Second language teacher education Essay Example | Topics and Well Written Essays - 500 words

Second language teacher education - Essay Example Teacher training, on the other hand, is used when it is a non-educator. As a whole, however, individuals who study to teach another language are called teacher-learners. What second language teacher education should be has evolved from content, to the person of the teacher and finally to the process of learning or teacher education. Several researches have been made to connect the two concepts under teacher education - teacher training and teacher learning. Previously, second language teacher education was focused on the content – second language – and not how this should be taught. Although there are many reasons for the gap between teacher education and teacher learning, it was generally acknowledged that teacher education was based on principles on teaching imparted to the teacher in the classroom which are then practiced by the educator in his own class. Background research has shown that this idea of transmitting principles eventually evolved into the teachers’ developing their own knowledge through their experience as a teacher. This change was due to the fact that adoption of the transmission idea failed to recognize the learning teachers would get from their classes. According to the reading, there are four influences that have an effect on the understanding of second language teacher education. These are input, prior knowledge, institutional context and time. Input is recognized as something made, how it is given to the student and the outcome it produces. In second language teacher education, strategies for input come from teacher training and teacher development, which are the combination of content and process. Where teacher training encompasses all the various processes learned by the teacher like academic programs, teacher development deals with the educator’s experiences and knowledge and how they can apply this to their teaching methods. Since in second language teacher education the teachers

OGrady Apparel Company Essay Example for Free

OGrady Apparel Company Essay Analyzing Risk and Return on Chargers Products’ Investments Junior Sayou, a financial analyst for Chargers Products, a manufacturer of stadium benches, must evaluate the risk and return of two assets, X and Y. The firm is considering addng these assets to its diversified asset portfolio. To assess the return and risk of each asset, Junior gathered data on the annual cash flow and beginning-and end-of-year values of each asset over the immediately preceding 10 years, 1997-2006. These data are summarized in the table below. Junior’s investigation suggests that both assets, on average, will tend to perform in the future just as they have during the past 10 years. He therefore believes that the expected annual return can be estimated by finding the average annual return for each asset over the past 10 years. Junior believes that each assets risk can be assessed in two ways: in isolation and as part of the firms diversified portfolio of assets. The risk of the assets in isolation can be found by using the standard deviation and coefficient of variation of returns over the past 10 years. The capital asset pricing model (CAPM) can be used to assess the assets risk as part of the firms portfolio of assets. Applying some sophisticated quantitative techniques, Junior estimated betas for assets X and Y of 1.60 and 1.10, respectively. In addition, he found that the risk-free rate is currently 7% and that the market return is 10%.

The Boardwalk of Santa Cruz Essay -- Observation Essay, Descriptive Ess

The Boardwalk of Santa Cruz "Keifer Sutherland blockbuster Lost Boys filmed on this spot," proclaimed the self-important plaque. It was mounted on a wall along a long flight of log stairs. As I looked back, miles of beach stretched out before me and, across the bay, I could see red, blue, orange lights whirling high above the crowds upon a huge wheel. We made our way back to where the steps met back up with the sidewalk alongside the highway. We were hit by the smell of the city, of the freeways, re-invading our senses. I took one final look back and studied once more the long progression of wooden planks stretching off into the distance. It had been like no place I'd ever experienced. The Boardwalk. Santa Cruz. It was the summer of 2000 and I had moved in with my sister Jana in Santa Cruz, California for the summer. I had taken a 32-hour bus ride to get there and was completely exhausted from it, but Jana wanted to show off her city, so the next day she gave me a tour. She had an apartment right on the beach, and we could go swimming anytime. We went downtown and I took in this unfamiliar environment. The people were so much more diverse than I was used to. Growing up in a town of 280 people in western Colorado does not exactly allow one to experience many types of people. In one glimpse down a street in Santa Cruz, I could see a sampling of the world. People of all colors and creeds wearing turbans, sarongs, and other exotic clothes mixed right in with the type of people I had grown up with. California does not have mental institutions, so most mental patients end up homeless in the streets--another wrinkle to the cloak of humanity of this particular street. I witnessed one man... ...s and blocks of shops, restaurants, bowling alleys, bars and emergency medical stations for those who needed assistance, such as having their stomachs pumped, after a night on the Boardwalk. The people milling about were just as varied as those downtown, if decidedly younger. The beach was filled with rides and volleyball nets all along the coast. We started out in a bowling alley and progressed on to numerous other establishments, including a Falafel place where none of the employees spoke anything but Farsi. As the night wore on and the bars became less and less selective, the night became hazier and hazier. One of the memories that remained in my addled brain the next morning was riding the Ferris wheel high above the crowds and feeling the wondrous ocean breeze coming in. It was one of the most fun nights I had while I was in California.

John Collier “Back for Christmas” Essay

The text â€Å"Back for Christmas† by John Collier is written in a style of fiction. The story is about farewell party to the doctor Carpenter and his wife. In the beginning of the text we can see the Carpenters’ living room that was filled with the close friends who had come to say â€Å"last-minute farewell† – the author used this epithet to show us that their friends would be missing him very much. On the contrary with his wife doctor Carpenter wasn’t sure he would come in time, he thought smth could spoil his plans. But his wife â€Å"beaming at them† said he would be back in England for Christmas. The metaphor is used to reassure everybody to make them believe in this. So, the farewells began. Mrs Carpenter tried her best to make all the arrangements on the high level and to prove it the author used such epithet as: â€Å"fluting of compliments† and â€Å"marvelous arrangements†. Carpenters were going to drive to Southampton that evening and would embark the following day. They have chosen this kind of transport for more comfortable travelling without any bustle. And to emphasize it the author the used the repetition â€Å"No trains, no bustle, no last minute worries†. So doctor Carpenter has contracted for lecture only three months and certainly he would be a great success in America. His wife Hermione has just tagged a long him to have some entertainment’s to see the big cities skyscrapers. Then the author uses repetitions â€Å"No extensions. No wonderful post†¦Ã¢â‚¬  that show us that his infirmary needs him. After the farewell dinner the maids washed up all the plates, come in to say goodbye and were in time to catch the afternoon bus to Devizes. So, to my mind, the main idea of the text – east or west home is the best.

