Research Methods Coursework Example | Topics and Well Written Essays - 1250 words

Research Methods - Coursework Example The value of the statistic is too small and the probability is too high to reject the null hypothesis. Thus, from the F-test we conclude that all coefficients could be jointly equal to zero. (ii) H0:?2=0 against H0:?2?0 using a significance level of 0.05 Since the alternative hypothesis is that of non-equality but no direction (greater or less than) is specified, the test will be two tailed. The computed t- statistic is equal to -2.66937 which is greater in terms of absolute value than the two-tailed 5% critical value of 2.018 (given the number of observations and variables, the degrees of freedom are 42), we reject the null hypothesis that the coefficient of 1990 GDP per-capita is not statistically significantly different from zero. (iii) H0:?3=0 against H0:?3>0 using a significance level of 0.05 Since here the alternative hypothesis is of the greater than type, the test will be right tailed. For the given number of observations and variables, the critical one sided 5% t value is 1. 682. Our computed t-value is 2.598522 which is greater than the critical value. Therefore, the null hypothesis is rejected at 5% level of confidence. This implies that we have statistical evidence of secondary enrollment having a positive impact on GDP growth. (iv) H0:?7=0 against H0:?7>0 using a significance level of 0.1 Again, the alternative is of the greater than type, implying a right tailed test. The critical 1% t-value is 2.418. From the table above, we find that the computed t-statistic is 1.50471. Since this is smaller than the critical value, we fail to reject the null hypothesis. Therefore, we fail to find any evidence that credit ratio has any statistically significant impact on GDP growth. Therefore, we find a contradiction between our conclusions in (i) and (ii). While in (i) we fail to reject the notion that all the coefficients on the predictor variables are jointly zero, we reject the hypothesis that the coefficient on the first explanatory variable, the 1990 percap ita GDP is zero. But if this is true then (i) should have rejected the null in favour of the alternative which requires atleast one of the coefficients to be non-zero. Typically, such contradictions arise because of the violation of one or more of the basic assumptions underlying OLS estimation. Particularly, if there are outliers that distort the estimates, then such contradictory results can emerge. 3. Advice for choosing between alternative spending From the fitted model in the previous part we have found that secondary enrolment has a positive impact on GDP growth as does the private credit ratio. Infact the coefficients are quite close though that of private credit ratio is slightly lower. However, only the former is statistically significant. This implies that there is no evidence of increases in private credit ratio having any impacts on the GDP growth. Therefore I would recommend investing the sum of money on policy measures that will increase the country’s rate of en rolment in secondary education. 4. Diagnostics for evaluating the validity

Looking for Alibrandi essay Essay Example for Free

Looking for Alibrandi essay Essay Essay question: Family has a strong influence on our lives. It affects the way we view ourselves and those around us. How has family influenced Josephine and what impact does it have?Family is one of our main influences in our lives, although we are not always aware of it. It shapes the people we are and the choices we make in our lives. In the text Looking for Alibrandi by Melina Marchetta, Josephine Alibrandi is seeking to be free from the world and its misunderstood societal regulations throughout her twelfth year of high school the year of change and new ways of thinking. Throughout her journey, her family influences her way of thinking. She grows and learns through family and structure, accepting her Italian heritage and family members. Family shows who she is, and by accepting that, Josie is able to live freely to the life she dreamed of, although not in the way she originally expected. Throughout the book, family influences Josephine to reach her goal of emancipation, creating a connected family and a liberated perspective on life. Throughout the book, Josies way of thinking changes immensely, from negativity towards her family and culture, to a new understanding and perspective towards life. This is the effect from family, personal experiences, and sharing truths and feelings. Which teaches Josie how she feels about her culture, family and find the part of herself which is embedded in her family. Showing that her family influences and changes the way she feels about life and gives her a new perspective towards it. As the book progresses, Josephine learns to appreciate family the sacrifices they make her, her Italian heritage and the community of family. Josie became respectful and thankful towards her family as apposed to resentful, because they loved her and her individuality. This has influenced Josie to learn her own truths, make her own rules and way of life, but most importantly, to figure out where her place in life is, I know where my place in life is. Its not where the Seras or the Carlys of the world have slotted me†¦ Im an Australian with Italian blood flowing rapidly through my veins. Ill say that with pride, because its pride that I feel. (page 259). Once Josie realises that her family had confided with her and had sacrificed all these things for her and the Alibrandi/Andretti name, she took action, to change her life for herself and her family, to be a better person. A lot has  changed at home†¦ Maybe because Ive changed. (page 259), this shows that from what her family has taught her, Josephine has changed for the better. Maybe not in the way she expected to, but in the way she can learn to accept herself and her family, which has changed her family life to a more loving, excepting community. Every family has structure, just like Josephines family. Josephines family has a very significant structure, which is generally influenced by their Italian culture and society, making them blind to Josephines way of life, They stifle me with their rules and regulations they have bought with them from Europe, but they havent changed with the times†¦ Theres always someone I have to respect. (p40). This indicates that Josies family is stuck in the old Italian ways, so ignorant and stubborn. Expecting respect even though they have done nothing but age, I am an old woman now and I deserve respect. (p36). This is why Josie dislikes the culture and traditions, because she feels that those traditions are what hold her down and not let her live the free life she dreams of. But through experiences and feel she can not do anything that she wants with her life, her family will always look down upon her, only remembering the bad things and they will always talk, no matter what which is what Josie learns to accept †¦I think that if I lived like a saint and walked with two feet in one shoe; If I wore the clothes of St Francis of Assisi and suffered like a martyr; if I lived by the rules and never committed a sin, people would still talk. Because human nature. Theyll always, like me, find someone to talk about. (p261). Culture and its traditions is another thing Josies family is buried in, which brings Josie down with it as well, Josie: Culture is nailed into you so deep you cant escape it. (p175). All this is what holds Josie down from being free and doing what she wants. Family in Josephines life is what influences Josie to who she is and what decisions and actions she makes. Even though her family is who she thinks has trapped her life and social standing under the floor, Josie can not help the fact that family and culture and traditions and wealth is what makes Josie the person she is. And it is not until she realises this is when her emancipation can happen. I just sat there thinking back on the year and I  realised that I was emancipated long ago†¦ I remember feeling socially out of it at St. Marthas, yet when the†¦ walk-a-thon happened, I realised I wasnt. I thought my birth circumstances were a cross Id bear for the rest of my life, but†¦ it had never been my cross. I had only made it mine. (p258) Josie feels emancipated because she had taken the time to reflect back and look at the bigger picture. She realised that she didnt care what people though of her anymore because what difference is it really going to make in her life. Josie will always be Josie, and no matter how much others disagree it cant change her, You cant hate what you are a part of. What you are. (p152). Her family will always be the ones who she will look up to, And I cried because I was loved by two of the strongest women I would ever meet in my lifetime. (p226) These strong characteristics are what have influenced Josie the most to stand up for herself and be strong for herself. You know a wonderful thing happened to me when I reflected back on my year. One day came. Because I finally understood. (p261), throughout her journey Josie learns through her family a new way of thinking, she grows and learns through family influences and family structure, accepting her Italian heritage and family members. Family shows who she is, and by accepting that, Josie is able to live freely to the life she dreamed of, although not in the way she originally expected. Throughout the book, family influences Josephine to reach her goal of emancipation, creating a connected family and a liberated perspective on life.

