in Minneapolis seemed more focussed on folk music than school and...

A Glossary of College Greek Letters

A Glossary of College Greek Letters Greek-lettered organizations in North America date back to 1776, when students at William and Mary College founded a secret society called Phi Beta Kappa. Since then, dozens of groups have followed suit by drawing their names from the Greek alphabet, sometimes choosing letters that represented their mottoes (also in Greek). The fraternal organizations of the eighteenth century started out as secret literary societies, but today, people most commonly associate Greek-letter groups with the social fraternities and sororities on college campuses. Many collegiate honors societies and educational groups chose Greek letters for their names, as well. The letters below are shown in their capitalized forms and are listed in alphabetical order, according to the modern Greek alphabet. Modern Greek Alphabet Greek Letter Name Alpha Beta Gamma Delta Epsilon Zeta Eta Theta Iota Kappa Lambda Mu Nu Xi Omicron Pi Rho Sigma Tau Upsilon Phi Chi Psi Omega Thinking of joining a fraternity or sorority? Learn how to decide if its right for you.

The Shakespearean Theatre Term Paper Example | Topics and Well Written Essays - 1500 words

The Shakespearean Theatre - Term Paper Example These theatre companies had their own permanent cast of actors. These actors used to perform different plays on in a weekly cycle. Those theatrical companies were dependent on their audiences to gather funds for the continued existence of the theatres and plays. Shakespeare associated himself with the city’s most known theatrical company known as The Lord Chamberlain’s Man in London. He remained associated with the place from 1594 till rest of his life. By 1594, the theater had played six of the most famous plays by him. He was an official playwright and an actor for the theatre. During Shakespeare’s time, there were two monarchs who ruled over the land of England; King Henry (VIII) and Queen Elizabeth (I). Both of the monarchs keenly appreciated the plays produced by Shakespeare. Their personal affiliation with Shakespeare helped him gain new heights of popularity among the masses. During mid-sixteenth century, English theater was faced by grave situation. Those theatres were hardly organized and contributed very little towards the professional growth of an artist. It is unfair to recognize those theaters as artistic institutions. Usually, the artists used to perform in groups anywhere; sometimes in courtyards or sometimes in the grand halls of noble houses. The plays they performed merely had any theme. They were either bawdy interludes, unsophisticated tragedies or sometimes lacked the refined humor (Janette Dillon). However, time changed by the beginning of seventeenth century when theater became the life of London city. Lord Chamberlain’s Men was one the most reputable commercial theatrical company which boasted the career of William Shakespeare not only as an actor but also as a prominent playwright and a shareholder. Shakespeare earned a huge name from the platform of The Chamberlain’s Men which was later changed as the King’s Men in 1603 during the rule of James I. The actors including Shakespeare used to present most of their

College Essay Example | Topics and Well Written Essays - 500 words - 1

College - Essay Example One of the most valuable talents that I believe I can bring to the University of Wisconsin is my baseball game and capabilities. I have researched on the University of Wisconsin’s baseball team and found that the team is a regional champion. I believe I have what it takes to add onto an already stellar team. I first played baseball as a four year old for the neighborhood club. Since then, I have tried to be the best I can in baseball and been selected for the school teams throughout junior high school and, in my senior year at Elkhorn Area High School, I was chosen as team captain of the Varsity team. This was my second year on the Varsity team, and I believe that it is important for me to join a college that will offer me the chance to better my game. The varsity team is trying to qualify for the regional finals for the third year in a row, and this has tested my mettle greatly. However, it has taught me to take each game as a final and I believe this trait can be transmitted to other areas of my life, as well. As a dedicated baseball player, I find that there are times when I am alone, and in the solitude of the team’s afternoon jogs, my thoughts begin to wander to more significant events in my life. Late last year, my father was diagnosed with Stage 4 head and neck cancer and is now in remission. The man who for the longest time was my biggest baseball fan and motivator is living on what is more or less a definite timeline. However, in a quest to extend his life, he has exhibited great strength in the face of challenges that dwarf those I face with the Varsity team. Our goals in confronting our challenges are very different, but I always feel that every baseball win and medal I bring home gives him a sense of victory. Every time I recount how we almost lost a game but won at the death, he smiles proudly as if he was the one on the pitch with me. In a way, I think that my