Ethnicity and Racism Essay

Introduction Ethnic identity in varied urban society is maintained against force to assimilate, in part, by an opposing process of pejorative and odious distinction. Name-calling serves to expound and to restate demarcations against which one positively mirrors oneself and one’s group. Schermerhorn, cited in Sollors (1996), illustrates an ethnic group as follows: A collectivity within a larger society having actual or reputed common ancestry, memories of a common historical past, and a cultural focus on one of more figurative elements defined as the epitome of their people hood. Instances of such symbolic element are: relationship patterns, physical contiguity (as in localism or sectionalism), religious affiliation, language or vernacular forms, tribal association, nationality, phenotypal features, or any combination of these. An essential accompaniment is some consciousness of kind amongst members of the group. (Sollors, 1996, p. xii) Jones ( 1997) characterized ethnic group as â€Å"any group of people who set themselves apart and/or are set apart by others with whom they interrelate or co-exist on the base of their perceptions of cultural delineation and/or common descent† (p. 1). According to Jones, ethnicity contains all of those social and psychological phenomenon linked with a culturally defined group identity. Ethnicity centers on the ways in which social and cultural practices intersect with one another in the recognition of, and relations between ethnic groups (p. 1). The development and expansion of ethnic identity that takes place when an individual recognizes and affiliates with a particular ethnic group is multifarious. This significant personal and group identification has decisive emotional, behavioral, and cognitive implication that affects all aspects of development. Ethnic Groups Perception Phinney (1989, 1990) and others illustrated ethnic identity through components consciousness, self-labeling, attitudes, behaviors that consequence in the individual’s recognition with a particular group and with the attainment of group patterns through membership. Similarly, Bernal and Knight (1993) viewed ethnic identity as a psychological build that includes â€Å"a set of thoughts about one’s own ethnic group membership† (p. 7). These definitions deal with the evocative content and apparent distinctiveness of ethnic identity. Of significance to note is that these components operate at two levels individual and group (Branch, 1994) and within two areas self-given and other credited. Though components are a decisive part of the definition, components in and of themselves do not have expounding capabilities: why and how identity forms and develops. As ethnic groups in the United States are professed as occupying sociopolitical, cultural positions within a hierarchical system, the implementation, demonstration, or privatization of ethnic practices are inclined by factors such as physical, cultural and ethnic markers, antagonism, emulation, social facsimile, power, situational events, and scales of inclusion and contribution ( Hollins, 1996; Jones, 1997). These factors influence the scale to which ethnic identity attribution, or self-labeling, is internally driven, outwardly imposed, or both. Some scholars think that evenness in self-labeling and the acknowledgment and performance of established modes of behavior in social areas in which ethnic identity is reconfirmed and authenticated begins around 8 years old (Aboud, 1984, 1987). However, Spencer ( 1985) pointed out that identity is a developmental process in stable transformation. Developmentally, the traditions young children accept, display, and integrate ethnic identity content into their personal and group identity diverges from the ways they are demonstrated and given significance at other life ages. We know that young children (birth to three and four years old obtain ethnic values, customs, language styles, and behavioral codes long before they are competent to label and know them as ethnic ( Sheets, 1997; Spencer, 1985). Intellectuals who study ethnic identity development in young children from a socialization viewpoint believe that the ethnic identity progression for children of color begins at birth, at the initial interactions between the child, family, and community (Sheets, 1997; Spencer, 1985). Sheets (1997) sustained that the continual existence of personal and societal markers such as skin color, language, food choices, values, and association in a dominant or non-dominant group instills in children ethnic roles and behaviors that practice them for eventual self-labeling. Likewise, Alba (1990) referring to White ethnics, continued that this early home-life frame of satisfactory alternatives creates a exceptional identity. He argued that this personality, conversant by ethnicity, exists at deep levels, present even while individuals reject their ethnicity. This agrees with identity theory in social psychology, which conjectures that the multi-identities within an individual function at diverse levels of importance. Stryker (1968) recognized this degree of confession and commitment as salience. This constituent of choice in identity labeling for White ethnics seems to be less challenging for White ethnics than for ethnics phenotypically or ethnically marked. However, for a developing ethnic identity, feelings of shared aims with a particular ethnic group implies explicit movement toward a conscious acknowledgment of and assurance with the group (Alba, 1990), resulting in self-identification with diverse degrees of salience. Thus, deliberately or unconsciously, cognitively or behaviorally, individuals use ethnic identities to classify themselves and others for the rationale of social interactions in varied settings. The Consequences of Stereotyping There is an immense and admired literature on the effects of stereotyping, The overt rationale of an ethnic epithet is to slur and to injure. But calling names is also an endeavor, whether quite deliberately realized or not, to control the behavior of the ridiculed group. This attempt at social control by disparaging labeling is an effort to influence reality by the mysterious identity of the spoken symbol with the nonverbal fact. The belief is that if one can name or add a label to an object, in this case, an ethnic individual or group, then one can use power over it by just calling its name. If the name is abusive, condescending, scolding, or ridiculing, it is expected that this description will elicit an proper response, such as causing the wounded to cower, to be degraded, to be scolded and thus to feel blameworthy, or to act out the prediction of ridiculousness. Usually this prediction is fulfilled in the eye of the beholder by selectively perceiving or misperceiving the genuine behavior of the group over which he seeks control. Yet the resultant social process of labeling and stereotyping at times also leads to redefinitions of the relations between groups and sometimes eventually has the portended effect upon the behavior and self-concept of the victim, a consequence that has been called â€Å"in authentication.† The social psychosomatic process of being proscribed entails losing one’s legitimacy by acquiring a fake image of one. The stereotypes expressed by nicknames are one device by which several minority group persons are deindividualized or depersonalized. Minority group members recognize numerous of the values of the society in which they live, including at times the conventional images of themselves. Blacks, for instance, in the past had many nicknames for other ethnic blacks that were a system of color-caste coding and gestured an recognition of one decisive factor of white racism. This and other examples prove to one of the disastrous implications of name-calling-eventual self-derogation of a group. Not simply do groups sometimes understand the stereotyped image of themselves, but at times they emphasize it by conforming to its behavioral expectations. They have then avowed the other’s image and are thus proscribed. Conversely, minorities, particularly blacks, have opposed stereotypes in creative ways. Derogatory labels, together with names such as nigger, through inversion, have been given optimistic meanings within the group. Broader stereotypes, such as robbery, sexual abandon, juvenile behavior, and laziness, through conversion, are acted out as techniques of hostility and mockery against whites. For these and other reasons, the issue of ethnic slurs is typically regarded, analytically, as a predicament in social psychology and, normatively, as a social problem. Situational and Environmental Context The context and circumstances (e.g., locations, sociopolitical radicalized ramifications, economic circumstances, and time) in which ethnic identity opens out is another element of ethnic identity (Branch, 1994). This is an area in require of research. Family socialization outlines that inspire values and social and behavioral codes in their progeny vary within similar groups and are reliant in part on particular circumstances such as socioeconomic status, generational influences, and geographic location (Hollins, 1996; McAdoo, 1993). If home-rearing performs finds out how people use their cultural resources to settle in to new and discrete environments ( Mintz & Price, 1992), this signifies that the mechanism of ethnic identity not only activate differently at diverse developmental ages, but also might be expressed another way in different contextual settings. For instance, attainment of values and behavioral and social prototypes are mechanism in the ethnic identity improvement of young children that can herald self-labeling and appreciation. Also, self-labeling informed by framework is not as easy as suggested. It may or may not designate recognition, commitment, and salience; the capability to self-label does not mean that contextually the same decisive factor is used to determine the labeling of others. Sheets (1998) found that five year old children from African, Mexican, Minh, Loatian American, and Black/White racially mixed groups were capable to categorize themselves ethnically. These children willingly provided distinctive physical markers (eye shape, skin tone, and hair texture) and cultural fundamentals (native language, food preferences, and ways of eating) as proof to discriminate themselves from others. though, they used trustworthy or communally accepted reasons to categorize others. For instance, they say an individual is â€Å"Loas† because â€Å"My daddy said so† or someone is â€Å"Mexican† because â€Å"He was born in the hospital.† The self-labeling at this age was also detach from attitudes of relationship, obligation, and salience, but not from exclusive cultural behaviors linked with group patterns. Research that scrutinizes how environmental framework affects children’s ethnic identity development–and its effect on present and successive development–or what types of sociopsychological events influence change in the development of individual and group ethnic membership were not accessible. The mechanism and progression of ethnic identity appear to be extremely receptive to changing contextual social, political, and economic conditions. Ethnic identity cannot be sufficiently examined as secluded elements, rather it must be examined as suggested by Mintz and Price ( 1992), as systems or patterns in their societal context. Jones (1997) argued that ethnic identity is â€Å"based on uneven, situational, subjective identification of self and others, which are entrenched in continuing daily practices and chronological experience† (p. 13). Future Prospect The diverse reactions are due to a numeral of factors, which are not essentially mutually exclusive: an enthusiasm for the immediate surcease of bigotry; an intolerance with the slowness of progress thus far; an indecision about the permanency of newly gained perfection; a premonition, anxiety, or resentment about enduring injustices; and, most lately, a belief that being renowned as a disadvantaged minority will take group preferences and remedies or that being denied such appreciation will dispossess them of just treatment. Obscured in history are the colonial exclusions, whippings, tongue borings, and hangings of heretics, rebels, and witches; the mob attacks on Mormons, Asians, Mexican Americans, Filipinos, and Italians; the blazing down of Catholic churches; and the lynching and shootings of Blacks and Indians. Neither amongst American Indians nor between Whites and Indians, Whites and Blacks, French and English, Dutch and Swedes, Russians and Americans, Catholics and Protestants, and Protestants and Protestants are there the defensive and regal wars that once raged on American soil; nor have American ethnic groups pretended the wide-ranging violence that existed or exists in numerous parts of Europe and Asia, such as between Russians and Poles, Greeks and Turks, Jews and Arabs, Spaniards and Basques, Irish and English, Japanese and Chinese, and Tibetans and Chinese. Gone are the Anglophobes, Francophobes, Spanophobes, and Germanophobes, who alleged that Britain, France, Spain, and Germany correspondingly were plotting to destroy our government. Also gone are the once popular beliefs that Masons, Illuminati, the pope, communists, and international Jewry had permeated government and courts or that America was jeopardized by Chinese and Japanese invasions. On a local level, the Florida parliament in 1995 awarded compensation to nine Black survivors of White mob attacks seven decades earlier. In that similar year, Mississippi finally ratified the Thirteenth Amendment eliminating slavery. Some hundred years after 31 Chinese gold miners in Oregon were cruelly killed in 1887 were the files on what had happened first made public. On a state level, four decades passed before Congress chosen compensation for the unfair internment of American Japanese and Aleuts during World War II, and not until 1993 did Congress pass a declaration making an apology for the overthrow a hundred years earlier of the Hawaiian monarchy. Religionists, too, have more and more recognized past wrongs. On almost a hundred diverse occasions Pope John Paul II apologized for Catholic wrongs against Jews, Africans, Indians, Protestants, women, and even the astronomer Galileo. In 1995, on the 150th anniversary of its beginning, the Southern Baptist Convention overwhelmingly voted to request forgiveness of â€Å"all African-Americans† for past support of slavery. Two years later, Lutheran, Anglican, Catholic, and United Methodist leaders in South Carolina issued a statement owning up their sins of racism. Last has been a development of minority community and political action groups, which as never before look for civic and political acknowledgment and power. No longer are hyphenated groups viewed as unpatriotic, and no longer are they reliant on the altruism of others to resolve their problems, or, in the case of immigrants, to rely on motherland governments to speak on their behalf. Rather, much in the way of Blacks, they hold marches, pageants, demonstrations, and political forums, often with the support of second- and third-generation local or federal politicians of their own group. Both the Democratic and Republican parties have outreach programs to all main minority groups, together with the solicitation of funds. On both local and national levels, political officeholders are sure to have famous minority representatives as advisers or staff. Assistance all of the above were the press, radio, and television, which no longer disregarded prejudice, discrimination, or violence against minorities, but depicted such behavior as communally unacceptable and ethically wrong and called upon political and public officials to take corrective action. In brief, today’s minority groups have more fortifications, opportunities, and freedoms than their parents or grandparents had or dreamed of perhaps having and they are challenging and taking advantage of them as never before. Increasingly, changes for the better have taken place. Admitting such does not mean that there still is not victims and troubles, but rather proves that vary is possible and that cynicism and suspicion are unwarranted. A subsequent principle is comparing intergroup relations in America to those in other countries. Here, too, America detachable very well, as is obvious by what is and has been going on in other countries, as well as by the needs of so many foreigners to leave their homelands. We merely do not have the wars, ethnic conflicts, and calls for secession, self-determination, or ethnic sanitization that take place in Eastern Europe, Yugoslavia, Spain, England, Northern Ireland, India, Indonesia, Rwanda–or in our border neighbors, Canada and Mexico. Few Native Americans, Hawaiians, and Alaskans want secession, and few Puerto Ricans want whole independence from America. Still fewer are the figure of Americans who relinquish their citizenship and leave to live in another country. Third, intergroup relations can be evaluated to the nationally appreciated values of equal rights and opportunities for life, autonomy, and the detection of happiness, where individuals are moderator in spite of their race, religion, ethnicity, age, and sex. By this decisive factor, it is very understandable particularly to minorities that problems still exist, that racism, anti-Catholicism, anti-Asianism, anti-Hispanicism, anti-Native Americanism, anti-Semitism, homophobia, and sexism have not moved out. The fourth criterion entailed comparing a group’s progress or need of it to other groups. The consequences, certainly, depend on the groups being compared. while the situation of American Blacks is evaluated to that of American Indians or Haitians, Blacks are doing very well, but when contrasted to that of Irish Catholics or Jews, they are far behind. If being murdered and robbed of one’s home are the most terrible that can happen a group, then Indians were the leading victims, followed by Blacks, who were the only group brought here against their will as slaves, alienated from their families, and not permitted to enable their customs, languages, and even names. Mexicans all through the Southwest were made strangers in their own land, as were national Hawaiians, both of whose lands were taken by fraud and conquest. Alaskan natives were not asked whether they required their land sold by Russia to America. Asians were the most redundant groups, and Catholics the most hated religious group. Frequently derelict in group comparisons are the momentous numbers of minorities who, despite discrimination, achieved, such as Arabs, Armenians, Asians, Cubans, Greeks, Huguenots, Jews, Latvians, Mormons, Quakers, and West Indians. Also derelicted are the ethnic and socioeconomic subdivisions within a explicit victimized group as with late-nineteenth and early twentieth-century comparatively well-off northern Italians and poor southern ones, as well as with moderately poor eastern and well-off western European Jews. These days, too, perceptible differences in accomplishment exist between such Hispanic groups as Cubans, Mexicans, and Puerto Ricans–with Cubans usually having a much higher mean income and educational attainment than the two other groups and than Whites usually. Briefly, the picture that appears from group-to-group comparisons is a mixed one, depending on which groups are being evaluated. A fifth principle is that of Utopia. All too perceptibly, America is not a Garden of Eden, Elysian Field, Happy Isle, Golden Land, or heaven on earth. Yes, we have approach a far way from the discrimination and favoritism of early America or of Europe, Africa, and Asia, but we have a long way to go before it can be realistically said that Americans live by the Golden Rule. The last and politically latest criteria (at least in America) are those of assortment and relative representation. originally, the terms usually implied that if a group did not have a percentage of jobs, school admissions, positions, elections, and so on, equal to its percentage of the local or state population, or to its percentage of the workforce, it was a sign of being discriminated against. For instance, since African Americans are some   twelve percent of the population, or women some fifty percent, it was argued, they should have that percentage of jobs, college admissions, political appointments, and the like. Consequently of the enduring nonrepresentational or exclusion of minorities, and the growing public and court refusal of race-conscious solutions, calls began being made for ascertaining multiculturalism and diversity. Schools, workplaces, political offices, media, and much else, were reproved to form workforces that replicate the makeup of America, thereby reassuring a greater minority inclusion than by just calling for equal opportunity for all minorities. By this decisive factor, with the omission of the armed forces, sports, and civil service jobs, few arenas of society are free of discrimination. It mean First, bad as prejudice was, it has been waning for all minority groups, though differentially so. Second, how much of a reject has there been, how fast or slow has it occurred, what has caused either, and how best to spiral the speed of reform are justifiable topics of concern and debate. Third, the dearth of usually agreed upon criteria for measuring progress distorts the realism of the progress made and not made. Worse yet, in numerous cases, the absence has aggravated intergroup relations, wherein one group’s self-interests conflict with those of other groups. Instead of figuring coalitions to resolve problems of common concern, numerous groups believe in centering on their own priorities. Without a coalitional conformity on what needs to be done, the speed of further development will be delayed, but not stopped. Too much goodwill subsists in America, and too numerous reforms have taken place, at too high a cost in lives and energy, to be stopped. The recognizable glass is neither empty nor full, but being filled and the earlier the better. References: Aboud F. E. ( 1984). â€Å"Social and cognitive bases of ethnic identity constancy.† Journal of Genetic Psychology, 145, 227 – 229. Aboud F. E. ( 1987). â€Å"The development of ethnic self-identification and attitudes.† In J. S. Phinney & M. J. Rotheram (Eds.), Children’s ethnic socialization: Pluralism and development (pp. 32 – 55 ). Newbury Park, CA: Sage. Alba R. D. ( 1990). Ethnic identity: The transformation of White America. New Haven, CT: Yale University Press. Branch C. W. ( 1994). â€Å"Ethnic identity as a variable in the learning equation.† In E. R. Hollins , J. E. King, & W. G. Hayman (Eds.), Teaching diverse populations: Formulating a knowledge base (pp. 207 – 224 ). Albany: State University of New York Press. Hollins E. R. ( 1996). Culture in school learning; Revealing the deep meaning. Mahwah, NJ: Lawrence Erlbaum Associates. Jones S. ( 1997). The archaeology of ethnicity: Constructing identities in the past and present. Boston: Routledge & Kegan Paul. McAdoo H. P. (Ed.). ( 1993). Family ethnicity: Strength in diversity. Newbury Park, CA: Sage. Mintz S. W., & Price R. ( 1992). The birth of African-American culture: An anthropological perspective. Boston: Beacon Press. Sheets R. H. ( 1997). â€Å"Reflection 1: Racial and ethnic awareness.† In J. Carnes & R. H. Sheets (Eds.), Starting small: Teaching tolerance in preschool and the early grades (pp. 16 – 21 ). Montgomery, AL: Southern Poverty Law Center. Sheets R. H. ( 1998). Ethnic identity behavioral displays in an urban Kindergarten classroom: Implications for practice. Unpublished manuscript. Sodowsky G. R., Kwan K. K., & Pannu R. ( 1995). â€Å"Ethnic identity of Asians in the United States.† In J. G. Ponterotto, J. M. Casas, L. A. Suzuki, & C. M. Alexander (Eds.), Handbook of multicultural counseling (pp. 123 – 154 ). Thousand Oaks, CA: Sage. Sollors W. (Ed.). ( 1996). Theories of ethnicity: A classical reader. New York: New York University Press. Spencer M. B. ( 1985). â€Å"Cultural cognition and social cognition as identity factors in Black children’s personal growth.† In M. Spencer, G. Brookins, & W. Allen (Eds.), Beginnings: The social and affective development of Black children (pp. 215 – 230 ). Hillsdale, NJ: Lawrence Erlbaum Associates