Using Talk for Learning in the Primary School

Using Talk for Learning in the Primary School Historically, talk was discouraged in a classroom.  It was a place for the teacher to give instructions and the class simply to  listen. However, the use of talk for learning has been studied in recent years, indicating that it can in fact be constructive. In this study, I explored how talk could be used for two particular purposes. Firstly, as a tool to optimise childrens learning in a classroom environment; secondly, for a teacher to assess the childrens understanding by listening to the childrens talk in return. Alexander (2008: p.93) states, If children need talk in order to learn about the world, teachers need talk in order to learn about children.   My theory was that talk is not the obstruction to learning that it was considered in the past, but rather a powerful tool in the classroom. I believed that teachers could use talk constructively in order for children to gain a deeper understanding of the material presented to them. To investigate how to use talk in the classroom effectively, I looked at past research and conducted my own observations and investigations during a four week placement. This will help me to develop my own teaching techniques in the future. I conducted this study at a Grade 2 Leicester city school with nearly 400 children on roll, aged from 4 to 11. The pupils within the school were mostly from minority ethnic backgrounds, predominantly Asian and Asian British and speaking English as a second language (Ofsted, 2009).   I was based with 27 children in one of two Year 3 classes. Literature Review It is only during the last 40 years or so that the quantity and quality of talk in the classroom has been studied and evaluated. A key concern is that constructive talk in the classroom is still underused (Alexander, 2008: p.92). The Primary National Strategy which was introduced in 2003 barely touches upon talk at all (DfES, 2003a cited in Cambridge Primary Review, 2009: p.15) and as a result teachers are left with little advice on how to use talk effectively for learning. This isnt the case elsewhere in Europe. Alexander (2008: p.99) reported that in France dialogue has a much greater emphasis in the classroom. He noted that good skills in speech, reasoning and the ability to argue would identify an educated person in France, whereas in Britain good readers and writers are valued higher in society. Despite this emphasis on reading and writing skills in Britain, the Confederation of British Industry reported in 2006 that spelling and grammar skills are of a low standard (Alexander, 2008: p.99). The National Curriculum requires children to read from age five, but Sage (2000: p.135) thinks that children are sometimes being required to read before they have developed the necessary language and communication skills to read with comprehension. The National Strategies argue that talk is an acquired skill rather than one that can be taught (Alexander, 2008: p.100), but this does not mean that the teacher cannot support childrens talk development. Language can be modelled and encouraged in the classroom and this would particularly benefit children with English as a second language, where it may not be spoken or supported effectively at home. Alexander (2008), cited in Mercer and Hodgkinson (2008: p.105), gave five principles to outline the key features of dialogic teaching, all of which can encourage classroom talk and increase these language and communication skills. The first three principles were teaching must be collective, reciprocal and cumulative. To achieve this, the teachers and children must learn together as a group, share ideas and build on the ideas of their peers as well as their own. The fourth principle was the teachers plan must be purposeful with particular learning objectives, a matter that is now generally used in every lesson. Finally, Alexander (2008: p.185) emphasised the importance of a supportive learning environment; children should be able to express ideas without the worry of being embarrassed if they give what the teacher sees as an unsatisfactory response. Alexander (2003, 2004b), cited in Alexander (2008: pp. 115-116), found that following a period of dialogic teaching, children answered questions with more clarity and confidence, listened better, thought aloud more and were more helpful and respectful to their peers. Furthermore, following the increase in talk, the childrens skills in reading and writing showed improvement, especially the less able. This supports Sages theory that language is essential for literacy. However, Smith et al. (2004 cited in Alexander, 2008: p.108) found that, in the classes they studied, childrens answers only lasted an average of five seconds and in 70% of occasions were limited to a maximum of three words. This indicates that dialogic teaching is not being widely used. Question-answer methods are more commonly used, aiming to develop understanding, improve recall and encourage imagination (Sage, 2000: p.64). Questions encourage children to verbalise their thoughts (Van Ments, 1990: p.77), which can provide the vital link between language, reading and writing. Questioning techniques are popular because they enable the teacher not only to control the use and context of talk, but to also gauge the childrens level of understanding, knowledge and creativity. Questions allow for another perspective to be added and misconceptions to be corrected immediately, making them more accessible than written comments, which can easily be ignored. However, Barnes (1976/1992, cited in Barnes 2008: p.6) noted the difficulty in teachers gaining a full understanding of a childs thinking by relying on short answers to questions. Thus, although questioning provides an immediate way of informally assessing the children and giving feedback, it can be a vague and narrow minded approach to assessing a childs ability, so it should be used alongside other methods. In England, open questions are generally thought of as preferable; children think through the answers themselves rather than merely repeating a teachers pre-determined answer. However, teachers still tend to ask a large proportion of closed questions (Barnes et al, 1986, Alexander, 1992; both cited in Myhill and Dunkin, 2005: p.416). Myhill et al. (2006: p.72) used a complex model, creating four categories of questions; process, procedural, factual and speculative. We may generally think of factual questions as closed and speculative as open. They found that the majority (60%) of questions asked by teachers were factual. Sometimes closed questions are preferable. Sullivan (1992) found that using open questions to teach mathematics had no advantage. This may be due to the extremely factual nature of mathematics, with a right or wrong answer which is not negotiable. Open questions are more effective when the child can use their personal experiences and ideas to extend their understanding. Barnes (1976/1992, cited in Barnes 2008: pp.5-7) constructivist approach divides talk into exploratory and presentational. Exploratory talk defines the child verbalising ideas, taking others contributions into account and ordering these to develop their own understanding. Open questions can encourage children to use exploratory talk. Presentational talk takes the audience into account and happens frequently when children recall information, allowing the teacher to assess their knowledge (Barnes, 2008: p.6), thus the teacher can ask closed questions to encourage presentational talk. Barnes believed a child should have the opportunity to order their ideas through exploratory talk before being asked to present them through presentational talk (Barnes, 2008: p.7). In the classroom both talk types are vital, but teachers must use them appropriately by being aware of the benefits of both; many teachers dont give children enough time to grasp new ideas through exploratory talk before using presentational talk (Barnes, 2008: p.7). Children need time to talk, develop and share before they can gain a firm understanding (Barnes, 2008: p.2). Piaget understood the importance of exploratory talk. He believed that a childs intelligence is based on their interactions with their environment and their commitment to develop their own understanding (Mercer and Littleton, 2007: p.8-9). Piaget believed that every child has a schema an understanding of the world around them. Exploratory talk supports new knowledge and experiences to be either assimilated if they fit a childs existing schema, or accommodated if the schema must be changed corresponding to the new information (Piaget and Inhelder, 1969). Piaget labelled the teacher simply as the assessor and provider to give children these facilities to learn actively (Moore, 2000: p.13). Group work provides children with this opportunity, since it allows the children to self-discover and share their ideas with one another. Piaget believed that children worked most efficiently when grouped into similar stages of development. Children are less likely to be intimidated if placed with others of a similar ability, encouraging them to talk through their ideas together. Vygotskys theory contradicts this. He named the bridge between a childs current level of knowledge and their potential level the Zone of Proximal Development and described the support given to reach this potential level as scaffolding (Mercer and Littleton, 2007; pp.14-15). Due to the structured and guided nature of scaffolding, Vygotsky believed that dialogue worked best when children were guided by an adult or a child of a higher level of knowledge. Methods and Procedure My investigation was based on two science tasks on floating and sinking, a topic in which the children had very little prior knowledge. The same four children attended two twenty minute sessions and my aim was to develop their knowledge on why objects float or sink (see Appendices A and B for lesson plans). I planned the tasks after observing the teacher and children in a wide range of subjects (Appendices C and D) to gain an understanding of the teachers practices and record how talk was used in the classroom. I particularly observed the types of questions the teacher used, the use of exploratory and presentational talk, how the children were grouped together and the use of dialogic teaching, to see their influence on the childrens learning and the teachers assessment opportunities. Reflecting upon the effectiveness of these methods influenced my own lessons within the class (Appendix E). I used a lot of talk within these lessons, so the post-lesson evaluations (Appendix F) allowed me to observe which talk methods were the most effective, which in turn influenced my science task plans. My TE1 partner observed and took notes of the discussion and activities during these tasks (Appendix G). Worksheets also allowed me to record the childrens ideas (Appendices H and I). The first science task was to assess the childrens initial understanding of floating and sinking. I documented the general misconceptions that were stated during this session (Appendix J). The second science task, influenced by these misconceptions, provided the children with experiences aimed to develop their understanding. Analysis and Interpretation of Evidence I analysed the areas of dialogic teaching, exploratory talk, questioning and ability grouping with relation to talk for learning and assessment. Dialogic Teaching Alexanders dialogic teaching principles were all present in an observed lesson (Appendix C). The children were sat on the carpet for the starter, sharing and developing their ideas. The teacher had a specific learning objective and used questions to structure the lesson and assess the childrens understanding. This technique was successful in forcing the children to think for themselves and vocalise their ideas aloud, so that their ideas could be shared and developed together. Using talk in the classroom allowed the children to gain a deeper understanding, as misconceptions could be discussed and good contributions verbally rewarded, which encouraged the children to carefully think through their answers. Dialogic talk kept the children engaged, whereas in