Time and Chart Essay Example for Free

Time and Chart Essay Note: Thanks to Alan Profitt, a member of MHT, for providing the text for this paper. FSC offers PVT and MFI indicators along with a beautiful chart to help you in MHT. SAY AGAIN? Freestockcharts. com (FSC) by Worden offers, not only a beautiful chart with very good indicators (almost more than you can comprehend), but it really is free. In the Morning Hours Trading (MHT) chat room you will hear many refer to an indicator only on FSC. It is Price Volume Trend (PVT). Money Flow Index (MFI) is a more common indicator available on many other sites. This discussion is to help you set up FSC and become familiar with how to use PVT and MFI. After logging in to Freestockcharts. com, you will see a very nice chart. Something like this. Please note the arrow pointing to â€Å"settings† (#1). By clicking on it, you can change plot styles, color, etc. I have set candlesticks red and green. Many other options are available for whatever your desires. The arrow pointing to â€Å"Price History† (#2) allows you to adjust the price presentation on the chart. Just above the stock symbol and â€Å"Add Indicator† (#3) buttons is a button called â€Å"Draw† (#4). By clicking on it you can add many favorite trader activities such as Fibonacci lines, pivot points etc. to the main chart. You will notice the yellow horizontal line (#5) on the chart which is yesterday’s closing price. Just to the left of â€Å"settings†, on the same line you will see a small down arrow which you can click to change time frame of the chart, i. e. , 1 min 5 min etc. (#6). On the same line again left of the time frame selector is the â€Å"Add Indicator† button (#7). Here is where you add what I feel is the best part of FSC. You will find Price Volume Trend listed alphabetically on the drop down list. Clicking on it adds the new chart as shown below with MFI added. On this chart you will see that it is the yellow line. (To change colors click on the words â€Å"Price Volume Trend† within the chart, â€Å"Edit†, and change the plot color. ) Also, as you see above, you can add the â€Å"Money Flow Index† by again clicking on PVT and instead of editing go to â€Å"Add Indicator†, scroll down to MFI. The purpose of adding the MFI to the PVT chart is to get the top green and bottom red lines. The numbers to the far right don’t mean anything for our purposes here. You can change them to generally go from 0 -100 by repeatedly clicking on the carrot symbol on the bottom outside of the numbers (#9). In the background on this chart, notice faint white lines. These are important because they indicate when the time has come to execute the trade. We are not talking about the brighter white line just above times. The very bottom time line is adjusted by the slider (#10). Most of the time I have seven hours set. The best part of the PVT, MFI chart is, what I feel is the quicker indication than RSI and MA crossing for signals when to buy or sell a stock. You absolutely need to verify with your other favorite indications for picking the time to execute a trade as discussed by Bob’s must read. Many in our chat room only use this though and you will hear a â€Å"PVT setup† referenced. At 2:45 on the above chart, youll see a PVT indication to buy as it touched the bottom faint white line (#11). Folks, that’s it! PVT hits the bottom buy, set your stops, target gain, etc. If you are trending when it hits the top, then sell or go short if you’re not in already. Ive provided a second example below. This is from 11-16-09 at about 12:15. Ive added RSI with a tight setting of 7 and then added a moving average onto the RSI indicator. This creates a moving average of RSI and allows you to see cross over patterns. You can see the crossover pattern that occured with RSI at the same time that PVT touched the bottom white line, giving a confirmation signal. While this is not necessary, it is sometimes good to have several indicators confirming your decision to enter a trade. The next example is of a short trade. In the chart below (also taken from 11-16-09), you can see how PVT hits the top line and, at the same time, RSI makes a quick downward crossover of its moving average. Another great feature of FSC is the Watch lists. While it is a great feature, it is a little difficult to understand the setup. So, here it goes. The #12 indicates where you click to bring up various Watch Lists. You will see â€Å"All, Main, Scan, Component, etc. † Click on Component, and most of us use either S P 500 Component Stocks or Russell 2 or3000 component stocks. THESE ARE THE ONES YOU USE ON YOUR OWN TO PICK GAP UPS OR DOWNS AFTER BOB’S PICKS. Needless to say you will get MANY stocks and to eliminate penny stocks you might want to use a smaller population. Try them all out to find your own grazing area. In order to sort your list, click on â€Å"add column†. Shown here in orange (#13). All you want to use is â€Å"Symbol and Todays %†. You can delete anything else that’s default. Edit the symbol icon by clicking on it and change the column width to 60 if it’s not already there (#14). Todays % shows as â€Å"% Change†. Click on it and change column width to 50 colors your choice and decimal places 2. Once the above is done you have, just to the right of sort, in orange, and % Change, a blue up or down arrow with accompanying green stairs just before â€Å"Asc or Desc†. By clicking on this you change the order of the lists in your Portfolio to see the gap up or down. The right arrow above shows a small grey border which has two small hash marks in the middle. By grabbing the hash marks you can slide your portfolio column vertically (#15). Why is this important? Because this is the place you want to enter Bob’s Gap stocks. Click on â€Å"Create Portfolio† and enter the name you want to call Bob’s list. I have named mine MHT; others call it Bob’s list. (I also have my own individual portfolio. ) Here is where you add Bob’s gap up and down picks he announces at 8:15. You can put both on one list and use the Asc/Desc, or by clicking on the % Change next to â€Å"Symbol†, to get the gap ups or down. Throughout the morning, I constantly review this list for PVT setups, as well as listen for Bob’s picks. The third and bottom section of this left hand column is for current news for the stock you have picked on the main chart. Another great feature so that you don’t have to leave to find out any breaking news on other programs. The height can also be adjusted by using the hash marks in the little grey border, to minimize or expand. The use of PVT is a great addition to anyone’s trading repertory, but it does have two limitations. First, it could lag behind on thinly traded stocks because it gets data from only the BATS Exchange. It does not use all the exchanges. This normally presents little or no problems on stocks with over 500,000 shares traded daily. Secondly, when you change the time frame from 1 min to 5 or 15 min etc, you need to be aware that the time frame goes from hourly to daily or monthly. Great for investors and those wishing to view history, but of limited value to day traders I think. Due to FSC only using the BATTS exchange, if only offers indications during normal trading hours. No pre or post market. Once youve created your portfolio of stocks (your watch list), you can click on the stock and it will populate your chart. You can also press the space bar to access each symbols chart. After youve created your ideal layout, youll want to go the File menu in order to save and name your chart (# 16). You can also learn to create your own scans and set up audible alerts by using the Help menu. This presentation is strictly to demonstrate how to set up Free Stock Charts so that you can trade in Morning Hour Trading and be on the same page as most others. Please read Bob’s other must read sections to become successful in our group. His advice on how and when to make trades is invaluable.

Pfizer Drug Suit :: essays research papers

Pfizer and the Nigerian Trovan Suit   Ã‚  Ã‚  Ã‚  Ã‚  There has been a controversy about the experimental testing of the drug Trovan (trovafloxacin), by Pfizer, a major pharmaceutical company. Pfizer held clinical trials of the drug in Kano, Nigeria, during the 1996 epidemic of bacterial meningitis. The experiments were conducted on 200 children and were said to be successful. Recently, 30 Nigerian families of the children used in the experiments filed a lawsuit against Pfizer claiming they had violated laws by not obtaining permission from the families. (Reliefweb) This lawsuit is unprecedented. I believe Pfizer handled this experiment with good intentions and the press, namely the Washington Post, has unfairly portrayed them.   Ã‚  Ã‚  Ã‚  Ã‚  The Food and Drug Administration (FDA) has recently restricted the use of the antibiotic, Trovan, after it has been proven to cause liver failure and a small number of deaths when prescribed for many types of infections. Doctors were warned to reserve the use of Trovan for use only in the treatment of patients who meet very specific requirements. (Branch Law) Although it is harmful when used for certain ailments, Pfizer reports that Trovan has proven to be effective in treating meningococcal meningitis. This was determined during the experiments in Nigeria which were supervised by both American and Nigerian doctors. (Pfizer)   Ã‚  Ã‚  Ã‚  Ã‚  This experiment took place in Africa because of its recurring meningitis epidemic, which kills thousands of people. Pfizer took the opportunity to compare Trovan with ceftrixone, which was the commonly used drug at the time, to prove its effectiveness. One hundred patients were given Trovan and another 100 ceftrixone. In each group ninety-four percent of patients survived. â€Å"This mortality rate of 6% for both patient groups was lower than that seen in †¦patients with non-epidemic meningitis (range 6-10%), and lower than the overall fatality rate for this particular epidemic (10-30%).†(Pfizer) The incidence of side effects while using Trovan was not any higher than with ceftrixone. Oral Trovan proved to be a very safe, useful and promising treatment for this disease as compared to using other methods, which had to be given intravenously and could spread hepatitis or HIV. Pfizer states that, â€Å"The trial was designed and conducted in accordance with good medical practice and ethical norms.† They also said that both the Nigerian Ministry of Health and a local Nigerian ethics committee approved the experiment and a copy of this was sent to the FDA. â€Å"Prior to treatment, informed consent was obtained.