Setting IEP Goals for Reading Comprehension

Setting IEP Goals for Reading Comprehension When a student in your class is the subject of an Individual Education Plan (IEP), you will be called upon to join a team that will write goals for that student. These goals are important, as the students performance will be measured against them for the remainder of the IEP period, and their success can determine the kinds of support the school will provide. Below are guidelines for writing IEP goals that measure reading comprehension.   Writing Positive, Measurable Goals for IEPs For educators, its important to remember that IEP goals should be SMART. That is, they should be Specific, Measurable, use Action words, be Realistic and Time-limited. Goals should also be positive. A common pitfall in todays data-driven educational climate is the creation of goals that lean heavily on quantitative results. For example, a student may have a goal to summarize a passage or story, relating essential components with 70% accuracy. Theres nothing wishy-washy about that figure; it seems like a solid, measurable goal. But whats missing is any sense of where the child stands currently. Does 70% accuracy represent a realistic improvement? By what measure is the 70% to be calculated? SMART Goal Example Heres an example of how to set a SMART goal. Reading comprehension is the goal we are looking to set. Once thats identified, find a tool to measure it. For this example, the Gray Silent Reading Test (GSRT) may suffice. The student should be tested with this tool prior to IEP goal setting so that a reasonable improvement can be written into the plan. The resultant positive goal may read, Given the Gray Silent Reading Test, will score at grade level by March. Strategies to Develop Reading Comprehension Skills To meet the stated IEP goals in reading comprehension, teachers may employ a variety of strategies. Below are some suggestions: Provide engaging and motivating materials to retain the students interest. Be specific by naming the series, resources or books to be used.Highlight and underline key words and ideas.Teach the student about sentence and paragraph construction and how to focus on key points. Again, be very specific so that the goal is measurable.Provide information and clarification about how a text or resource is organized. The child should know the features of a text including the cover, the index, subtitles, bold titles, etc.Provide ample opportunities for the child to discuss written information.Develop summarization skills focusing on the beginning, middle and ending key points.Develop research skills and strategies.Provide opportunities for group learning, especially to respond to written information.Show how pictorial and context clues are used.Encourage the student to ask for clarification if she becomes confused.Provide one-on-one support frequently. Once the IEP is written, it is imperative that the student, to the best of his ability, understands the expectations. Help track their progress, and remember that including students in their IEP goals is a great way to provide a pathway to success.