lessons that did not include much dialogic talk, I observed that the children tended to lose interest sooner, suggesting that talk can aid concentration. Aspects of dialogic teaching were present in all lessons but not necessarily all five principles, supporting previous research which indicates that dialogic teaching is not widely used (Smith et al, 2004). The lessons always had a purposeful plan and usually incorporated a collective approach, for example via class discussions. However, the other three aspects (reciprocal, cumulative and a supportive environment) were not always present; children didnt always have the opportunity to share and develop ideas together and the teacher often expected a certain answer, which resulted in many children not being confident enough to answer in case they were wrong. Shy children and those of a lower ability struggled more in these lessons, possibly due to a lack of structured idea sharing. Appendix K shows the work of a less able child during a literacy lesson before and after dialogue; the improvement of her writing after using talk based on dialogic teaching is astounding. This supports Alexanders (2008) findings; the writing of less able children improved following dialogic teaching. Thus, Alexanders principles of dialogic teaching are all important and dictate how talk can be used constructively to create a positive learning environment. I included dialogic teaching myself within my tasks. I used talk to assess the childrens knowledge, develop their understanding and encourage them to share their ideas without being intimidating; the children had time to express and develop their ideas, or expand on their peers ideas. They gave long answers, such as I was surprised that the wooden cube floated because I thought it would sink because of its shape. This contradicts Smith et al.s (2004) research, which found that 70% of answers didnt exceed three words. The children added to each others ideas politely and seemed genuinely interested in the opinions of others. For example, when one child stated that wood sank, another pointed out that in a film they had recently watched as a class, the boat was made from wood and floated. The first child then admitted that this was true; this new insight allowed them to assimilate this new concept into their schema. Without conversation different perspectives like this, which can be the link to understanding, might be lost. Exploratory Talk Within the observed science lesson the teacher set up an experiment. A lot of exploratory talk was encouraged (Appendix C) before the children made their own predictions. During the follow up lesson, the experiment was completed; the children used presentational talk to explain the results. This allocation of talk types worked well, supporting Barness (2008: p.7) theory that giving children time for exploratory talk is favourable, allowing them to gather their ideas before expressing their conclusions using presentational talk. I found exploratory talk to be very beneficial in my second science task to encourage self-discovery. I found that the childrens talk didnt always flow fluently, but as Barnes (2008: p.4) observed, exploratory talk is hesitant and incomplete because it enables the speaker to try out ideas, to hear how they sound, to see what others make of them, to arrange information and ideas into different patterns. Using exploratory talk allowed the children to express opinions and consider everyones experiences, thus gaining a deep understanding of the topic. Questioning My findings extend the research of Barnes et al (1986), Alexander (1992) and Myhill at al (2006), who found closed questions were dominant in the classroom overall. I found that in numeracy and some foundation subjects, closed questions were dominant; they simply follow the facts, e.g. What is half of 50? According to Sullivan, although open questions are generally preferable, they have no advantage in numeracy. However, within literacy and science most questions were open, e.g. Why do you think the egg will disappear? (Appendix C). The children were encouraged to refer to their own experiences and ideas to construct their own predictions. Therefore, the dominant question type depended on the subject. I found open questions to be an advantage in my science task; children were encouraged to provide and develop their own original ideas, e.g. Why did you think the cork will float? Soon the children offered developed ideas without encouragement, e.g. I think the cork will float because it is made from wood. Open questions allowed me to model responses until children expanded their answers naturally. Ability Grouping The groupings I saw generally supported Piagets approach of ability grouping, which is common practice across the UK. Numeracy consisted of two ability groups and lower ability children were often grouped together in literacy. I found this approach preferable to encourage peer talk within a familiar topic, since they were not intimidated to discuss their ideas. Vygotskys approach of putting a learner with someone of a higher level of knowledge was rarely used on a peer level. It concentrates on developing the skills of the lower ability child and is of little aid to the higher ability child. However, this scaffolding was present in adult-child teaching, for example an autistic child had a teaching assistant someone of higher ability who supported his development. It was a very effective method, but this level of personalised teaching is too time-consuming and impractical to use on every child. My science task consisted of both the children developing their ideas together (similar ability teaching) and myself aiding them (higher ability teaching). I found that when I wasnt controlling the discussion the children were very enthusiastic share ideas, but often presented inaccurate ideas to one another as facts. Therefore, I needed to step in to avoid the children sharing their misconceptions. The children were more relaxed by having no input from someone of a higher ability, but I found that this method did not work in this case. This may have been because it was a new topic; therefore the children had little experience to call upon. Validity I have based this study on a series of observations within a wide range of subjects to gain a thorough insight into talk for learning within a particular class. However, I concentrated on one teacher, one class and my science task was based on only four children. Therefore, my conclusions assume that other classes would act similarly. On the other hand, my findings are often supported by other studies which have used a larger test sample. These studies increase the validity of my own findings. Conclusion of Findings Dialogic Teaching Dialogic teaching is very effective when encouraging new and creative ideas. It builds confidence, as the children are encouraged not to rely too heavily on their teacher, but to be in charge of their own learning. Children can share ideas, develop their own, improve their communication skills and the teacher can assess the childrens talk content. I found that dialogic talk improved childrens imagination and understanding. My research supported Alexanders (2003, 2004b) findings that dialogic teaching encourages children to answer questions confidently and clearly and listen respectfully to their peers. Using dialogic teaching also allowed me to assess the children quickly and subtly. Children who needed extra help could be identified before the main activity if dialogic talk is used during the lesson starter. Exploratory Talk I found that it is good practice to give children time for exploratory talk when starting a new topic, to discuss and develop ideas in an informal setting. Only when children have personally ordered these ideas should presentational talk be introduced. Exploratory talk allows new concepts to be assimilated or accommodated into the childs existing schema. Questioning I think open questions are vital to encourage children to think for themselves, allowing the children to achieve a deeper understanding. However, closed questions are appropriate in factual based subjects such as maths, since there is not much room for opinion. Questioning can gauge the general understanding of the class and encourage the children to share and develop their ideas. Individual knowledge can be assessed and immediate feedback given. However, as Barnes (1976/1992) notes, it is difficult to gain a deep understanding of individuals knowledge, so questioning should be used alongside other methods. Ability Grouping Placing children with someone of a higher ability was preferable when developing a new concept, to avoid misconceptions being shared and amplified. However, ability grouping was best to encourage talk when the children were applying and developing their understanding, since the children could discuss their work at the same level and without being intimidated. Conclusion of Investigation Focusing on specific areas of classroom talk allowed me to produce a focused analysis. My study was carefully planned, based on my areas of focus and observations of existing practice to analyse the use of talk for learning. I compared my findings to those of existing studies, drawing links between my literature review and my own research to increase validity. The small test sizes within this investigation may have negatively affected my results. For example, I found dialogic teaching effective, stating that the children were comfortable in expressing their ideas. However, the small group size might have created a less intimidating environment and in fact be the cause to the effect, rather than dialogic teaching itself. My observations were based on the same class, so discrepancies in location, age and teaching will not have been picked up. Therefore, to improve the accuracy and validity of my results, I would have to look at a wider range of schools and age groups. Overall, by developing my investigation in a structured and focused manner, I gained a well rounded insight into the best ways of using talk for learning, which I will apply in my own teaching. (Word Count: 3500) Referencing Alexander, R. 2008: Essays on Pedagogy. London, UK: Routledge. Alexander, R. 2008: Culture, Dialogue and Learning: Notes on an Emerging Pedagogy. In Mercer N. and Hodgkinson S. (ed.). Exploring Talk in School. London, UK: Sage Publications, pp.91-114. Barnes, D. 2008: Exploratory Talk for Learning. In Mercer N. and Hodgkinson S. (ed.). Exploring Talk in School. London, UK: Sage Publications, pp.1-15. Cambridge Primary Review. 2009: Towards a new Primary Curriculum. Accessed 27/10/10: www.primaryreview.org.uk/Downloads/Curriculum_report/CPR_Curric_rep_Pt1_Past_Present.pdf Mercer, N. and Littleton, K. 2007: Chapter 2 How Does Interaction Help Learning and Development? in Dialogue and the Development of Childrens Thinking: A Sociocultural Approach. London, UK: Routledge, pp.8-23. Myhill, D. and Dunkin, F. 2005: Questioning Learning. UK: University of Exeter, Vol. 19, No. 5, pp.415-428. Accessed 10/12/10: http://eric.exeter.ac.uk/exeter/bitstream/10036/15292/1/MyhillDunkinQuestioningLearning.pdf Myhill, D. et al. 2006: Chapter 4 Questioning and Learning in Talking, Listening, Learning: Effective Talk in the Primary Classroom. Maidenhead: Open University Press, pp.68 -84. Ofsted (2009) Section 5 Inspection. Accessed 05/12/10: http://www.ofsted.gov.uk Sage, Rosemary. 2000: Class Talk: Successful Learning Through Effective Communication. Stafford, UK: Network Educational Press Ltd. Sullivan, P. 1992: Using Open Questions For Teaching: A Classroom Experiment. Victoria, Australia: Australian Catholic University. Accessed 17/11/10: www.merga.net.au/documents/RP_Sullivan_1992.pdf Van Ments, Morry. 1990: Active Talk: The Effective Use of Discussion in Learning. London, UK: Kogan Page Limited. Jones, P. 1988: Lipservice: The Story of Talk in School. Milton Keynes, England: Open University Press. Sharp, E. 2005: Learning Through Talk in the Early Years Practical Activities for the Classroom. London, UK: Paul Chapman Publishing, A SAGE Publications Company. Moore, A. 2000: Teaching and learning: pedagogy, curriculum and culture. London, UK: RoutledgeFalmer.