Curriculum For Excellence Impact On Teacher Professionalism Education Essay

The being of a relationship between course of study policy and instructor professionalism would look to be an established premise. This is apparent in claims that course of study reform is frequently regarded as a menace to teacher professionalism ( Al-Hinei 2003 ; Apple 2009 ; Locke et Al. 2005 ) . Most notably, it is frequently claimed that the degree of prescription in the English National Curriculum, with the associated demand to run into the prescribed results, reflects a decrease of instructor liberty in favor of answerability ( Walsh 2006 ) . It would look, at this degree so, possible to reason that a decrease in cardinal prescription equates to an addition in teacher liberty which in bend equates to an sweetening of instructor professionalism. To an extent this would look to be an purpose of recent course of study reform in Scotland in the signifier of the Curriculum for Excellence ( CfE ) . The first page of the first ‘Building the Curriculum ‘ papers that claims that ‘teachers will hold greater range and infinite for professional determinations about what and how they should learn ‘ ( Scots Executive 2006:1 ) . However, such a straightforward relationship between course of study policy and instructor professionalism would, pulling on Evans ( 2008 ) , be an over-simplification. Evans suggests that professionalism can non be understood entirely, through analyzing instructors ‘ ‘remit and duties ‘ ( p.23 ) , and instead we must see instructors themselves understand their professional duties. To an extent this would look to be recognised in Scotland ‘s course of study reform, in for illustration claims that the reform requires a ‘culture alteration ‘ ( Scots Government 2009a:5 ) and the accent on the demand for professional development ( Scots Executive 2006:2 ) . This suggests acknowledgment that a alteration of instructors ‘ remit and duties entirely will non impact upon professionalism. In visible radiation of the perceived association between CfE and teacher professionalism – both as stand foring being and necessitating a alteration – it becomes pertinent to see the nature of the professional opinions that greater teacher liberty over the content of the course of study entails, and hence the construct of professionalism it would look to connote. This requires a consideration of the peculiar issues that are associated with the choice of course of study content, and an scrutiny of different constructs of instructor professionalism. Course of study First hence, we must see what is meant by â€Å" course of study † . As a term it would look to be notoriously difficult to specify, with a battalion of potentially conflicting definitions ( Dillon 2009 ) . By and large it can be suggested that ‘curriculum ‘ does non mention to a list, or patterned advance, of points to be taught. The course of study addresses non merely what is taught, but why and how instruction and larning takes topographic point. As such, curricula reflect and advance beliefs about the purposes and nature of instruction ( Flinders & A ; Thornton 2009:8 ) . They reflect different epistemic and pedagogical beliefs – beliefs about the nature of cognition and acquisition and learning – in, for illustration, their administration of ‘knowledge ‘ ( Carr 1988 ) , for illustration those that emphasise the separation of cognition into topics and those that favour integrating of capable countries. However it should possibly be no ted that Carr ( 1988 ) argues that the epistemic and pedagogical bases of much course of study policy is non wholly coherent. It should besides be noted that the current treatment is centred around the construct of ‘explicit ‘ course of study ( REF-moore? ) , – course of study as a statement of the planned or expected acquisition within a school context. Other constructs regard course of study to embrace all the experiences which impact upon a scholar ‘s development ( REF-Dillon? ) . However, notwithstanding the scope of attacks to understanding and making course of study, course of study design needfully entails a choice of what is to be taught. Different course of study theoretical accounts may differ in both when and by whom this procedure of choice takes topographic point. In a to a great extent normative, centralised, curriculum much of the choice is being made by policy shapers. At the other extreme, in a strongly child-centred course of study, choice is mostly made by the kid based upon their involvements. ( BACK THIS UP ) . If we consider the CfE itself, it is apparent that it can non be considered to be puting the determination of what to learn entirely in the custodies of instructors. Priestley ( 2010:23 ) suggests that it reflects a tendency in course of study development in general, in which there is an effort to pull on both ‘top-down and bottom-up attacks to curriculum be aftering ‘ . A procedure of choice has already occurred at the nat ional degree in footings of the signifiers of cognition and accomplishments that are to be developed. Even within this ‘clear model of national outlooks ‘ ( Scots Executive 2006:1 ) , instructors do non hold exclusive duty for course of study content choice. In the pledge, ‘all kids and immature people should see personalisation and pick†¦ ‘ ( Scots Government 2008:17 ) , there is an outlook that students will, to a certain extent, besides be doing determinations about course of study content. Further, there is a strong accent upon collegiality, with instructors working together on course of study development ( Scots Government 2009 ) . However it clearly does take to put more duty for pick in the custodies of the instructor, and in making so is potentially impacting the nature of instructor professionalism. Professionalism In order to analyze this claim more closely it is necessary to see the significance of ‘professionalism ‘ itself. As with ‘curriculum ‘ , it would look that ‘professionalism ‘ is a hard term to specify with many different positions as to what it truly means ( Al-Hinei 2003:41 ; Evans 2008 ) . By and large nevertheless, the term ‘profession ‘ may be regarded as bespeaking a distinguishable ‘class or class of business ‘ consisting of occupations such as physician or attorney, and sometimes teacher ( Carr 2000:22 ) , to which a certain position may be attached. This should be regarded as distinct from the mundane usage of ‘professional ‘ as distinguished from ‘amateur ‘ which focuses on whether or non an person is paid ( REF-Carr? ) . The intent of sing some businesss as ‘professions ‘ differs harmonizing to different positions. Some respect it as a socially constructed construct, proposing it is a agency of continuing power and position with a certain group of people ( Locke et al. 2005:558 ) . Carr ( ? ? : ? ? ) suggests it refers to those businesss that are required to keep civil society ( wellness, justness and instruction ) . Others suggest that there are certain specifying features which mark out an business as carry throughing the standard for ‘profession ‘ ( Locke et al 2005:558 ; Christie 2003:845 ) . Whilst this diverseness of positions exists, there does look to be a general sense that those businesss that are classed as professions involve a degree of liberty to do determinations, a distinguishable cognition base or expertness, and some signifier of attention or service to society ( Carr 2000 ; Christie 2003 ; Goodson 2003 ; Locke et Al. 2005 ) . Professionalism itself may be possibly regarded as the manner in which we describe a profession in footings of its features in relation to these constructs ( Goodson 2003:126 ) . In kernel professionalism is concerned with sing the degree of liberty afforded to persons by an business and the nature of the professional cognition or expertness involved. In this manner, the averment referred to earlier, that the English National Curriculum is considered as a procedure of de-professionalisation, may be regarded as a belief that the degree of prescription involved is cut downing teacher liberty and altering the nature of the expertness required to make the occupation. As such, the distinguishable features of learning are more narrowly defined. Carr ( 2000:15 ) refers to such a decreased liberty and cognition base as ‘restricted professionalism ‘ . It is suggested that instruction is alone amongst the professions in footings of its balance between liberty and answerability ( Carr? ? ) . As Locke et Al ( 2005: 564 ) point out, there is a ‘tension ‘ between professional liberty and answerability. This alone answerability is related to the relationship between instruction and society. Education, or instead schooling, is basically concerned with ‘the sort of society we want to be ‘ ( White 2004:2 ) and is frequently related to the economic wellness of a state ( REF†¦ . ) . This is apparent in the claim that the ‘Curriculum for Excellence can play a important function ‘ in accomplishing the Scots Governments purpose ‘to make Scotland smarter, safer and