Dice Report Essays - Electronic Design, Breadboard, Free Essays

Dice Report Essays - Electronic Design, Breadboard, Free Essays Dice Report -741680763270My initial idea on how the program must work would be simply using DIR,OUT, and IF commands. For example, I imagined that if the button was pressed at a certain second, a certain number of lights would turn on. This program would have to then include a set timer which would loop back after hitting a certain number of seconds, supposedly 6 because the dice only has 6 numbers. This idea is a bit similar to the use of a random command, but would take much longer to code. Fig 1. Initial Dice flowchart. This was my initial dice flowchart without any animations. -629532-67158300Fig 2. Final Dice flowchart. This is my final dice flowchart which include the animations. -49276038290500-688769364972500Fig 3. Dice Layout. This diagram shows where each LED would be placed and what pins will be used. Fig 4. Entire Circuit. This photograph shows the entire circuit including the LEDs, resistors, breadboard, wiring, and BoeBot base. Fig 5. Close up on BoeBot pins. Pins 0-6 were used and the button on pin 13. Unfortunately there are two wires that were not needed and were not taken off when this photograph was taken. Red wires attached to pin 12 and last Vss pin should not be there. 0000Fig.6. Close up on actual dice. This photograph shows the layout of each LED, resistor and wiring. I have done this almost identically to the layout I had drawn before. The red wire located at the bottom of the breadboard grounds the entire breadboard. Without this wire, the dice did not work before.

Advantages of a Boarding School Education

Advantages of a Boarding School Education Boarding schools have long been praised for offering students small class sizes, close alliances between students and teachers, and rigorous academics. But the long term benefits of attening boarding school were not always so clear. Until now ... thanks to a thorough study carried out by The Association of Boarding Schools (TABS), an association that works with more than 300 boarding schools around the world, there is evidence that supports the advantages of a boarding school education for students over public and private day schools. The TABS  study surveyed more than 1,000 boarding school students and alumni and compared them to 1,100 public school students and 600 private day school students. The results suggest that boarding school students are better prepared for college than students who attend private day schools and public schools and that boarding school students also make faster progress in their careers. The reasons for these results may be a direct result of essentially being immersed in an academic environment full time. TABS has been working diligently to support boarding schools, and recently launched the Ready for More? Campaign. That campaign, along with the results of the survey paint an enticing picture for boarding school experiences. Academics and Student Life The study conducted by The Association of Boarding Schools found that 54% boarding school students report being highly satisfied with their academic experience, as compared to 42% of students who attend private day schools and 40% of students who attend public schools.   Check out these statistics from the TABS Study on what boarding school students say about their school environment, as compared to Private and Public School Students: 75% of boarding school students report that their peers are motivated, as compared to 71% of private day school students, and 49% of public school students.  91% of boarding school students feel their school is challenging academically, as compared to 70% of private day school students and 50% of public school students.  90% of boarding school students report that their teachers are high quality, whereas only 62% of private day and 51% of public school students would rate their teachers as high quality. College Preparation In addition, boarding school students reported that they are better prepared for college than students from public or private day schools. The study carried out by The Association of Boarding Schools found that 87% of boarding school students reported that they were very well prepared to take on college academics, as compared to 71% of students from private day schools and 39% of students from public schools. In addition, 78% of students at boarding schools said that the daily life at boarding schools helped prepare them for other aspects of college life, such as exercising independence, handling their time well, and doing well with college social demands. In contrast, only 36% of private day school students and 23% of public school students reported that they were ready to tackle college life with success. Benefits Extending Beyond College Interestingly, the study showed that the benefits of having attended boarding school extended well into adult life. For example, boarding school alumni/ae tended to attend graduate school in greater numbers: 50% of them earned advanced degrees, as compared to 36% of private day school alumni/ae and 21% of public school graduates. And once they earned their degrees, graduates of boarding schools earned top positions in management to a greater extent than their colleagues- 44% did so, as compared to 33% of private day school grads and 27% of public school graduates. By the end of their careers, 52% of boarding school alumni had achieved top positions, as compared to 39% of private day school graduates and 27% of public school graduates. Boarding school alumni say in remarkable numbers that they enjoyed their experience at school, and, in fact, an overwhelming number- 90%say that they would repeat it. It is clear from the survey that boarding schools offer not only top academics but also lifelong benefits and a close-knit community that students and alumni enjoy for a lifetime. While many parents choose boarding school mainly for its educational value- in the TABS study, the promise of a good education was the primary reason parents chose boarding schools for their children- it is clear from the survey that the schools offer much more than just the experience in the classroom. They also offer students the ability to exercise independence, work closely with their teachers, and enjoy friendships that often last a lifetime. Edited by  Stacy Jagodowski

The Evolution of IBM Case Study Example | Topics and Well Written Essays - 1000 words

The Evolution of IBM - Case Study Example The competencies thus shifted away from technical quality and towards knowledge, experience and personnel expertise (Carlson). The emphases was on focus, speed, customers, teamwork and execution. The company was centralized, global core processes were standardized, metrics were redesigned, and the focus was on the marketplace and the customer (Carlson). How would you describe Louis Gerstner’s implementation style of IBM’s competitive strategy in the early 1990s? The implementation style of IBM’s corporate strategy was focused upon streamlining the operation and cutting costs. IBM cut its workforce to a low of 220,000 employees in 1994, and used other cost reductions for the company. This was half of the competitive strategy. The other half was that Gerstner recognized that the company should continue to provide integrated solutions. The previous idea was that IBM would divide into separate companies that emphasized separate competencies. The idea was that IBM could bundle and customize solutions for customers, packaging hardware, software and services together in a customized bundle (Carlson). Because IBM was centered around an idea, as opposed to a certain technology, it was able to adapt to changing business climates that occur when new technologies arise, and the magazine The Economist states that companies who are rooted in a philosophy, not a product, are the companies who will be around in 100 years (â€Å"The Test of Time,â⠂¬  2011). ... Because IBM was centered around an idea, as opposed to a certain technology, it was able to adapt to changing business climates that occur when new technologies arise, and the magazine The Economist states that companies who are rooted in a philosophy, not a product, are the companies who will be around in 100 years (â€Å"The Test of Time,† 2011). The company also dropped low margin industries, such as personal printers and hard drives. Its focus was on high profit margin businesses, with a focus on becoming a technology integrator. It also acquired the management consulting and technology services arm of Pricewaterhouse Cooper, which was a boon for its services division (Carlson). What are the implications of the globally integrated enterprise model for marketing managers in the Australia and New Zealand subsidiary of IBM? The implications are that, even though the New Zealand and Australian marketing managers are working for a subsidiary of IBM, they will have to adhere to the corporate ethos of IBM. Moreover, they will be controlled by the centralized unit of IBM, and the products and services that they will be producing will be products and services which are approved by centralized management at IBM. The values, processes and shared services will be those of IBM. It appears that IBM has abandoned the strategy of having parents and children in the corporate sense, and more that each of the offices around the world are a part of IBM, and not independent. Discuss the elements of the marketing strategy that makes IBM successful in today’s global marketplace. One of the important elements of the marketing strategy is that IBM integrates production and value delivery worldwide, while depending upon state borders less

Business Administration class Strategy Formulation Essay

Business Administration class Strategy Formulation - Essay Example This is because in each stage, certain vital activities are done. In Strategy formulation, certain features of the organization are presented. The features are analyzed both internally and externally. These features include the vision, mission statement, objectives, and tactical objectives of the organization. The process starts by first looking at the mission and objectives which describe the companys business goals as well as measurable financial and strategic objectives. Secondly, an environmental scan is done. This includes an internal analysis of the firm as a whole, and its industry (task environment). An external analysis, also known as the PEST analysis follows (â€Å"Pest Analysis†, 2010). In strategy formulation, the information acquired from the environmental scan is used to match the firm’s strengths to its opportunities while addressing its weaknesses and external threats. In strategy implementation, programs, budgets, and procedures are used as means of implementation and this makes it important for success to be guaranteed. In the final stage which is evaluation and control, parameters to be measured are defined. The next step involves defining targets for the measured parameters, performing the measurements, and finally, comparing the measured results to pre-defined standards and make necessary changes. This second stage of strategic management supports the mission and objectives of the organization by creating sustainable competitive advantages. The stage is organized into six sections. Some of these sections are; Corporate-Level Strategy, Competitive Strategy, Functional Strategy, Choosing Strategies, and Troublesome Strategies (Rex, n.d.). Each of these sections has got its own methods of formulation. The level of Corporate-level Strategy is concerned with the direction of the company. It provides a channel for the organization to make some changes and improve their growth objectives and achievement. In the second level, Competitive

S5Ws7&8DQs Assignment Example | Topics and Well Written Essays - 1000 words

S5Ws7DQs - Assignment Example Among Fukuyama’s strongest arguments is the contention that weak nations are the causes of many of the problems experienced in the world. This is true owing to the fact that many of the issues affecting global order, security and stability stem from weak nations (Fukuyama, 1991). For instance, in the last one decade the United States and the world at large have had to face the plague of terrorism that has originated from weak nations like Afghanistan. Additionally, security issues along with global unrest have been witnessed in Iraq, and most recently the Arab spring in Tunisia, Libya, Bahrain, Egypt and Syria. All these examples are pointers to the strength and relevance of Fukuyama’s arguments that weak nations create problems for the world. Another equally strong argument is the fact that developed or rich nations ought to help weak countries develop for the sake of stability and peace in the world. A perfect example is the US assignment in Iraq and Afghanistan that have been aimed at stabilizing the region. The author has several arguments that are considered weak in the sense that they do not reflect the truth on the ground or are simply out of touch with the real situation. A typical example is the aspect of transferring functioning public institutions to developing countries. This approach has proved to be ineffective in the sense that institutions operating in developed countries may not work properly in weak nations owing to the different nature of the environment. International organizations along with non-governmental organizations play an instrumental role in the development particularly regarding state building projects. There is no doubt that the role played by these institutions is essential to nation building and their successes have been documented in several countries (Ottaway, 2002). As a result, every nation involves international organizations and