Dropping the Atomic bomb on Japan :: Essays

Dropping the Atomic bomb on Japan Currently, the United States of America is in the aftermath of a military action in which the U.S. used a preemptive strike with a weapon of unmatched technology and power. The United States went after an enemy who had attacked without warning (the terrorist attacks of September 11th, 2001)†¦ or at least they went after whom they thought had attacked us. By heading into Iraq, the U.S. was attempting to finish what could become a messy, complicated war. The United States has tried this before, lets see how it worked. On August 6, 1945 the United States dropped an unprecedented atomic bomb on Japan, which effectively ended the second World War. The dropping of the atomic bomb was a momentous event in history. The decision to drop the bomb has been scrutinized as to its necessity and morality, and the question has arisen: if the United States had to do it again, would they drop the atomic bomb? The official government story is that the atomic bomb was the quickest way to end the war and saved millions of lives. Another option says that the United States dropped the bomb in large part to threaten the Soviet Union. What caused the United States to build the bomb and why was it that it was deemed necessary? What other means of battle were there, and why were they unable to end the war? Why was the atomic bomb dropped, and if offered the chance to replay history, would it happen again? Even if they knew then what they know now, I believe that the United States would again drop the bomb. Japan is small island country with few natural resources, lacking especially in iron and oil. Starting before World War I, Japan moved to ease these limitations by working to acquire new territory. Within a period of 15 years (1894-1909), Japan took over the Pescadores Islands and Formosa, defeated the Russians, and annexed Korea [Smurthwaite p.12]. These actions forced the rest of the world to recognize Japan as one of the strong powers in the East. As a result of the Treaty of Versailles (January, 1919), they gained the former German territories in the Mariana, Caroline and Marshall Islands [McKay p.

Learning Disabilities in Society Today Essay

The modern society has advanced very much compared to the earlier society, for example of the mid twentieth century. This advancement can be attributed to various technological innovations and inventions that have taken place in the society. The various spheres of change have impacted both positively and negatively on the welfare of the people. This is together with the welfare of those with disabilities. Disability has been and remains to be a major aspect of social inquiries and studies that has been conducted in the society. This is given that the disabled persons are part and parcel of the society. In this regard, the issue of disability as an area of study encompasses various aspects. This is for instance the kind of relationships between disability and work, disability and oppression, disability and education and disability and discrimination among others. In addition, studies on disability have centered on the measures that have been taken or ought to be taken to address the issue. The measures taken range from medical interventions and efforts to change the attitude of the members of the society towards the disabled people. Disability and the Society Today: Overview There are several definitions that have been proposed for the term disability. The definitions depend on the orientation and experiences of the scholar. For example, in law, the term disability can be used to connote a physical or mental impairment of an individual (Shah & Priestly, 2009). For the impairment to qualify as a disability, the law requires that it must have a substantial and long term negative effect on the individual’s ability to carry out normal day to day activities (Valentino & Skeletonk, 2009). However, not all such conditions qualify as disabilities. For example, individuals with ailments such as cancer, HIV/AIDS and those who are blind or partially sighted are not considered as been disabled. According to the legal definition given above, impairments considered to make an individual disabled include sensory impairments, such as sight and hearing, or mental impairments such as learning disabilities, dyslexia and mental illness (Bradley, Danielson & Hallahan, 2002). Some severe disfigurements, for example those affecting limbs and other physical organs, are regarded as a disability. Some conditions that can worsen over time such as multiple scleroses are also regarded as a disability as soon as they are diagnosed, even before they start to affect the individual’s day to day activities (Lerner, 2000). There are criteria that have been put in place to determine whether a disability is long term or not. For example, for a disability to de regarded as long term, it must have lasted for at least one year (Bradley et al, 2002). Disabilities that have lasted for less than one year can also be classified as long term. This is when there are sufficient grounds to expect the disability to last for at least one year after its onset (Barnes, Fletcher & Fuchs, 2007). For example, a loss of both limbs can be considered as a long term disability even if the loss is barely one month old. Also, for a disability to be regarded as long term, it must be expected to last for the rest of the individual’s life (Barnes et al, 2007). As earlier alluded to in this paper, there are several types of disabilities affecting people in the society. These range from physical disability, mental disability among others. Another type of disability that affects people in the society, albeit not so visible, is learning disability. This paper is going to look at learning disabilities within the context of the modern society. A general overview of disability has already been provided to create a context within which learning disability will be located.

How does Priestley present the theme of responsibility in “An Inspector Calls” Essay

The play ‘An Inspector Calls’ is a political satire written by a devoted socialist, J.B Priestley – an ex-soldier who fought in World War I. The play was set in 1912, 2 years prior to World War I; however it was written and published in 1945 – just after world war II. Priestley uses this time difference effectively to emphasise the British society of 1912, where there were firm class and gender barriers; Priestly detested this and was passionate towards the need of collective responsibility – he believed that if there was no change, the consequence would be ‘blood, fire and anguish’. Nonetheless most of these barriers were violated by 1945; Priestly wanted to make the most of these changes. Throughout his play, he influences his audience of 1945 to take advantage of the opportunity the end of the war had set them to reform an enhanced, more compassionate society. J.B Priestly portrays Mr. Arthur Birling as an arrogant, hard-headed, selfi sh capitalist who is only concerned about his reputation. Priestley intentionally exaggerates this character to corroborate his own political agenda. Birling’s thoughts towards socialist ideologies about the significance of community is ‘nonsense’ and that â€Å"a man has to make his own way†. This indicates that he has no interest whatsoever in social responsibility – through his business or his family. In Act One, Mr Birling dictates his predictions for what he thinks is going to happen in the future. He states that â€Å"The world’s developing so fast it’ll make war impossible.† the readers already know that World War I and II have already taken place. Furthermore, he says that the Titanic is ‘absolutely unsinkable’; the audience already know that t he Titanic has sunk. Moreover, he believes that there will be ‘peace and prosperity and rapid progress everywhere’. To the audience of 1945, this character would have been viewed as laughably optimistic and short -sighted; however these were common assumptions of those living in 1912. Priestley does this to show the lack of responsibility Capitalists had for predicting what will happen in the future and causes the audience to doubt whatever Mr Birling says because he could be wrong once more.