stronger, wealthier and fairer, greener and healthier ‘ ( Scots Government 2008:3 ) . It is from this impression of schooling as helping, and potentially formative, society as a whole that it is suggested that schools and instructors are accountable in ways that other professions are non ( Carr 2000:44 ) . It is further suggested that instructors are besides more accountable to parents and must accept the legitimacy of the positions of ‘non-professionals ‘ in a manner that attorneies or physicians do non ( Carr 2003:64 ) . It may be as a consequence of this answerability to the province and parents that the dominant construct of instructor professionalism, in policy at least, has become that of the ‘competent instructor ‘ with a focal point on meeting prescribed criterions. ( Goodson 2003:127 ; Menter et al 2010:21 ) . Sing teacher professionalism in footings of criterions is argued to potentially take to a state of affairs in which the professional cognition base of instruction is strictly related to practical accomplishments, such as effectual communicating and the ability to pull off behavior ( Goodson 2003:130 ) . It is besides argued that such a position of instructor professionalism can take to ‘unreflective application of regulations ‘ ( Hegarty 2000:456 ) , instead than size uping and oppugning policy and course of study. It would look sensible to tie in a normative course of study with such a construct of instructor professionalism, as so Menter et Al. ( 2010:22 ) do. This would nevertheless, seem an deficient history of instructor professionalism to run into the demands of a course of study which gives teacher greater liberty of what to learn. Therefore, through concentrating on the particular issues which arise in relation to curriculum content choice, attending will be paid to theoretical accounts of professionalism which could possibly be regarded as more appropriate. Two thoughts will be addressed in relation to content choice. The first: the deductions of sing content choice as a pedagogical accomplishment ( REF†¦ ? ? ) with instructors pulling on, for illustration, cognition of kid development. The 2nd considers the deductions of sing course of study as a ‘selection of civilization ‘ ( Giroux 1980:228 ) , indicating to content choice as holding ethical deductions. Curriculum Content Selection Sing content choice as a pedagogical accomplishment would possibly reflect White ‘s ( 2004a:20 ) averment that instructors ‘ ‘expertise ‘ prevarications in ‘deciding what specific purposes and what student experiences best suit the peculiar kids ‘ . In this instance, instructors professional cognition may be regarded as wider than that of practical accomplishments, instead it involves pulling on pedagogical, capable specific cognition and cognition of kid development, to choose and order the content that makes up the course of study ( REF ) . The instructor is using their professional cognition in order to do professional opinions as to the content which will travel an person to the following phase of development. Clearly this points to the demand for some signifier of course of study purposes. As White ( 2004:6 ) points out, we can non sanely make up one's mind what to learn without mention to an purpose, an indicant as to what the following phase of development really is. Using such an apprehension to the CfE, we can see that the overall curricular purposes are set out in footings of the ‘four capacities ‘ – statements as to the type of individual the course of study seeks to develop ( Learning and Teaching Scotland 2010 ) . At a more elaborate degree, the ‘experiences and results†¦ describe the outlooks for larning and patterned advance for each of the eight course of study countries ‘ ( Learning and Teaching Scotland 2010 ) . The instructor, so, would look to hold autonomy in taking what they teach in order to accomplish the expected acquisition. The demand to do professional opinions of this nature would look to indicate to a construct of a more enhanced professionalism than a more normative course of study, and may indicate to such theoretical accounts as the ‘reflective instructor ‘ ( Moore 2004:4 ) . Such a theoretical account of professionalism is regarded as comprehending learning as affecting more than practical accomplishments. Rather the instructor reflects upon their schoolroom pattern, measuring their instruction, possibly pulling on their theoretical apprehension with a position to bettering and developing their instruction ( Moore 2004 ) . It could besides associate to the construct of ‘the asking instructor ‘ ( Menter et al. 2010:23 ) , in which instructors are regarded as research workers, pulling on observations in the schoolroom to inform their professional determinations in their planning. It is suggested that such a construct of the instructor is ‘very apposite in the context o f the Curriculum for Excellence ‘ ( Menter et al. 2010:23 ) , which seeks to give instructors greater liberty in course of study development. These theoretical accounts would surely look to widen the construct of instructor professionalism beyond that of the sensed technicism of the ‘competent ‘ instructor. As such they may supply suited theoretical accounts for instructors who are involved in the choice of course of study content, puting an accent on instructors ‘ pedagogical expertness. However, if we turn to the 2nd construct, an apprehension of course of study content as a ‘selection of civilization ‘ ( Giroux 1980:228 ) , understanding instructor professionalism in footings of pedagogical expertness may get down to look inadequate. Culture, in its broadest sense, may be regarded ‘as a whole manner of life ‘ , embracing all facets of society including the cognition, accomplishments and activities, such as athletics and ‘recreation ‘ , of that society ( Entwistle 1977:111 ) . However, if we regard instruction as being, in some manner, involved with ‘betterment ‘ ( Entwistle 1977:111 ) , schooling can non be concerned with all those things that make up a civilization. Rather, Entwistle ( 1977:111 ) , suggests that in schooling we select those facets of civilization which are regarded to be contributing to the ‘improvement of the person or group ‘ . This once more points to a consideration of the purposes of instruction: it is merely through an consciousness of what is regarded as ‘betterment ‘ , and hence, what we are taking to accomplish through instruction, that choice of content can sanely be carried out ( White 2004:6 ) . Related to this, cultural choice clearly besides implies a procedure of rating, separating between those things which we regard as ‘desirable or unwanted ‘ facets of civilization ( Entwistle 1977:110 ) . Therefore concerns about the choice of civilization which makes up the content of a course of study can possibly be regarded as originating both in relation to the purposes of the course of study and in the ratings of the comparative desirableness, or worth, of different cultural elements. Concerns that rise in relation to the purposes of the course of study are possibly best exemplified by the unfavorable judgments of a course of study whose purpose is, for illustration to increase employability accomplishments. Those who regard cognition acquisition as holding value in its ain right would see an instrumental attack to content choice as an poverty of instruction, restricting entree to many signifiers of civilization which may non hold direct instrumental value ( pulling on Carr et Al. 2006:17 ) . In this manner so, we can see that the choice of content is in some manner impacted upon by our beliefs about the intent of instruction, and as such sing choice of content as proficient accomplishment may be deficient. However, it is possibly in relation to the rating as to the comparative worth of facets of civilization that the most complex issues originate. It is in sing the relationship between cognition and power that cultural choice becomes debatable. This becomes apparent when we draw on Bourdieu ‘s ( 1986:106 ) construct of ‘cultural capital ‘ . Bourdieu ( 1986:106 ) suggests that different signifiers of ‘culture ‘ are invested with value which can be drawn on for pecuniary addition, or an addition in societal position. If we consider this in footings of ‘knowledge ‘ as a signifier of civilization, so acquisition of certain signifiers of cognition by an person can be utilised in bring forthing income and increasing societal position. For illustration, geting specific biological and medical cognition can enable one to derive both the income and position conferred upon a physician. However, it is non merely the acquisition of the cognition per Se. whi ch is valuable, but instead gaining institutional acknowledgment – in the signifier of an academic making – of possessing a peculiar signifier of civilization ( Bourdieu 1986:110 ) . In this sense, certain signifiers of cognition, certain signifiers of civilization, have greater value by virtuousness of being ‘institutionalised ‘ in the signifier of a making ( Bourdieu 1986:109 ) . This would propose hence, that schools are involved in both the transportation of signifiers of civilization which enable an person to derive economic capital or societal position, but besides in some manner specify what signifiers of civilization are of value. Such an averment is supported by Giroux ‘s ( 1980:228 ) statement that the civilization that is selected to organize the course of study becomes ‘legitimised ‘ by the really fact of its inclusion in the course of study. This construct can farther be seen in claims that the ‘traditional ‘ academic course of study is an elitist choice of civilization, giving value to signifiers of cognition associated with the in-between category ( REF! ) . It is the comparative value that become associated with different signifiers of cognition and different accomplishments that signifiers portion of what is termed ‘hidden course of study ‘ ( Ref ) . This is a mention to the values and thoughts that a school may non explicitly plan to learn, but which however are transmitted to students ( REF ) . It is suggested hence that the exclusion of an facet of civilization from the course of study communicates to pupils a belief about the comparative worth of this facet of civilization ( REF..exemplify? ) Moore ( 2004 ) provides an interesting illustration of this claim of elitism in cultural choice. Moore focuses on portraitures in movie of instructors who are regarded as ‘saviours and non-conformists ‘ ( Moore 2004:58 ) , such as ‘Ms Johnson ‘ in the movie Dangerous Minds. He argues that whilst the attack they take to instruction may be extraordinary, the content of that instruction is non. Moore ( 2004 ) contends that the cultural choice made by these instructors, of what he regards to be representative of in-between category values, ‘may be read as lending to and corroborating societal and cultural prejudices ‘ ( p.58 ) It is in this sense that Young ( 2006:734 ) argues that ‘social involvements are ever involved in course of study design ‘ , those with the power to choose what is included in the course of study have, to an extent, the power to legalize certain signifiers of cognition and certain patterns. It is suggested that through this procedure of advancing and legalizing in-between category civilization ( here we have the impression that a society consists of many ‘cultures ‘ ( ref ) ) , schools are implicated in intrenching inequalities of societal category ( REF ) . Such a claim requires closer consideration in order to understand the agencies by which cultural choice may be regarded to be implicated in affairs of societal justness. One manner in which it is suggested that this is the instance is that persons from a in-between category background have greater entree and exposure to the signifiers of cognition that are regarded as valuable by schools ( Reay 2006 ) . In this manner, Reay ( 2006 ) suggests, kids from in-between category backgrounds are at an advantage, able to pull on the cultural capital they already possess in order to execute good at schools, deriving institutionalized acknowledgment through academic makings, and therefore addition position in society. This would look to foreground a tenseness for those involved in choosing the content of a course of study. On the one manus, it is suggested that if schools do non supply the ‘high position cultural capital that academic and economic success requires ‘ so kids from working category backgrounds are potentially deprived of the ability to raise their societal position ( Anyon 2006:44 ) . However in making so, they are possibly complicit in reproducing prejudice as to what is regarded as legitimate and valuable cognition. It should be pointed out that this debatable history of cognition and cultural choice does non propose that ‘knowledge ‘ is incorrect or should non organize the footing of a course of study ( Young 2006 ) . Rather it suggests the demand to see the exact nature of the content we are taking to include, and significantly exclude, from the course of study. It suggests the demand for contemplation on our grounds for content choice, necessitating an consciousness of our ain prejudices we bring to the procedure ( Chan 2009: ? ? ) . From these observations, in which the choice of course of study content is regarded as holding societal deductions and is implicated in the transmittal of values, an apprehension of instructor professionalism which emphasises practical accomplishments or even pedagogical cognition possibly begins to look inadequate. Therefore the balance of this essay will see the impression that instruction is inherently ethical in its nature, and that teacher professionalism should therefore Centre upon the moral features of the profession ( Goodson 2003 ; Campbell 2003 ; Carr 2006 ) Carr ( 2006:172 ) argues that whilst all businesss are in some manner concerned with ethical issues, these by and large play a ‘regulative ‘ function – they indicate criterions for good pattern. However he suggests that this is non the instance with instruction, instead he suggests that ethical considerations are ‘constitutive ‘ of learning. This is possibly more clear in Campbell ‘s ( 2007:604 ) averment that: ‘It is far more ambitious to extricate the moralss of learning from the really procedure, pattern and content of teachingaˆÂ ¦ ‘ ( CHECK CONTEXT ) It would look that what is meant by this is that the determinations and actions taken by a instructor have ‘moral ‘ significance ( pulling on Campbell 2003:1 ) . By its really nature instruction is involved in organizing kids ‘s values and apprehension of the universe and as such is involved in conveying construct as to what is ‘right ‘ and ‘wrong ‘ ( REF ) . Further, as discussed earlier the determinations made potentially impact upon an persons accomplishment in schooling and therefore perchance impact their future chances. Following from this construct that issues of moralss are inbuilt into instruction, Campbell ( 2008:605 ) argues that ‘ethical codifications ‘ are deficient to turn to the issues faced by instructors. Rather she suggests that instructors requires an understanding by instructors of the complex moral issues they must turn to ( Campbell 2008:605 ) . It would look that within the Scots context there is acknowledgment of this. The ‘Standards for Initial Teacher Education ‘ in Scotland, which ‘specify what is required of a pupil instructor ‘ ( Christie 2003:847 ) , includes mention to ‘professional values and personal committedness ‘ ( Christie 2003:848 ) . There is a danger, Carr ( ? ? ? ) suggests, in bordering values as a competency or criterion, in that it would look to propose that the other facets of learning are ‘value-neutral ‘ . In this manner, the ethical nature of learning possibly can non be reduced to a competence or criterion. Rather Carr ( 2006:178 ) suggests that it is about instructors ‘taking moral issues and inquiries earnestly ‘ . It should be noted that this does non propose that instructors do non presently take moral and ethical considerations earnestly, Campbell ( 2003:2 ) argues that many instructors are cognizant of the moral deductions of their actions. However, Locke et Al. ( 2005:570 ) do suggest that when instructors are capable to high degrees of answerability it can take instructors ‘doing things right ‘ instead than ‘doing the right thing ‘ . Potentially, hence, the CfE ‘s focal point on greater liberty could supply greater flexibleness for instructors to do the determinations they regard to be ethically sound. At the same clip, by increasing instructors ‘ range for taking what to learn the ethical nature of learning possibly comes even more to the bow. It would look so, that in taking to give instructors greater liberty over the content of the course of study, the CfE both can be viewed as potentially heightening instructors ‘ professionalism as understood in footings of degrees of liberty. However, it besides seems to necessitate a consideration of the professional cognition base on which professionalism is based. The importance of pedagogical expertness and development is clearly of import and highlighted as so ( e.g. Scots Government 2009:4 ) . Yet, sing the complexness, and potentially value loaded nature of the cultural choice involved in choosing course of study content it would look of import to underscore the ethical nature of instructor professionalism. In kernel so, the greater liberty afforded to instructors to choose the content of the course of study by the CfE would surely look, as Menter et Al ( 2010:23 ) suggest, to indicate to a theoretical account of teacher professionalism in which instructors both reflect upon and develop their pattern. However in visible radiation of the basically ethical issues involved in content choice, it would look just to propose that instructors ‘ contemplations and determinations should pull non merely on theoretical and practical cognition, but must besides see the ethical grounds for taking to include, or non to include content in their instruction.