Gender and Culture Essay Example | Topics and Well Written Essays - 750 words

Gender and Culture - Essay Example All throughout my college life, I always used to depend on others view and advise to make any decision. Everything changed once I entered the organization. My boss always believed that people should make their own decisions and work on them. He expected the same from us. He made sure that I attended all the meetings with the clients and handled them single handedly. After the meetings, I was asked for opinion on the client. Initially I found it difficult and felt that my Boss was testing my performance. As days went on, I found that I started making my own decisions. This affected me personally as well as professionally. I was given the real freedom to make my choice. I transformed from being a dependent person to an independent person. I did not wait for approval from others and I enjoyed the responsibility which was placed on me. This effort by the people of the organization helped me a lot to make my own decisions and stand by them. It has influenced me in a positive way both in m y professional and personal life. Gaining Confidence During my college days, I feared to express myself, my views and ideas to everyone. The confidence in me was missing. My organization gave me more responsibilities which helped me increase my confidence level. People around me always told me that I was very talented and can do better than what I was doing. I was asked to lead a group of talented individuals for an important proposal. The outcome was that our organization won that proposal and I gained confidence on myself. Now I am willing to be defeated by the world since I have the confidence that I can win in any situation. Their way of teaching and giving me responsibilities is betterment for me and helped me a lot. This was one of the most important phases of my life since confidence and belief in my abilities helped me in my work. Sign of transformation from a Boy to Man. Facing my Fears People in my organization always believed in taking risks to succeed. For a person who a lways used to hide from fears, this thinking was never in synchronization with me. I always had doubts on my ability and was feared whether I could face the people and world around me. My organization conducted the â€Å"Innovative idea† session every three months where everyone had to present a new idea which would help the business grow. Initially I feared and did not perform well. Looking at this, my colleagues spoke to me and made me rehearse the presentation every time before I made the presentation. After few days, I was asked to do a similar presentation ad I fearless like never before. This technique by the people in my organization helped me in a long way. I now have a habit of taking risk to succeed without fearing what the outcome could be. This has changed compared to my college days where I feared my failures and never expressed my ideas. My organization has helped me in a way where I have transformed from a Boy to a Man. Controlling emotions These sequences also helped me to control my emotions. I learnt that no matter what happens, one should keep their emotions in check. Happiness and sorrow are the two faces of life and one should meet both equally without fear. People in my organization played a huge role in developing me. From being a feared, low on confidence and dependent person, my organization’s values have made me a confident and independent person. With the ever increasing competition to succeed, this transformation is important for everybody. They need to be strong if they are

Philosophy Essay Example | Topics and Well Written Essays - 1000 words - 3

Philosophy - Essay Example Descartes would respond to this challenge by saying that there is one thing we can know for sure, and that is that there is a â€Å"we,† or at least an â€Å"I.† This is certain beyond anyone possible doubt, because doubt necessitates it. If I doubt that I exist, then there must be an â€Å"I† to have the experience of doubt. So from doubt emerges certainty. This process is entirely mental and depends not at all on what the senses tell us is actually out there. That is good, because our senses may be lying to us. Descartes’ evil genius or demon could have our brains floating in a vat or our bodies hooked up to a bio-chamber like the ones on The Matrix. This being the case, how can I know that the street I see from my window is actually there? How can I be sure that the flowers I smell are there? A sadistic entity might deceive me into thinking that I am taking a whiff of a bed of roses when in actuality I’m smelling a pile of horse dung. In the same way, my sandwich might be a plate of sand and the music I listen to the screeching of fingernails on a chalkboard. All of this could have been set up for the amusement of the demonic genius who controls me. But there is one thing that said villain cannot do. He cannot trick me into believing that I exist if I don’t. ... Thus it is my rational mind, using the tools of science, that will get at the truth, separating fact from fiction in what my senses say. Nonsense, says David Hume. People can have ideas, even complex sets of ideas, that all fit together and sound good yet are totally fallacious. Aristotle developed a system of physics that fit this description perfectly. I can develop a theory that a young lady loves me, based on such rational notions as, â€Å"After all, I’m a fine young man, and don’t young ladies tend to fall in love with fine young men?† But when I test the theory out and ask her for a date she might say no. My ideas of what he feelings must be had no correlation with the outside world at all. So, for Hume, all we can know is what our senses tell us. But he carries this a step further, saying that f all we can know is what our senses tell us, then deductions made on the basis of observations can never be trusted. An example can be seen in a game of billiards. The stick hits a ball that hits another ball, and all are in motion one after the other. We conclude from this that there is some sort of force that one object passes to the other and develop theories about inertia and momentum. But, did we see this actual force? No. We saw a stick make contact with a ball, which set out in motion and struck another ball, which in turn launched into motion. But, for all we know, one did not cause the other. The balls may have some sort of internal property that sets them off, and it is sheer coincidence that this principle kicked in at the moment each was struck by the other. This being the case, what can we ever really know? Well, we can know that stuff happens. How or why it occurs, on the other hand, is forever

The Power Of Identity Research Paper Example | Topics and Well Written Essays - 3000 words

The Power Of Identity - Research Paper Example The Zabaleen are not paid or paid whenever the house owner feel like but somehow it is the only department that has no failures like the rest of the services in Cairo. This is because the Zabaleen perform their duties without fail and at before dawn making the service invisible but very efficient and almost free of charge. Peter Hessler wrote an article titled tales of the trash: a neighborhoodgarbage man explains modern Egypt. It was written as aletter fromCairo on the 13th of October 2014 issue. This paper will discuss six themes observed in the tales of the trash: a neighborhoodgarbage man explains modern Egypt. In addition, the paper will connect the identified themes to the lives of the people in the article. The six themes identifiedare religion, culture, inequality, self-determination, power and ego. This lettertalks about a man named Sayyid Ahmed who is a Zabaleen or garbage collector. He is illiterate and his only job is collecting garbage. He works for efficiently even without pay and thus provide a remarkably efficient recycling service in Cairo. He find many things in his work as a garbage collector and instead of finding out what they are on his own he enlists the help of the people with whom he collects their garbage. He does this because he is illiterate just like many people in Cairo. Furthermore, he has friends in high places who grant him favors when he runs into trouble. He is well mannered and whenever he is aguest somewhere he carries away his empties which are always beer bottles since he knows he will collect them the following day anyway. Thus he is a very curious man who yearns from people who are literate and learned like ambassadors. Religion can be defined as the structured assembly of beliefs that are used as guidance in the lives of human beings(Kunin& Miles-Watson, 2006). Religion is one of the pillars of many people lives in the

Philosophy Essay Example | Topics and Well Written Essays - 1000 words - 3

Philosophy - Essay Example Descartes would respond to this challenge by saying that there is one thing we can know for sure, and that is that there is a â€Å"we,† or at least an â€Å"I.† This is certain beyond anyone possible doubt, because doubt necessitates it. If I doubt that I exist, then there must be an â€Å"I† to have the experience of doubt. So from doubt emerges certainty. This process is entirely mental and depends not at all on what the senses tell us is actually out there. That is good, because our senses may be lying to us. Descartes’ evil genius or demon could have our brains floating in a vat or our bodies hooked up to a bio-chamber like the ones on The Matrix. This being the case, how can I know that the street I see from my window is actually there? How can I be sure that the flowers I smell are there? A sadistic entity might deceive me into thinking that I am taking a whiff of a bed of roses when in actuality I’m smelling a pile of horse dung. In the same way, my sandwich might be a plate of sand and the music I listen to the screeching of fingernails on a chalkboard. All of this could have been set up for the amusement of the demonic genius who controls me. But there is one thing that said villain cannot do. He cannot trick me into believing that I exist if I don’t. ... Thus it is my rational mind, using the tools of science, that will get at the truth, separating fact from fiction in what my senses say. Nonsense, says David Hume. People can have ideas, even complex sets of ideas, that all fit together and sound good yet are totally fallacious. Aristotle developed a system of physics that fit this description perfectly. I can develop a theory that a young lady loves me, based on such rational notions as, â€Å"After all, I’m a fine young man, and don’t young ladies tend to fall in love with fine young men?† But when I test the theory out and ask her for a date she might say no. My ideas of what he feelings must be had no correlation with the outside world at all. So, for Hume, all we can know is what our senses tell us. But he carries this a step further, saying that f all we can know is what our senses tell us, then deductions made on the basis of observations can never be trusted. An example can be seen in a game of billiards. The stick hits a ball that hits another ball, and all are in motion one after the other. We conclude from this that there is some sort of force that one object passes to the other and develop theories about inertia and momentum. But, did we see this actual force? No. We saw a stick make contact with a ball, which set out in motion and struck another ball, which in turn launched into motion. But, for all we know, one did not cause the other. The balls may have some sort of internal property that sets them off, and it is sheer coincidence that this principle kicked in at the moment each was struck by the other. This being the case, what can we ever really know? Well, we can know that stuff happens. How or why it occurs, on the other hand, is forever

Critique on Dead Aid by Dambisa Moyo Essay Example | Topics and Well Written Essays - 2000 words