Gonorrhea Essays - Sexually Transmitted Diseases And Infections

Gonorrhea Essays - Sexually Transmitted Diseases And Infections Gonorrhea Gonorrhea We chose the bacterial disease gonorrhea. We were not able to find when the disease was discovered or who discovered it. Gonorrhea is a bacterial disease that is an infection caused by gonoccocus bacteria. This bacteria is round shaped and can live only in dark, warm, moist places. These places would include; inside your body, cervix, penis, throat, and rectum. It usually involves the urethra in males, and vagina, cervix, and fallopian tubes in females. For 2-9 days there are no symptoms of Gonorrhea. Then some do occur. There can be frequent burring urination and thick green-yellow discharge from the penis or vagina. Also, there may be rectal discomfort and discharge, joint pain, a mild rash, or sore throat and swollen glands. For men, the opening of the penis may be red and sore. Symptoms of gonorrhea show up more in males than in females, in fact, about half of the women with gonorrhea have no symptoms. Effects of this disease could include; gonococcal eye infection, blood poisoning, infectious arthritis, pelvic inflammatory disease, epididnmitis, endocarditis, sexual impotence in men, and infertility in women. Also, pregnant women can infect unborn babies. Gonorrhea can be diagnosed by tests that include blood studies. There could be laboratory cultures and microscopic analysis of the discharge from the reproductive organs, rectum, or throat. Of course, you will have to obtain some of the symptoms before the doctor will confirm that the tests be administered. This disease is transmitted by sexual contact. Any form of sexual penetration, oral, anal, and vaginal can transmit gonorrhea. There are other means of catching the disease, but they are not common. A person with gonorrhea can infect another area of their body by touching the infected area and transferring the excretions. Gonorrhea may also be spread in clothing or wash clothes if used by an infected person, and then soon after by someone who isnt infected. Sometimes infected secretions from the vagina drip down around the anus causing infection in women. Gonorrhea is treated with antibiotics. Common ones include: ciprofloxacin, ofloxacin, cefixime, certriaxone, azithromycin, you can also take non-prescription drugs such as Tylenol or aspirin to reduce discomfort and inflammatory pain. To prevent getting gonorrhea, avoid sexual partners whose health practices are uncertain. Also, always use a latex condom during intercourse. Also, always be responsible and visit your doctor for regular check-ups. If you do find out you have it, you should stop sexual activities until cured. Gonorrhea can be transmitted through any kind of sexual intercourse. The symptoms are all but pleasant, and probably arent fun to experience. The disease will probably go away in 1-2 weeks with treatment. Gonorrhea will not go away by itself, even if symptoms disappear. A mans chance of catching gonorrhea from an infected women is from 30-50%. A womens risk with an infected man is much higher, being 60-90%. Remember, you can get gonorrhea over and over again, use a condom!

Free Essays on Aeneas The Tragic Hero

Virgil’s The Aeneid is a great story. It is defiantly a tragedy. Aeneas is the classic tragic hero. His life could be so much better if he didn’t have so many people relying on him and a planned destiny. My Thesis is: Aeneas does few things out of true self-desire. The things he does are of duty to his men and his father. Interference from the gods is Aeneas‘s largest obstacle. The story starts with Aeneas at sea. Storms arise from no-where. The armada must get to land for safety. Everyone pours out of the ships to soak up dry land. What does Aeneas do? He climbs a hill and looks for the other ships, after-which; he kills several deer for his men to eat. Aeneas immediately shows his unselfish dedication to his men. What is very important to me is, he and his assistant are the only people looking for the other ships. Is it possible no one else realizes thirteen other ships haven’t touched shore. â€Å"...When hunger had been banished, and tables put away, they talked at length in hope and fear about their missing friends...(p. 11) The crew of the seven ships that landed are to tired, hungry and glad to be alive to worry about the other thirteen ships until later. Aeneas is bound by duty to his men. His thoughts are to them 1st and himself last. â€Å"Burdened and sick at heart, he feigned hope in his look, and inwardly contained his anguish .â€Å"(p. 10) Later in chapter VI, Aeneas asks how he can go to visit his father. After receiving the information he came for, Aeneas is informed a friend is going to need to be buried before he can go visit his father. Once out of the cave, the dead person is identified. Without hesitation trees are ordered cut down to begin constructing a funeral pier. Once again, our hero puts the needs of his men before the desire on his mind. I don’t believe there is much to say about Aeneas’ trip to the underworld. The willingness and determination he shows is amazing. â€Å"...he told... Free Essays on Aeneas The Tragic Hero Free Essays on Aeneas The Tragic Hero Virgil’s The Aeneid is a great story. It is defiantly a tragedy. Aeneas is the classic tragic hero. His life could be so much better if he didn’t have so many people relying on him and a planned destiny. My Thesis is: Aeneas does few things out of true self-desire. The things he does are of duty to his men and his father. Interference from the gods is Aeneas‘s largest obstacle. The story starts with Aeneas at sea. Storms arise from no-where. The armada must get to land for safety. Everyone pours out of the ships to soak up dry land. What does Aeneas do? He climbs a hill and looks for the other ships, after-which; he kills several deer for his men to eat. Aeneas immediately shows his unselfish dedication to his men. What is very important to me is, he and his assistant are the only people looking for the other ships. Is it possible no one else realizes thirteen other ships haven’t touched shore. â€Å"...When hunger had been banished, and tables put away, they talked at length in hope and fear about their missing friends...(p. 11) The crew of the seven ships that landed are to tired, hungry and glad to be alive to worry about the other thirteen ships until later. Aeneas is bound by duty to his men. His thoughts are to them 1st and himself last. â€Å"Burdened and sick at heart, he feigned hope in his look, and inwardly contained his anguis h.â€Å"(p. 10) Later in chapter VI, Aeneas asks how he can go to visit his father. After receiving the information he came for, Aeneas is informed a friend is going to need to be buried before he can go visit his father. Once out of the cave, the dead person is identified. Without hesitation trees are ordered cut down to begin constructing a funeral pier. Once again, our hero puts the needs of his men before the desire on his mind. I don’t believe there is much to say about Aeneas’ trip to the underworld. The willingness and determination he shows is amazing. â€Å"...he told...

Analysing Federalist 10 And The Violence Of Factions Politics Essay

Analysing Federalist 10 And The Violence Of Factions Politics Essay James Madison, in Federalist No. X states, â€Å"But the most common and durable source of factions has been the various and unequal distribution of property.† (Madison, pg. 64) Please write an essay exploring the reasons Madison gives for the unequal distribution of property and how the new government will be structured to control factions (be sure to give specific examples in our governmental structure or procedures that control factions). Your answer should also include a discussion of Madison’s view of both democracy and majorities. One of the most influential essays of the Federalist Papers is that of No.10, which was written by James Madison in 1787. Federalist No.10 talks about the role of faction, liberty, and how and to what extent the government should control the concerns brought on by factions. Madison defines factions as being, â€Å"a number of citizens, whether amounting to a majority or a minority of the whole, who are united and actuated by some commo n impulse of passion, or of interest, adversed to the rights of other citizens, or to the permanent and aggregate interests of the community.† Although these factions are often at odds with each other, they also work against public interests, thus violating the rights of others. Madison is concerned with the social and political insecurity formed by enemy factions. Madison feels that the state governments alone cannot succeed in solving this problem of factions; the answer lies in how a government is structured as a whole. Any type of popular government that can solve this problem effectively must then be presented; Federalist 10 is Madison’s attempt to present that solution. Central to Federalist 10 is the discussion of is factions. Madison makes the case that liberty and factions are one in the same. Instead of trying to figure out a way to eliminate factions all together, Madison wishes to control only the effects of factions. Madison shows this when he says, â€Å" Liberty is to faction what air is to fire, an aliment without which it instantly expires. But it could not be a less folly to abolish liberty, which is essential to political life, because it nourishes faction than it would be to wish the annihilation of air, which is essential to animal life, because it imparts to fire its destructive agency.† To remove factions all together would then mean the government would have to oppress the people; which the government should never do. Madison sees liberty and faction as essential in any government system and, â€Å"As long as the reason of man continues to be fallible, and he is at liberty to exercise it, different opinions will be formed.† Having a healthy government means allowing citizens to express their opinions and concerns, but what isn’t healthy is the violence that factions may cause. Madison argues that controlling the effects of violent factions can be achieved through the Republican model of government. A rep ublic is supposed to be capable of controlling the effects of faction, according to Madison, and even more so than a democracy. The republican model of government is one made up of representatives. These representatives carry the beliefs and passions of the majority of the ones they represent. A republic is inherently going to be made of different groups of people with different views (i.e. Democrats, Republicans), these groups are factions. According to Madison, a structure of representation within the government is better at defending the rights of those of the minority and of the individual, as well as being superior in the ability to stabilize the necessities of the community. Also, Madison feels representatives are better at distancing themselves from the influence of factions and thus better at creating the right kind of legislation that is friendly to the public. When Madison wrote about democracy, he warned against a ‘direct democracy’ where the common people ha ve a large say in the government. He thought that was a bad idea because he didn’t think the people were informed enough to make good decisions. Madison saw democracy as allowing individuals to be their own decision maker in their own interests within a community. They would obviously have a biased motive when deciding on important legislation that will affect more than just them. Madison writes, â€Å"No man is allowed to be a judge in his own case, because his interest would certainly bias his judgment, and not improbably, corrupt his integrity. With equal, nay with greater reason, a body of men are unfit to be both judges and parties at the same time.† This supports the Aristotelian view that an understanding of common good is exclusive to elites. Elites are supposed to represent the public with less of a bias than a regular citizen because the elite is better educated and therefore more virtuous. Furthermore, since the common majority is incapable of making sure th at they are not suppressing a truthful opinion; they would most likely oppress the minorities and then become unable to serve the common good and to make legislation for that purpose. Thus, democracies can never control the violence of factions because the strongest and largest factions will always win out, and it will never be able to protect the weak factions against the will of a strong majority. However, Madison does admit that a risk of such a representative system is having too few representatives, and thus a lack of distribution of power can corrupt individual representatives and distort the system. From this Madison says that the republican system works better the larger the republic is; this is beneficial to the United States because of its large size and population. The key is to find the perfect number of representatives, but Madison does not give us that number.