Elements of the Communication Process Essay

Companies need to develop strategies to improve brand image and brand awareness. The important aspect of spreading brand awareness and brand image is through communication. Companies need to establish a communication channel to win the new customers and retain existing customer. This communication is not restricted just to customer but also stakeholders in the value network. Communication is achieved through advertisement, sales promotion, public relation exercise, direct marketing and interactive marketing. Elements of Communication Process Communication process should not be one way traffic. Companies should look forward to developing communication network in which companies can reach customer but customer also can effectively communicate with companies. Technology has opened up many avenues to carry out effective communication. Companies have traditional tools like newspaper, television, radio, telephone, billboards and modern tools like the internet, emails and wireless devices. Technology has made the communication process not only faster but also reduced over all communication cost. There are nine elements, which make the communication process. The two parties are sender-company and receiver-customer. The communication tools are message and media used to communicate the process. The four major communication functions are encoding, decoding, response and feedback. The last element is the noise which is anytime of interference disrupting clarity of the message. Senders must encode the message as per the target audience and use the right media. The receiver decodes the message, responds to the message and sends feedback to the company. Experience senders are able to garner a more effective response from the right message. Companies have to put effort in developing an effective communication program. The development of the communication program can be charted into eight steps. 1.The first step is identifying the target audience. The target audiences are the existing customer or the potential new customers. Target audience identification is essential for further development and overall success of the communication program. Once the audience is identified the next part is assessing the present company or brand perception within the target audience. Based on the results from the audience analysis the message should address the requirements. 2.The second step is to set specific objectives for the given communication message. This objective could be to enhance existing image, convey attribute, or encourage a consumer to act. The objective can have a cognitive, affective or behavioral response. 3.The third step is the design of the message. The designing of the message follows the objective of the message. The design of the message has to address the following four points, content of message, message structure, message format and message source. 4.The fourth step is the selection of the communication channel. The channel must be appropriate to carry the message to the target audience. For pharmaceutical companies, their sales people are the most effective channel in reaching the target doctor audience, instead of placing billboards. 5.The fifth step is related with the financial estimates of the whole expenditure. Companies need to decide budget of sales promotional and other activities. The common methods followed are an affordable method, percentage of sales method, competitive parity method, and objective-task methods. 6.The sixth step is the decision relate to the communication mix. Companies have limited budget, so they need balance expenditure among advertising, sales promotion, public relation, sales force and direct marketing. The relevant choice of the communication mix is highly dependable on the industry the company is operating. 7.The seventh step measuring results of the communication process. It is very important for companies to keenly follow the outcomes of the communication process. The results could be increased in sales, change in attitude or image of the brand. 8.The eight step is managing the integrated marketing process. Companies cannot afford to continue one medium approach to achieve desired communication effect. Companies must integrate all the available tools as to reach a wider audience and effectively communicate about brand and products.

Actions Taken Since September 2002 to Restore Investor Confi essays

Actions Taken Since September 2002 to Restore Investor Confi essays There have been many actions taken by many different organizations to restore investor confidence in American Corporations since September 2002. It is now ordinary to talk about a catastrophe of investor confidence but the fact that its a usual routine doesnt make it any less real, or any less tragic. Investing in the stock market today isnt a luxury or a concern of the idle rich; its a necessity for all of us, and thats why a majority of Americans are now invested in our stock markets. A July NBC/Wall Street Journal poll showed that 70% of investors said they have no confidence that financial information from companies and investment houses is straightforward and honest. Many individuals have been disappointed with the stock market due to loss of money to those who rig the markets or game the system. The problems in our system need to be fixed as soon as possible. The Securities and Exchange Commission has battled these problems for the past year. They are reforming their disclosure system and have adopted two rules required by Sabarnes-Oxley, which was an act passed just before September 2002. The first rule requires CEOs and CFOs to certify that quarterly and annual reports reveal everything investors should know about their company. The rule is effective immediately and assures true liability of corporate leaders. They have also adopted rules speeding up deadlines for corporate insiders to report transactions in their companys securities, including transactions with their company. Corporate authority has become a prime concern of the SEC since the latest scandals, because it affects the quality of financial statements and the stability of companies, which are matters in which consumers have a long-lasting interest and a valid responsibility to deal with. Their corporate governance system requires that corporate leaders be realistic with the interests of shareholders and...

85 Synonyms for House