Critique on Dead Aid by Dambisa Moyo - Essay Example Dambisa Moyo has an exceptional background on the African economy, since she has degrees from prominent learning institutions such as Harvard and Oxford. She has also worked in major organization globally such as World Bank and Goldman Sachs (Collier, 2009). The concept of the book is accepted because it has outstanding information. The summary of the research question of the argument, and theoretical framework of the Dead Aid is aptly analyzed. The internal analysis of Moyo’s book is examined in details by stating the type and eminence of evidence used. Lastly, a discussion on the input of the book to the larger debates on Globalization is discussed aptly. Part 1 Summary of the Research Question of the Argument, and Theoretical Framework of the Book The summary of the research questions of the argument and theoretical framework from Moyo’s Dead Aid is; ‘Is foreign aid affecting African economic progression negatively?’ The basic argument shows whether fore ign aid set for Africa has failed, secondly, whether it has accelerated poverty in the African continent. Finally, it recommends other effectual ways of improving economic development instead of relying on foreign aid. The book discusses whether foreign aid granted to African countries has caused monumental injury, which damages the intended sectors such as political and monetary to be sustained. Part 2 Internal critical evaluation of the book: type of evidence used, quality of the evidence Case selection & how well does the evidence support the argument? The case selection of the book affirms how Moyo states causes and effects of foreign aid in African states. She tries to uncover the real truth to the world, which shows the failure of western countries to put extra efforts in finding other alternatives of making Africa’s economy stable and strong, despite the fact that their intentions of offering the donations are constructive. Thus, Dead Aid argument uncovers the ideologi cal myth of aid as the core reasons for the underdevelopment of African states and the undermining the moral principle that makes granting of foreign aid as a political and ethical imperative. The case selection of the book tries to expose the failures of foreign aid in improving the economic status of Africa by stating the historical ascription of aid (Moyo, 2009). She states various methods western countries used to give out foreign aid as a tactical maneuver throughout the Cold War period. She also states the practical inefficiencies of handling the huge sum of foreign money by leaders in the economically deprived countries. She also blames the defective structure of aid that is implemented by countries, which has failed to bring economical change to African states. In her book, she highlights the growth rates of >5% and the high rankings of African stock exchange as evidences to show how the economy has improved in the states in some instances. These are some of the evidence and strengths of Dead Aid that approves the argument put across. Nonetheless, Moyo emphasizes by stating that Africa will continue to be the same, despite the positive shown and depicted by the progress of economic status. Another issue she brings to light is that individuals from African states will continue to remain in the same poor condition, as long as it receives foreign aid from diverse western counties. She illustrates the current condition in

Ethical Impacts of the Internet on Children and Teenagers Essay Example for Free

Ethical Impacts of the Internet on Children and Teenagers Essay As the use of internet dominates every activity in the global market, its use in homes and schools has exponentially grown raising concern on its ethical effect on children and teenagers. The nature of the youngsters’ use of internet has generated heat and anxiety among the general public as the society calls for ethical and moral guidelines that would protect children and teenagers from negative effect of the internet. This paper proposes a research that will identify the effect of internet use among the young people as the academic and policy importance concerning the opportunities and dangers of internet use continue to be raised. The paper identifies these opportunities and dangers as it proposes the methodology and limitations for the research paper. 2. 0 Introduction 2. 1 Background Internet which slowly started as a network for military officers in the cold war eventually became an important tool in the academic corridors and today the former â€Å"Arpanet† has greatly grown to become the primary platform for communication and interaction for different communities around the world. As the Internet traffic hit millions of users each day the communication technology continue to grow to allow for infinite information access and instant interaction by users, a fact that has brought about a social paradigm shift in the way societies used to live in the earlier days. This technology has particularly been embraced by children and teenagers as a way of learning, socializing and leisure. In the developed countries and many other regions around the word, internet access has ceased to being a trademark for the privileged members of the society as its use in the workplace, education institutions and leisure places continue to grow exponentially. As the use of computers and internet become more and more entrenched in our day to day routine practices, it has become a basic feature not only in the offices but also at our homes. The presence of internet at our homes has opened up a â€Å"super highway† to children and teenagers who are being referred to as the â€Å"digital generation† that incidentally predisposes them to overwhelming information and social sites that may contribute heavily in shaping their behavioural patterns. Whereas internet offers a perfect educational platform for the young people, it is also seen largely as a risk factor that could expose them to adult sites, make them more addicted and dependant on the internet and eventually instil anti-social behaviour in some of them. While this issue demands a critical stance given the consequences it has on the future generation, very little independent researches has been conducted to inform the policy makers and end the growing public anxiety. In most of the researches conducted in the recent past only a few have focused on the social consequences of the internet among the children and teenagers. The households with children or/and teenagers that have access to the internet is however more common than those without (Wigley and Clacke, 2000). 2. 2 Research Objectives The main objective of the proposed research project is to explore the impact of the internet on children and teenagers based on the expected social, cognitive and behavioural patterns in the society. The research project will aim at identifying issues that deviate from the laid down expectations both at school, home and in the society which find their root from the internet. 2. 3 Research Question The proposed paper will focus on answering the following primary question; †¢ What are the ethical impact on the use of internet among the children and teenagers? To effectively explore the primary research question the following secondary questions will be analyzed? †¢ What are the children/teenagers perceptions towards internet? †¢ What are the perceptions of the parents whose children are using internet at home or/and school? †¢ What are the important contrasts in internet activities from what is expected to what is actually practised? †¢ What are the possible impacts of these struggles between the theoretical and practical internet activities on children/teenagers’ social development? 2. 4 Research Significance A study conducted in the UK by Wigley and Clacke (2000), revealed that among the young people aged between 7 and 16 years, 75% of them have used the internet as compared to only 38% from the adult population. This explains that in the contemporary society the young are actually the pioneers of the internet culture. For a long time children and teenagers have also been regarded as a special homogenous object in other studies a fact that has made this category of population marginalised and often left out in researches on the internet. Even in the midst of growing researches on e-commerce and e-democracy very little efforts are focusing on the expanding online market driven by the young people. For these reasons children and teenagers are often left out in technological advancement as the market analysis is evaluated. As the social effects of internet on the young people become obvious in most societies it is becoming more difficult to ignore the subject and therefore many empirical projects on children and teenagers use of the internet are coming up. This makes it appropriate moment in which the research agenda on this category of population must be given priority. 3. 0 Literature Review 3. 1 Nature of Internet Usage Recent surveys reveal that children and teenagers attach high value to the usage of internet to gather information, entertainment leisure and as a medium of communication. According to Valkenburg and Soeters (2001), 73% of the children and teenagers use internet as an education tool, 59% use it for E-mails, 38% to play games, 32% for chatting with friends and 31% use internet as a hobby and an area of interest. The internet has already revolutionized the social patterns of our younger population drastically changing the earlier forms of communication and interaction among the peers. A research conducted by Valkenburg and Soeters (2001), indicates that among most households internet has continued to elicit mixed reaction between the parents and their young ones as it is considered to easily lead the young toward the wrong direction if mismanaged or taken for granted. While the parents praise the internet for its role in availing most of the information that their children would need in pursuit of their education, the children consider the opportunity more as a source of entertainment that gives them a break from the other â€Å"old fashioned† entertainment sources. The tug of war between the parents and children demonstrates an obvious digital generation gap in which children and teenagers who normally acquire and understand new internet skills faster than their parents get transformed into â€Å"family tutors†. The expertise in computer and internet skills among the children gives them a symbolic advantage over their parents that can easily be mis-used in pushing their interests that could not necessarily be approved by their parents. The current researches on the social context in which internet is focusing more in identifying ways and means in which children and teenagers are changing their homes into centres for content production, entertainment and leisure. This fact has in essence brought about new approaches in children’s activities as questions linger on whether learning has become more fun, playing is turning more and more educational and whether online chatting is part of civic participation or a way of withdrawal from the general society. This kind of researches therefore calls for the need to analyse the online content that is most preferred by children and teenagers. This raises a challenge given the large volume of online contents from which one can choose from and the fact that the hypertext content can be actualized by the user. This has in effect discouraged most of the researchers carrying out studies on the impact of internet on children and teenagers. Most of the researches today are however guided by the policy issues that are endeavouring in trying to balance the benefits that the internet offers to the young population against the harm that may be associated with some of the sites. Therefore the key agenda is on how the society in general should ethically conceptualize and balance the benefits and the dangers of the internet on the children and teenagers within there spheres of influence.

What literary techniques does F. Scott Fitzgerald use to present :: English Literature