Why hotel firms choose to integrate both vertically and horizontally Essay

Why hotel firms choose to integrate both vertically and horizontally within the wider tourism industry - Essay Example The purpose of a business is to get and keep a customer. As hotel firms are dynamically evolving entities operating within a dynamically evolving environment, some means of evaluation of the way in which the two interact has to be found to enable them to be better matched. In order to achieve these goals tourism and hospitality industry choose to integrate both vertically and horizontally to meet the needs of their customers and achieve overall objectives. It should be mentioned that integration is development beyond the present product and market, but still within the broad confines of the 'industry' within which the company operates: for example, Sheraton and Crowne Plaza are diversified corporations, but virtually all their interests are in the consumer service industry. Integration both vertical and horizontal therefore builds on the assets or activities which the firm has developed in service or market terms (Nebel, 1991). 1.1. Vertical integration. Vertical integration is a broader term used to describe either backward or forward integration. Backward integration is popular in tourism and hospitality industry. It refers to development into activities which are concerned with the inputs into the company's current business (i.e. are further back in the value system). Backward integration is important for tourism and hospitality industry because it refers to development into activities which are concerned with a company's outputs (i.e. are further forward in the value system), such as transport, distribution, repairs and servicing (Powers, Barrows, 2002). 1.2. Horizontal integration. Horizontal integration refers to development into activities which are competitive with, or directly complementary to, a company's present activities. A lending library's extension into tourist information or video cassette material would be an example (Stutts, 2001). The acquisition of, or merger with, a competitor would be one way of achieving this, for example. The strategic logic behind horizontal development is typically to gain leverage or market power over suppliers or buyers. Higher volume generally confers greater scale economies in purchasing whereas larger product market share confers greater pricing power over customers. 2. The role of vertical integration in hospitality and tourism industry Backward vertical development is movement towards a supplier of resources used by the business. This might be an attempt to secure supply of a key resource or to gain a cost advantage over competitors by 'locking in' a supplier. Conversely, forward vertical development is growth towards the next stage in the supply chain by gaining an interest in a buyer of the company's outputs. In both cases, the strategic logic is to secure a foothold in the same supply chain to guarantee supply or distribution. This degree of vertical integration was unusual in an industry which had become characterised by specialist companies concentrating on just one of these roles. The company believed the strength of its philosophy was that one division could help out another when times got hard, as in the recession of the early 1990s. For example, although demand for low rate hotels had declined, but standard services had experienced strong. As a result, the low rate hotels h

INTERNATIONAL CONTRACTS ( INTERNATIONAL TRADE LAW) Essay

INTERNATIONAL CONTRACTS ( INTERNATIONAL TRADE LAW) - Essay Example is put at 6% works out to a staggering figure of the US$ 420 million per year3 A bulk of this amount represents cost of using the documentary letter of credit. About 30 % of the import trade of the U.S. is paid through this letter of credit mode.4 The percentage of six as the transaction cost is not a small amount. Major portion of this cost is attributed to the return or refusal of the bankers involved at various stages of the routing of the documents from the importing end to the exporting end for reasons of accompanying documents not complying with the descriptions stipulated in the governing letters of credit. Although the ICC 5 sponsored UCP 5006 of 1993 governing the handling of the letter of credit during the course of transactions between the importers and exporters has recently been simplified by the UCP 600 7 in 2007 for hassle free transactions, it is still inadequate to keep pace with the fast paced transactions in the wake of electronic commerce that has emerged during t he last few decades. This paper seeks to highlight the various legal barriers that parties involved have to face in the documentation of the international trade, different modes of payments in practice including the documentary letter of credit and justify the need for a more favourable climate for documentation which can be more aptly called as negotiation of documents for collection of payments for goods and services supplied in the course of international trade. This is the predominant type of mode of payment for international transactions for goods and services which the UCP 600 (formerly UCP 500) is entirely devoted to. The payment is collected through the party usually a bank or two corresponding banks trusted by the buyer and seller. The buyer’s bank is the issuing bank and the seller’s bank is the confirming bank. Since the buyer and seller come from different legal jurisdictions banks are invariably different enjoying the confidence of the respective sides i.e the buyer

Nursing article review Essay Example | Topics and Well Written Essays - 2500 words

Nursing article review - Essay Example In prescribing drugs to combat these ailments, medical care providers place the responsibility of following the patient’s progress upon themselves. Patients, however, are susceptible to flawed human reasoning and do not always adhere to their prescriptions. With the rising cases of mental health issues, it is imperative that we understand the shortcomings of the health sector that impede delivery of health care. Coombs et al. (2003) analyze the impact of nurses on the prescription process and its subsequent effect on the adherence to medications. In the paper, they analyze the issue from the standpoint of a mental health worker. In the study, they aim to analyze the reactions of health workers on their opinions on the issue of prescription. The introductory analysis of previous works is commendable, in that the writers identify the significance of supporting the medication process since even little changes have drastic results (Coombs et al.2003). The methodology of a piece of research is dependent on the field of study on which the research is based. It also determines the approach and eventual results of the study. In their research, Coombs et al. adopted a case study approach, in which they identified a qualitative based framework. They used questionnaires as their main data collection tool and I believe that this was the most suitable approach owing to the experimental nature of their research. This is because their aim was deterministic, reducing the complexity of the research methods and requiring the exploratory framework provided by the case study approach. The sample size comprises of 76 mental health workers. Sampling was purposive as the researchers wanted to evaluate the experiences of mental health workers on patient adherence to prescription medicine. The sample size is appropriate for the theoretical approach of this study as well as the exploratory study into the effects of staff education. The questions, however, are subject to misinterp retation by the respondents of the survey because they are vague in the area of training and expertise. In employing questionnaires though, they ensured that the data collected allowed for the variability of responses. The results of the article present a well-documented manner with tabulated representations of the responses and the standard deviation between records. The researchers also noted the relation between increased monitoring by nurses and adherence to medication. Nurses’ training and experience in prescription also increases their effectiveness in dealing with medication and side effect issues (Coombs et al, 2003). However, the majority of nurses (88.5%) indicated that their medical training did not include lessons on prescription. In regards to the patients, the survey found that side effects had a negative effect on compliance to prescriptions. The conclusion of their article indicates the complexity of the issue at hand. Many factors influence the adherence to m edication, primarily the side effects experienced when under the said medication. The opinions of the people closest to the patients also influence their decision to adhere to their medication. Prior education of the medical practitioners also ranks high on the list of necessities for increasing prescription adherence. The article, however, did not monitor the practitioners at the workplace. This creates the