85 Synonyms for House 85 Synonyms for â€Å"House† 85 Synonyms for â€Å"House† By Mark Nichol An extensive vocabulary exists to describe all the possible variations in the structures in which humans live. This list, which omits most terms of foreign origin and includes temporary and mobile living spaces, includes definitions of many such words to help writers distinguish between them: 1. Abode: Any living space; often used jocularly in a mock-formal tone. 2. Apartment: A living space consisting of one or more rooms in a building or a building complex with at least a few such units. 3. Billet: Quarters in a private home assigned to a member of the military order by an official order (also called a billet), or, informally, living quarters. 4. Boardinghouse: A house that provides room and board (a private or shared room and meals). 5. Bungalow: A small one- or one-and-a-half-story house. 6. Cabin: Originally, a small, crudely constructed one-story dwelling; now, often refers to a vacation home that may be quite large and complex. 7. Caravan: A British English synonym for trailer (see below), in an extension of the sense of a file of vehicles, based on the original meaning of a train of pack animals. 8. Casita: A small house. 9. Castle: Originally, a fortified structure that often served as a dwelling for a nobleman and his family and retainers, now used figuratively for a large, imposing house. 10. Chalet: A characteristic type of house in Switzerland, by extension any similar house; also refers to an Alpine herdsman’s hut. 11. Chateau: A large rural house; also refers to a wine-country estate. 12. Condominium: A unit in an apartment building or a town house complex that is individually owned rather than rented. 13. Cottage: Originally, a small country house (though some cottages were and are not necessarily small), either for vacation use or permanent residence. 14. Countryseat: A country house. 15-16. Digs/diggings: Originally slang referring to student lodgings, now informally referring to any living space. 17. Domicile: A formal term for any place of residence. 18. Double-wide: A mobile home (see below) twice the standard width of a trailer. 19. Duplex: A building with living spaces for two separate residents or groups of residents. 20. Dwelling: A place where one lives. 21. Estate: A piece of land, generally with a large house on it. 22. Farmhouse: A house on a current or onetime farm. 23. Flat: A one-floor apartment. 24. Grange: A farmhouse, but generally refers to the farm itself rather than the living space. 25. Habitation: A living space. 26. Hacienda: A large estate or plantation (see below). 27. Hall: A castle (see above); later, a manor house (see below). 28. Hermitage: A residence or vacation home in a secluded place. 29. Home: A place where one lives, though it also has a qualitative association of the domestic dynamics as opposed to the structure in which people live. 30. Homestead: A home and its adjoining land; also, in the United States, specifically a plot of 160 acres. 31-32. Hooch/hootch: See hut, below. 33. House: A place where one lives, as distinguished from a multiunit building. 34. House trailer: A trailer large enough to serve as a permanent living space, rather than one designed for travel. 35. Houseboat: A boat designed with a superstructure similar to that of a small house, as opposed to a cabin cruiser, which has an interior set into the hull. Some houseboats are navigable, while others are merely floating houses. (Interesting side note: Houseboats are nothing new; the word goes back more than 200 years.) 36. Hovel: A small, often poorly built and squalid house. 37-38. Hut/hutment: A small, simply constructed, and perhaps temporary living space; the latter word may also refer to a collection of huts. 39. Hutch: See hut, above. 40. Lodgement: A place for accommodations. 41. Lodgings: One or more rooms rented as a living space. 42. Lodging house: A house or other building providing living spaces. 43. Manufactured home: See â€Å"mobile home,† below. 44-45. Manor: The house or hall of an estate; also refers to the estate itself; also called a manor house. 46. Manse: A Presbyterian minister’s house provided by a church; also a secular synonym for mansion (see below). 47. Mansion: A large, opulent house. 48. McMansion: A pejorative slang term for a generically unattractive, ostentatious large house. 49. Mobile home: A trailer intended as a permanent, fixed living space. 50. Modular home: A house assembled in sections in a factory and assembled on the building site. 51. Motor home: A large vehicle designed as living quarters; not to be confused with a mobile home (see above). 52. Pad: Living quarters. 53. Palace: A large, elegant house; also, the residence of a monarch or a government leader, and in British English an archbishop or bishop’s official residence. 54. Parsonage: A pastor’s house provided by a church. 55-56. Pension: Hotel or boardinghouse accommodations on the European continent; a building for such purposes is called a pensione. 57. Penthouse: A rooftop structure or living space; also, a shed or an annex. 58. Plantation: An agricultural estate, though the term may refer to the main house on the property. 59. Prefabricated home: See â€Å"modular home,† above. 60. Quarters: One or more areas set aside as living space. 61. Railroad flat: An apartment having a series of rooms arranged in a line. 62. Ranch house: A one-story house typically with a low-pitched roof. 63. Recreational vehicle: See â€Å"motor home,† above. 64. Rectory: A rector or parish priest’s house provided by a church. 65. Residence: Any living space. 66. Rooming house: A house where accommodations are available for rent. 67. Saltbox: A house with a long, rear-sloping roof in back that provides room for two stories in front but only one in back. 68. Shack: See hut, above. 69. Shanty: See hut, above. 70-72. Shotgun house: A house in which the rooms are arranged in a line; also called a shotgun cottage or shotgun shack. 73. Split level: A house with separate levels set off from each other. 74. Suite: A living space consisting of a set of rooms. 75-76. Tenement: Broadly, any living space, but in practical usage an apartment building of low-quality construction; also called a tenement house. 77-79. Town house: A two- or three-story house often connected to one or more similar living spaces; also called a row house or a townhome. The term also can refer to a house in town, especially a city residence of a household that lives primarily in a house in the country. 80. Tract house: One of a collection of similar-looking houses built a particular tract, or plot, of land. 81. Trailer: A mobile structure designed to be towed by a vehicle and used as a temporary living space. 82. Triplex: A building with living spaces for three separate residents or groups of residents. 83. Vicarage: A house for a vicar provided by a church. 84. Villa: A large rural or suburban house; also, in British English, an urban house with a yard that may be connected to other identical living spaces. 85. Walk-up: A multistory apartment building with no elevator, or an apartment in the structure. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:50 Slang Terms for MoneyRound vs. AroundHow to Address Your Elders, Your Doctor, Young Children... and Your CEO