What literary techniques does F. Scott Fitzgerald use to present Gatsby's party in Chapter III of the novel The people of 1920's America often lead a very extravagant lifestyle, rich people often overspent in vast amounts, a term known as Conspicuous Consumption. This basically means the rich spend so much and waste their money to such an extent on highly expensive and pointless things, that it actually makes the less fortunate people living in their midst even more poorer then they already are. The richer people of 'The Jazz Age' often wasted time by simply lounging around and getting drunk, having nothing better to do. This was due to the fact that many rich people had more or less done everything that there was to be done and had achieved everything they wanted in life, therefore becoming bored with life, so they wasted their vast fortunes showing off with expensive merchandise, throwing lush parties and going out every night. However the vast amounts of spending through this time soon came to an end, with the Wall Street crash just as Fitzgerald had predicted. The chapter opens up with a very descriptive and detailed introduction given to us by Nick. He seems to give us a lavish description of one of Gatsby's summer night parties, Nick seems to be looking on from his house watching the party in his usual voyeuristic fashion. It's possible that he's maybe slightly envious of the guests, possibly wishing to be there himself; it seems to give the reader that impression as the chapter goes on. This could be a good reason for the extra amount of descriptiveness. Nick also uses a simile at the start: "In his blue gardens men and girls came and went like months among the whisperings and the champagne and the stars." The term 'whisperings' could be referring to the guests usual gossiping of their host, another interesting quote shows that it's possible his parties can last for a very long time and is also a perfect example of Nicks excessive use of description: "at high tide in the afternoon I watched his guests diving from the tower o his raft, or taking the sun on the hot sand of his beach while his two-motor boats slit the waters of the sound, drawing aquaplanes over cataracts of foam." This also shows Gatsby's immense wealth. During the build up to the party, Nick sees a variety of events taking place, these events help display the sheer amount of money and extravagance that Gatsby must put into these parties, for example: " Every Friday five crates of oranges and lemons arrived from a What literary techniques does F. Scott Fitzgerald use to present :: English Literature What literary techniques does F. Scott Fitzgerald use to present Gatsby's party in Chapter III of the novel The people of 1920's America often lead a very extravagant lifestyle, rich people often overspent in vast amounts, a term known as Conspicuous Consumption. This basically means the rich spend so much and waste their money to such an extent on highly expensive and pointless things, that it actually makes the less fortunate people living in their midst even more poorer then they already are. The richer people of 'The Jazz Age' often wasted time by simply lounging around and getting drunk, having nothing better to do. This was due to the fact that many rich people had more or less done everything that there was to be done and had achieved everything they wanted in life, therefore becoming bored with life, so they wasted their vast fortunes showing off with expensive merchandise, throwing lush parties and going out every night. However the vast amounts of spending through this time soon came to an end, with the Wall Street crash just as Fitzgerald had predicted. The chapter opens up with a very descriptive and detailed introduction given to us by Nick. He seems to give us a lavish description of one of Gatsby's summer night parties, Nick seems to be looking on from his house watching the party in his usual voyeuristic fashion. It's possible that he's maybe slightly envious of the guests, possibly wishing to be there himself; it seems to give the reader that impression as the chapter goes on. This could be a good reason for the extra amount of descriptiveness. Nick also uses a simile at the start: "In his blue gardens men and girls came and went like months among the whisperings and the champagne and the stars." The term 'whisperings' could be referring to the guests usual gossiping of their host, another interesting quote shows that it's possible his parties can last for a very long time and is also a perfect example of Nicks excessive use of description: "at high tide in the afternoon I watched his guests diving from the tower o his raft, or taking the sun on the hot sand of his beach while his two-motor boats slit the waters of the sound, drawing aquaplanes over cataracts of foam." This also shows Gatsby's immense wealth. During the build up to the party, Nick sees a variety of events taking place, these events help display the sheer amount of money and extravagance that Gatsby must put into these parties, for example: " Every Friday five crates of oranges and lemons arrived from a

an american story :: essays research papers

On November 25, 1986 at five minutes past noon, President Ronald Reagan marched into the White House briefing room to announce that Lieutenant Colonel Oliver North had been relieved of his duties on the National Security Council staff for supplying arms to the Iranians. By Stephan Perry It began in 1961 when Oliver North joined the Marine Corps, never knowing what he was in store for. Combat-decorated Marine, best selling author, founder of a small business, host of a nationally heard radio show, inventor with three U.S. patents and former candidate for the U.S. Senate, Oliver North is returning to newspapers with his hard-hitting column. â€Å"Ollie†, as he prefers to be called, was born in San Antonio, Texas and graduated from the U.S. Naval Academy in Annapolis and served 22 years as a U.S. Marine. His awards for service in combat are the silver star, the bronze star for valor and two purple hearts for the wounds he received in action. Assigned to the National Security Council staff in the Reagan administration, North was involved in planning the rescue of 804 students on the Island of Grenada and played a major role in the daring capture of the hijackers of the cruise ship Achille Lauro. After helping to plan the U.S. raid on Maummar Qaddaffis, terrorist based in Libya, he was targeted by Abu Nidal, the world’s deadliest assassin. North’s involvement in the Reagan administration’s support for the anti-communist freedom fighters in Nicaragua and the rescue of American hostages held in Beirut Lebanon, catapulted North into international prominence. North has lectured at Oxford and many other colleges and American universities. He is controversial and committed, but retains the charisma that shocked the world during the so-called Iran Contra hearings and in his 1994 campaign for U.S. Senate. North believes that â€Å"We can disagree without being disagreeable.† The Iran Contra affair is the name of the major United States foreign policy scandal in the 1980s. It involved two secret operations by the executive branch of the government. The operations were 1) the sale of military equipment to Iran and enemy of the U.S.; and 2) The provision of the military aid to Contra rebels in Nicaragua, which Congress had banned. The two operations were connected by the use of profits from the Iranian arms sales to aid the Contra rebels. After United States president Ronald Reagan took office in 1981, he claimed the Sandinistas had set up a communist dictatorship.

Comparing two openings of Lord of the flies and Great expectations Essay

It is important that the opening of a book should be able to entice the reader to carry on and pursue the reader to finish the book through and an exciting or a mysterious opening that will encourage the reader to find out what would happen next. I find that Charles Dickens’ opening for â€Å"Great Expectations† had to be exciting and dramatic because he sold his chapters in weekly issued ‘magazines’ which meant that if the opening issue wasn’t exciting enough for the reader, he or she would not buy any more issues of Dickens’. In ‘Great Expectations’, we are introduced to the main character Pip. This is because the story is told in the first person. We are ‘semi-introduced’ to the convict halfway through the chapter. I feel that Dickens makes the child (Pip) believable by showing his innocence through his speech and dialogue; â€Å"Also Georgina†¦Ã¢â‚¬  I feel that this quote shows he’s not old enough not to add the word â€Å"also† in front of a name on a gravestone. Another good example of making Pip more believable is when he describes the appearance of the convict; â€Å"†¦soaked in water, and smothered in mud, and lamed by stones†¦Ã¢â‚¬  The repetition of the word â€Å"and† makes the speech more familiar to what a child would say when he or she gets excited or scared of something. Dickens also makes the convict believable by the use of dialect, appearance and actions he makes the convict use during his encounter with Pip at the graveyard. â€Å"Give it mouth!† this quote shows that the dialogue is quite authentic or colloquial. Dickens also shows how the convict frightens Pip as he â€Å"tilted† him lower until he â€Å"looked most powerfully down into mine†¦Ã¢â‚¬  This could create fear for Pip and also invites the audience to feel sorry for Pip and hopefully wanting to know what happens next. The convict’s appearance is quite detailed and quite believable; â€Å"†¦all in coarse gray, with a great iron on his leg. A man with no hat, and with broken shoes, and with an old rag tied round his head.† This quote shows that from his clothes and the â€Å"great iron† on his leg, it is quite clear that the convict has escaped from prison with difficulty coming across the plains. The convict’s actions are also portrayed quite well from the â€Å"dip and roll† to hugging his â€Å"shuddered body†. It shows that although the convict is very fearful to Pip, I think that there is a more ‘softer’ side to the convict due to the way as he tried to â€Å"hold himself together† by â€Å"clasping himself†. In ‘Lord of the Flies’, we are introduce to the to mostly the entire large cast that is on the island like Ralph, Jack and Piggy. Dickens’ shows Ralph through mostly his actions like when he â€Å"stood on his head and grinned† at Piggy or when he â€Å"jerked his stockings†. These actions show he is very adventurous but at the same time is very decent because during that time, pupils were made to pull their stockings up if they fell down in school. Although he is not in School, I think it is an automatic ‘habit’ that Ralph pulls up his stockings. Golding describes Piggy through his speech and dialogue; â€Å"All them other kids† This is a good example of why Piggy doesn’t fit in on the island. It shows he is a lower class to everybody else due to his grammatical mistakes in his speeches and conversations. His appearance is probably the first reason why he finds life on the island difficult; â€Å"He was shorter than the fair boy and very fat†¦and then looked up through his spectacles† The glasses and his weight shows him at a disadvantage because he is unable to do anything active when the boys start to play. Also, he has asthma which nearly makes him ‘immobile’ other wise if he does active things, he could start suffering because he would be out of breath or his glasses would break leaving him nearly ‘blind’ for they rest of their stay. Golding puts Jack across to the readers by using his dialogue and appearance. From Jack’s dialogue, it shows that he is very commanding and should have been the natural leader; â€Å"Choir! Stand still!† This shows although they are miles away from home, Jack is still able to control his choir. His appearance makes him look quite evil during the beginning of the story. He had â€Å"red hair† and wore a black coat with a silver cross on the left breast†. The red hair could show that he had a fiery temper like when he found out there was no â€Å"man† on the island; â€Å"†¦ frustrated now, and turning, or ready to turn, to anger.† The choir, who were all dressed in black, from a distance they were described as â€Å"something dark† and â€Å"the creature† The colours used were black and red, which could be linked with evil and anger. Images and setting are used to make the author’s idea stronger or to think things in their point of view. The ‘Great Expectations’ setting shows its secluded shows it’s secluded, dark and cold; â€Å"†¦and that dark flat wilderness beyond the churchyard, intersected with dykes and mounds and gates†¦ was the marshes.† I think Dickens sets the first setting in a dark churchyard because the reader would start to wonder why a small boy is doing in a dark churchyard and would try to find out what happens next. The setting is also made vivid by the way Dickens adds features to the countryside like â€Å"beacons† or â€Å"batteries† which connect with war and death making the place too dangerous for Pip to be there. There is a dark atmosphere created in the opening because Dickens wants to give the audience an exciting opening, which will interest his audience. The setting in ‘Lord of the Flies’ is completely different to ‘Great Expectations’. It is set on a tropical island where places like the lagoon show that it is a place, which could be safe for children to swim and play in for example. The island is made into a kind of paradise that could be similar to the Garden of Eden where in the beginning it was perfect but human presence made the Garden worse. Although quotes show the island is a paradise, there is still an element of evil on the island with the â€Å"witch-like cry†. The atmosphere in this opening is completely different. I feel that there is a more ‘celebratory’ atmosphere created here because there are no parents to supervise them and they could do anything they want. Also, they are away from any signs of war or conflict with another country because this story was set during the Cold war. Although there are signs when the atmosphere will change like when Ralph becomes the surprise leader when it should have naturally gone to Jack. We are able to sense a bit of Jack’s anger; â€Å"†¦ and the freckles on Jack’s face disappeared under a blush of mortification† Golding shows this is not another adventure story because of differences on the island where Jack, the obvious choice for leader, wasn’t chosen to be the leader but Ralph was. Disagreements could lead from Jack modifying Ralph’s rules and creating his own group or ‘tribe’: the â€Å"Hunters†. Dickens also doesn’t give away the plot but it is possible that Pip will find himself in trouble after stealing the food and the file. I felt that ‘Lord of the Flies’ has succeeded in persuading me to carry on reading it because of the way it is able to combine good characters with a good setting. I also find that it is able to give the story on two levels, in a literal story level and also a moral level showing us an examination of evil within human nature in the form of the small group of little boys. I also found ‘Great Expectations’ has also succeeded in persuading me to read on because of good characters and vivid descriptions of actions. There is also a slight sense of humour added to the story as well.