STROKE Assignment Example | Topics and Well Written Essays - 500 words

STROKE - Assignment Example The effect of stroke on a person depends on the region of its occurrence in the brain and the extent of the damage. A stroke can occur to any person. In some affected individuals, there is total recovery while others may have some form of disability. However, a stroke can be prevented. The paper will discuss the signs and symptoms of a stroke. It will also demonstrate how stroke differ from transient ischemic attack (TIA). It will also include tests as well as a type of referrals or consults. There are various signs and symptoms of stroke. The first main symptom for the disease is numbness or weakness. Numbness is evident in the face, arm or leg and usually is felt on one side of the body (National Library of Medicine (NLM), 2015). The other symptom is confusion and challenges on speaking as well as lack of proper understanding of speech. There is also a problem in seeing in one or two eyes. The affected person may also experience challenges in walking, feels dizzy, and may demonstrate loss of balance or coordination (NLM, 2015). The individual may also experience a persistent headache with no identifiable cause. There is a difference between stroke and transient ischemic attack (TIA). In TIA, blood flow to some areas o f the brain is only stopped for a short duration (National Stroke Association, 2014). As it the flow stops temporary, the symptoms may be like of those experienced in stroke. However, the symptoms last only for a day or less (National Stroke Association, 2014). The other difference is that TIA does not lead to any permanent damage in affected person (National Stroke Association, 2014). However, the signs should be a warning of an impending stroke. The initial workup of a patient with a possible stroke is a crucial process. It entails carrying out a physical assessment (NHS, 2014). The doctor will try the best to establish about the symptoms. Also, various tests will be done to help confirm the diagnosis as well as determine the

Safety issues regarding foreign recreational fisherman in Norway Dissertation

Safety issues regarding foreign recreational fisherman in Norway - Dissertation Example Norway is a very popular destination for recreational fishing due to its preserved natural world, long coastline with wide seabed and fjords. Presently, fish is the third most important export product for Norway after oil/gas and metal, and accounts for 5.7 % of the aggregate of Norwegian export value. (â€Å"Fishing and fish farming,† 2009) Lofoten, located in northern Norway, is regarded as the birthplace of tourist fishing, and dates back to 1960’s(confirm!); the old, unused cabins were used to accommodate the guests, and as the amount of guests rose, new cabins were built to meet this demand. (Williams et al., 2011) It is important to mention at this point that, until the 90’s, there was no organized fishing tourism. The growth in organized fishing tourism was partly the result of a special marketing campaign led by Innovation Norway from the mid 90’s. (â€Å"Borch et al., 2011†) Norway has a very liberal approach to tourist fishers and applies no quotas, taxes or specific regulations on recreational tourist fishers in the sea, except basic rules regarding the tools that they are allowed to use and also regarding selling fish, which is not allowed for tourist fishermen. (â€Å"Williams et al., 2011†) The only rules applied to tourist fishers except these, are the general rules, such as safety at sea regulations etc. More on these rules and regulations regarding tourist fishermen and its contrast between commercial fishermen will be talked upon later on. Norway’s approach to fishing in general is that the fish in the sea belongs to the Norwegian society as a whole. This approach was legislated by The Marine Resource Act that was implemented in 2008(!), this purpose of this

Nursing article review Essay Example | Topics and Well Written Essays - 2500 words

Nursing article review - Essay Example In prescribing drugs to combat these ailments, medical care providers place the responsibility of following the patient’s progress upon themselves. Patients, however, are susceptible to flawed human reasoning and do not always adhere to their prescriptions. With the rising cases of mental health issues, it is imperative that we understand the shortcomings of the health sector that impede delivery of health care. Coombs et al. (2003) analyze the impact of nurses on the prescription process and its subsequent effect on the adherence to medications. In the paper, they analyze the issue from the standpoint of a mental health worker. In the study, they aim to analyze the reactions of health workers on their opinions on the issue of prescription. The introductory analysis of previous works is commendable, in that the writers identify the significance of supporting the medication process since even little changes have drastic results (Coombs et al.2003). The methodology of a piece of research is dependent on the field of study on which the research is based. It also determines the approach and eventual results of the study. In their research, Coombs et al. adopted a case study approach, in which they identified a qualitative based framework. They used questionnaires as their main data collection tool and I believe that this was the most suitable approach owing to the experimental nature of their research. This is because their aim was deterministic, reducing the complexity of the research methods and requiring the exploratory framework provided by the case study approach. The sample size comprises of 76 mental health workers. Sampling was purposive as the researchers wanted to evaluate the experiences of mental health workers on patient adherence to prescription medicine. The sample size is appropriate for the theoretical approach of this study as well as the exploratory study into the effects of staff education. The questions, however, are subject to misinterp retation by the respondents of the survey because they are vague in the area of training and expertise. In employing questionnaires though, they ensured that the data collected allowed for the variability of responses. The results of the article present a well-documented manner with tabulated representations of the responses and the standard deviation between records. The researchers also noted the relation between increased monitoring by nurses and adherence to medication. Nurses’ training and experience in prescription also increases their effectiveness in dealing with medication and side effect issues (Coombs et al, 2003). However, the majority of nurses (88.5%) indicated that their medical training did not include lessons on prescription. In regards to the patients, the survey found that side effects had a negative effect on compliance to prescriptions. The conclusion of their article indicates the complexity of the issue at hand. Many factors influence the adherence to m edication, primarily the side effects experienced when under the said medication. The opinions of the people closest to the patients also influence their decision to adhere to their medication. Prior education of the medical practitioners also ranks high on the list of necessities for increasing prescription adherence. The article, however, did not monitor the practitioners at the workplace. This creates the

Safety issues regarding foreign recreational fisherman in Norway Dissertation

Safety issues regarding foreign recreational fisherman in Norway - Dissertation Example Norway is a very popular destination for recreational fishing due to its preserved natural world, long coastline with wide seabed and fjords. Presently, fish is the third most important export product for Norway after oil/gas and metal, and accounts for 5.7 % of the aggregate of Norwegian export value. (â€Å"Fishing and fish farming,† 2009) Lofoten, located in northern Norway, is regarded as the birthplace of tourist fishing, and dates back to 1960’s(confirm!); the old, unused cabins were used to accommodate the guests, and as the amount of guests rose, new cabins were built to meet this demand. (Williams et al., 2011) It is important to mention at this point that, until the 90’s, there was no organized fishing tourism. The growth in organized fishing tourism was partly the result of a special marketing campaign led by Innovation Norway from the mid 90’s. (â€Å"Borch et al., 2011†) Norway has a very liberal approach to tourist fishers and applies no quotas, taxes or specific regulations on recreational tourist fishers in the sea, except basic rules regarding the tools that they are allowed to use and also regarding selling fish, which is not allowed for tourist fishermen. (â€Å"Williams et al., 2011†) The only rules applied to tourist fishers except these, are the general rules, such as safety at sea regulations etc. More on these rules and regulations regarding tourist fishermen and its contrast between commercial fishermen will be talked upon later on. Norway’s approach to fishing in general is that the fish in the sea belongs to the Norwegian society as a whole. This approach was legislated by The Marine Resource Act that was implemented in 2008(!), this purpose of this

IB Interesting Facts Essay Example for Free

IB Interesting Facts Essay 1968, IB, standing for the International Baccalaureate, has been founded as a non-profit educational organization at the International School of Geneva. It was created by teachers at the school, in addition to help from teachers from all over the world. Today, the International Baccalaureate has grown into a university preparatory program that has been divided, in most schools, into three programs for students as young as 3 years old to students 19 years old. †¢It was first created to accommodate English and French. †¢It is aimed at developing a global awareness for its students. In other words, students learn how to accept global cultures, perspectives. †¢IB first originated in private schools. Over the years, this changed so that nearly fifty-percent of all schools providing the International Baccalaureate would be government owned and thus free of tuition. †¢The fact that many governments all over the world have adopted the International Baccalaureate shows the confidence that they have that their future generations will truly be better off in this type of curriculum. †¢It was through the efforts of Alec Peterson (director of the Department of Educational Studies, Oxford University) that universities recognized the International Baccalaureate. †¢At first, in the beginning of the 1980s, the International Baccalaureate was viewed as a threat from some governments all over. Governments believed that the International Baccalaureate would draw their children away from their national educational systems. †¢However, this idea was later refuted and the International Baccalaureate was viewed as a enhancement to their educational systems and was later adopted at a very rapid rate. †¢Today, people who acquire the International Baccalaureate get accepted to the top universities all over the globe (in North America, Europe, UK, etc) †¢IBO, in 1994 founded the International Baccalaureate Middle Years Program for students aged eleven to sixteen. †¢In 1997, IBO created the International Baccalaureate Primary Years Program, which is aimed at creating well-rounded and cultured students whom are three to eleven years old. Works Cited IB Timeline. IBO. N.p., n.d. Web. 2 Oct. 2012. .