Delilah Montoya Jaramillo 1998 Essay Example | Topics and Well Written Essays - 1000 words

Delilah Montoya Jaramillo 1998 - Essay Example A closer look and description of the picture ‘Jaramillo’ will help to reveal its meaning and intention. At the center of the picture is the image of our lady of Guadalupe tattooed on an outstretched arm. The hand belonging to the arm appears to grasp on some red and black colored roses at the bottom center of the picture. The arm appears to be that of a white person from its skin color. Parts of the arm that are not covered with the tattoo are hairy. The tattooed image of Our lady of Guadalupe or the Virgin Mary is covered in a white dotted robe from head to toe while the lady appears to stare below to her right as her hands are joined in an aspect of prayer. The lady appears to stand on the outstretched arms of a small winged angel who is seemingly supporting her with his outstretched wings. The outstretched arm in the middle of the picture appears to lie on the branches of the roses. The right of the picture is covered by red, pink, and black rose flowers. The top right of the picture is covered by red roses. The mid-right of the picture is covered by pink roses while the bottom right is covered by black roses. The red roses in the top right part of the picture appear bright when compared to those in the bottom right. The roses at the bottom right corner of the picture appear to be black in color; however, they can also be viewed as deep burgundy. The pink roses in the mid-right of the picture are light. They provide some spark of light to this section of the image. The roses on the right side of the image are thus are thus arranged in a manner that their color ranges from bright red at the top to light pink at the middle and deep burgundy or black at the bottom right. This variation in color change makes the picture interesting and provides some overall color scheme to the entire image and thus easy or pleasing to the

Research Proposal Essay Example | Topics and Well Written Essays - 1500 words - 5

Research Proposal - Essay Example But burnout and stress is a common phenomenon that operates globally irrespective of the locality and country. Hence, the current research intends to observe the factors that are causing the workplace stress in UK amidst of the hanging scenario of globalization activities. Whether, the working culture of UK for long hours still dominates the work motivation of the employees or not is the key area of observation. Outcomes of the stress and the risk levels of stress is proposed to be analyzed parallel. Stress management aspects like stress reduction techniques, stress control policies, employee workplace facilities etc., will be closely observed. And the conceptual frame work of UK to manage the stress at workplace will be closely observed to evaluate the effectiveness of the implemented guidelines and the current status of the stress management in workplaces. The study is proposed to use quantitative research methodology to prove the hypothesis as it facilitates the researcher to collect the primary data from a big population of employees on the factors of stress at work. And the qualitative research method is proposed to observe the UK framework to address the stress at work and impact or effect of the local organization with those guidelines. The literature review is proposed to observe different illustrations and opinions of experts on industry facts. Qualitative method is proposed to collect the secondary data to evaluate the preliminary facts of the employment details and policies. Qualitative research methods can be described as naturalistic, anthropological, and ethnographic and can be used through interpretivism paradigm in the current research. As per definition of Byrne’s definition (cited in Rob O Neil), qualitative research is about ‘inquiries of knowledge that are outside the framework prescribed by the scientific method, as well as assumptions of inferential statistics’, the