The Big Green Arm Chair

The Big Green Armchair a) i. The mood of the setting ii. â€Å"Staring into the grim winter/ Only slate – grey skies† iii. The author uses adjectives like â€Å"grim† and â€Å"slate – grey† to describe the winter’s day, which conveys a very dull and dreary mood. The author compares the grim winter’s day and the dull mood to the old woman. This helps the reader understand how the woman is feeling. b) The author creates a dull mood by describing in detail what the old woman sees outside the window. Staring into the grim winter, she sees no flowering plants. There are no colours, only slate – grey skies and bare, brown trunks. There are no buzzing cicadas or cheeky kookaburras singing and darting between the trees. This shows the reader that the old woman misses this time of the year. The use of repetition â€Å"There are no colors/ There are no buzzing cicadas†¦ † The use of repetition â€Å"There are no colors/ Ther e are no buzzing†¦Ã¢â‚¬  emphasizes the dullness of mood.This descriptive style of writing makes the reader picture the dull and gray setting and the old woman looking out of the window. c) The author writes in third person and uses past tense half way through the text which creates a nostalgic feeling which the old woman is going through. The use of adjectives and descriptive sentences like â€Å"summer was bright and lively† and â€Å"ruby red gerberas burst through the green gardens and purple flowers blanketed the huge jacaranda tree†, adds to the nostalgia and creates imagery.The author makes the reader visualize the bright sun and the blooming flowers. The use of sensory descriptive words like â€Å"the smell of meat sizzling on the barbeque lingered in the air† and â€Å"eating mouthwatering prawns† makes the reader imagine the smell of the barbequed meat and the taste of the prawns. This shows that the old woman misses those days and that th ose days are now memories that make her happy and comfort her.

The Scarlet Letter: Significance of Hester Prynne

In Nathaniel Hawthorne's The Scarlet Letter, Hester Prynne reveals that although society attempts to confine people, those with inner strength are able to break free of their restrictive labels. Even though the public shunned Hester and forced her into solitude, she still, at the end of her â€Å"term of confinement†, found a way to overcome societys stereotypes.Hester's inner strength allowed her to rise above the negative connotations of the scarlet letter, and now viewed the symbol as a representation of sacredness, which enabled her to walk securely amid all peril† (112). She, through her determination and toughness, turned the scarlet letter from a marking of shame into a symbol of charity and ability by also dedicating herself to being kind to her community.Hester's generosity towards the people that shunned her despite their negative opinions regarding her â€Å"sinful† actions is representative of her ability to defy the stereotype that society has given h er. Hester is now known to society as a woman â€Å"who is so kind to the poor, so helpful to the sick, so comfortable to the afflicted† (1 12). She assumed a â€Å"freedom of speculation†, allowing her to view the once burning symbol on her chest as a symbol of which she could be proud.Hester's mental toughness and boldness was compared to that of â€Å"men of the sword overthrowing nobles and kings† (1 14), as she was fiercely determined to reconstruct the image denoted by the scarlet letter. By overcoming the restrictions society tries to place on her, such as solitary confinement and banishment, she allows herself to emerge an admirable public fgure. Society now ceases to uphold a negative representation of Hester. Furthermore, Hester's mental strength allowed her to aintain the idea that â€Å"the world's law was no law for her mind [114]. In other words, she believes that the stereotypes and labels that society puts on people are never permanent, and is a symbol of how an image can be augmented if one possesses the will and mental toughness. Hester could have simply accept the label society has put on her, but instead through this mindset she found the strength to overcome her derogatory reputation that was bestowed upon her and turned it into one in which she could be confident. The Scarlet Letter: Significance of Hester Prynne By mnunziante

Use book content to explain 5 video Essay Example | Topics and Well Written Essays - 500 words

Use book content to explain 5 video - Essay Example These organizations adopt different strategies to manage respective production operations. Notably, quality control and technology are the most common things among the five videos (Russell and Taylor 54). In the video on how to make Jeans, quality control is very prominent. The making of jeans includes choosing the fabric, designing patterns, and tailoring. Manufactures enhance the quality of denim jeans by choosing unique textiles and high quality fabric for denim and pocketing since denims are seemingly too thin. As such, they chose â€Å"jeans-grade" denim that guarantee high quality denim jeans. Cotton is a high quality material for denim jeans. The fabric distinguishes denim jeans from other off-the-rack jeans. The manufactures washes and dries the fabric to make it easier to work with. The process also ensures that finished denim jeans are fitting. The process also entails roughening up which adds quality to the jeans. The manufactures use modern technologies to trim and design patterns for the denim jeans. In the video on how to make skateboards, quality control is supreme. The manufactures use high quality materials that include veneer, tie bond glue, router of rasp, and molded press. Notably, veneer defines a hard rock maple that prevents the skateboards from vibrating. Moreover, the hard maple made from oak wood prevents the skateboard from breaking since it is strong. On the other hand, the tie bond glue guarantees a strong bond thus creating a durable skateboard. To add on quality, manufactures adopt a specific arrangement of venners. The venners follow one another in layers that include the Face, Core layer, Cross band, Core layer, Cross Band, Core layer, and a final Face. The molded press enhances compatibility of the skateboards. In the video on how to make cosmetics, it is clear that quality is supreme. The process of making cosmetics includes ingredients that must have the approval of the FDA. It involves color additives that

Causes of Prejudice Research Paper Example | Topics and Well Written Essays - 1500 words

Causes of Prejudice - Research Paper Example The second article by C.P Ellis sounds like an autobiography. He vividly recalls many mishaps in his life that formed the basis of his prejudiced personality. The many difficulties he encountered in his life anchored with peer influence made him develop a strong sense of prejudice, especially to the African Americans. However, this ended after he came back to his senses and realized that no race is better than the other is. Malcolm X, the author of the third article focuses on how our own individual behaviors’ influences our levels of prejudice. His strong desire to achieve without looking behind is well reflected in the third article entitled learning to read. His great interest to develop learning skills as an inmate, made him made him rise to be to be one of the greatest historians of all times. His unique personality made him an all-around individual with no any racial bias to all groups in the society and motivates him to foster for the same. There are three important cau ses of prejudice, they are levels of prejudice, self-justification, and personality. Prejudice, like cultural values, is learned through the socialization process. Many prejudices are passed along from the parents to their children. The media, such as advertising, television, as well as films, also take part in perpetuating negative depictions. This can take the form of stereotypes as well as demeaning images of assorted groups, such as gays and lesbians, ethnic minorities, the elderly, women, and the disabled. No child is born with prejudice. They learn core values and beliefs from their parents, other family members, the media, peers, teachers, and others around them. In short, children acquire prejudiced attitudes through the socialization process. Much prejudice socialization takes place outside their home.  In conclusion, prejudice is an undesirable manifestation of the power of integration. Prejudice sets people apart. Prejudice has several causes, most of which can be dealt with. Ironically, even prejudice can imply some sort of relationship. If such relatio nship did not exist among people, they would be totally unaware of the other group's existence. Where there is any form of, even a negative one, there exists some integration.

Proposal outline Research Example | Topics and Well Written Essays - 500 words

Outline - Research Proposal Example Millions of citizens probably could be out of employment. Therefore, countries wishing for high employment levels can do this only via changes in investment magnitude, which will in turn increase national income. The independent variable in the research study is the wellbeing of the population while the dependent variable will involve the national income level and its determinants. The independent variable will change with varying levels of employment and investment that determine the national income level. Most of the data on the determinants is to be found in literary works, and government records, therefore, there will be minimal reliance on data from professional practice. This will necessitate qualitative research to integrate document analysis into the research design. The research will be interested in identifying the determinants of national income and the way the income correlates with the population’s national wellbeing. Through combining with data on population, national income, can give a clear measure of wellbeing based on the country’s per capita income, as well as its growth with time. National income can also be combined with data on the country’s labor force in the assessment of productivity’s level and rate of growth. National income could also give, in combination with monetary and financial data, a guide to the country’s level of inflation. The study’s conclusion reveals that in the presence of full equilibrium of employment scarce resources can be allocated to alternative employments, as well as preservation of free enterprise, which would see income being distributed on input market pricing factors. This would come with appropriate safeguards for the disadvantaged, which would improve general wellbeing of majority of the population. The necessary determinants were provided that could be used to explain the manner