How Important Are Sex Education Practices Young People Essay

How Important Are Sex Education Practices Young People Essay Sex education is a broadly used term that can be used to describe education about human sexual anatomy, sexual reproduction, sexual intercourse, reproductive health, emotional relations, reproductive rights and responsibilities, contraception, and other aspects of human sexual behavior. Some of the common avenues for sex education are parents or caregivers and school programs. The question this essay is going to assess is whether sex education be allowed to be taught in primary schools, this is because nowadays young people do not have a clear understanding about Sex education, therefore the government is now trying to introduce sex education in primary schools .Sex education is about helping to develop young people skills so that they make informed choices about their behaviour, and feel confident and competent about acting on these choices. This essay is also going to evaluate the strengths and weaknesses of sex education by looking at parents views on the topic as well as research that has been conducted regarding sex education. First I will start with the aim and strengths of sex education and then move on to its weaknesses. It is important for sex education to begin at an early age and also provided that it is sustained giving young people basic information from an early stage in their lives to offer the foundation on which more complex knowledge is build up over time, for example , when they are very young , children can be educated about how people grow and change over time , how to manage their emotions and the physical changes to their bodies in childhood and how they progress from different stages in their lives, therefore this provides the basis on which they understand more detailed information about puberty provided in the pre-teenage years, they can also at a young age be provided with information about viruses and germs that attack the body , this provide the basis for talking to them later about infection that can be caught through sexual contact. Sex education aims to reduce the risk of potentially negative outcomes from sexual behaviour such as unwanted or unplanned pregnancies and infections with sexually transmitted diseases such as HIV/AIDS. Studies show that many teenagers become sexually active before the inclusion of the educational classes. Early inclusion of classes has proven to help students remain either abstinent or to at least be responsible if they are active. It also aims to contribute to young people positive experience of their sexuality by enhancing the quality of their relationships and their ability to make informed decisions over their life time. Effective sex education develops younger peoples skills in negotiation, decision making, assertion and listening. Other important skills include being able to recognize pressures from other peers and to resist them, dealing with and challenging prejudice and being able to seek help from adults including parents, and professionals, through the family, community and health and welfare services. Sex education if taught at early age can also help equip young people with the skills to be able to differentiate between accurate and inaccurate information and discuss a rage of moral and social issues and perspectives on sex and sexuality including different cultural attitudes and sensitive issues like sexuality, abortion and contraception. Sex education also do provide young people with an opportunity to explore the reason why people have sex, and to think about how it evolve emotions, respect for one self and other people and their feelings, decisions and bodies. People who have been in favour of sex education are for example, Jim Knight, the Schools Minister, who said that making time in the national curriculum for these classes, as part of a new personal social and health education (PSHE) syllabus would ensure that young people were better equipped to navigate the complexities of modern life. He insisted, however, that very young children would not be given sexually explicit lessons. We are not talking about five-year-olds being taught about sex . . . What we are talking about in Key Stage 1 (when children are aged 5 to 7) is children learning about themselves, their differences, their friendships, how to manage their feelings. Having to teach sex education to young people can be a disturbing experience as they are still young and their understanding is not yet fully developed. Controversies are abundant when dealing with such delicate issues and there are many disadvantages to sexual education being taught in primary schools. It seems that most parents are either strongly against or strongly in favour of sexual education classes, but very few parents are in the middle ground. And, in fact, there are more parents that are in favour of sexual education classes Some of the difficulties primary teachers might face are that first of all they are not always trained how to properly teach sexual education courses and may transgress their own beliefs or morals into the subject matter rather than stick with the facts. Which will lead to confusion later in life because it might be that secondary teachers are more trained therefore they stick to the facts; this results students to be bewildered about what is actually the right and wrong. Often, sexual education can go against an individuals moral or religious beliefs. Many schools do not teach abstinence only but teach how to have intercourse safely, whereas many religious and family values stress marriage before intercourse. This will result in parents withdrawing their children from classes, especially when it concerns girls; parents tend to be more strict than towards boys. An example of this is from The Times newspaper as a mother explains why she if removing her daughter from sex education classes For her, the horror began with a childbirth video last summer term. I have no idea how graphic it was neither does Ruby, because she buried her head in her hands as soon as she saw the womans face, which was, in Rubys words, twisted in pain. The womans cries scared her and Ruby came home in tears, doubting that she would ever have children. Several ashen-faced boys said that they were sure glad they werent girls. Then came the animated stick people having sex, comple te with zoom- in diagrams. These classes also tend to be gendered due to the fact that their central focus is teenage pregnancy, which means most of the advice they have to offer is on contraceptives. Also the sex education field is mostly dominated by females and as a result boys do not have role models to teach them about everything or have people who have previously experienced what they are experiencing now. Consequently due to the lack of males in the sex education field boys will start to think it does not concern them therefore they will start to lose interest especially at a young age students may still suffer from embarrassment or get excitable by the topic matter. This can cause for out of control classrooms if students take to giggling or making inappropriate remarks. Furthermore, while information about contraception and safe sex is discretionary and discussion about relationships is often neglected teenagers tent to grow up without knowing much about relationships therefore they lack knowledge on how to maintain or work on relationships. In addition some teachers usually discuss students issues in the staff room for example in a 2000 study by the University of Brighton, many 14 to 15 year olds reported disappointment with the content of sex education lessons and felt that lack of confidentiality prevents teenagers from asking teachers about contraception In a 2008 study conducted by YouGov for Channel 4 it was revealed that almost three in ten teenagers say they need more sex and relationships education. The Guardian Unlimited: (2009) Having assessed sex education through its pros and cons, it is however clear that this topic has more weaknesses than strengths. Nevertheless it is also clear that sex education can have both positive and negative effects on peoples lives. For example using the extract from The Times, the child could have come how crying because her knowledge on sex education is not fully developed therefore, for her to see those images scared her. However it could be positive in a way that that video had prepared her for the future, whenever she comes into contact with that circumstance again she will would have already known about it. To conclude it all comes down to how the topic is taught, if it should be taught at age 5 as Jim knight the school minister said then they should be shown the very basic of sex education not too much graphics however the knowledge can gradually be built up as time goes on. Referencing The Guardian Unlimited: (2009) Children under 15 can be withdrawn from sex education(Accessed 14 Dec 2009) Ann Moore (2009)Times, The (London, England) Too much, too young As the Government sets out new rules for sex education , Anna Moore explains why she is removing her daughter from the classes (Accessed 14 Dec 2009) http://www.timesonline.co.uk/tol/news/uk/education/article4998206.ece

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The American Red Cross The American Red Cross is an organization which has been helping people for many years. They take donations and put them toward helping people in times of need. They are a valued institution in the US. This paper will discuss the causes and effects of the American Red Cross. The Red Cross started in Geneva Switzerland. It provided nonpartisan care to wounded and sick starting in 1863. Clara Barton started a branch of the Red Cross in the US in 1881. It is called the American Red Cross. The American Red Cross takes donations and uses them to help the victims of disasters, wars and other times of need. The American Red Cross now responds to about 63,000 disasters every year. The American Red Cross has some paid employees as well as many volunteers. (American Red Cross). Human societies of different nations and culture contain people (also social members and actors) that constantly interact with social institutions and organizations, primarily because these institutions achieve a common goal that is desirable and agreeable to an individual or group. The American Red Cross is an example of such organization, which is a humanitarian organization centering on volunteerism, and provides "relief of victims of disasters and help people prevent, prepare for, and respond to emergencies. This is one the biggest Red Cross relief operation in the past five years, and we are so grateful for the generosity of Walgreens and its customers in support of our work said Gail McGovern, president and CEO of the Red Cross. (Gail McGovern) â€Å"This non-profit and independent organization offers humanitarian services such as blood donations, financial/monetary donation and funding, tissue donation, volunteerism, planned... ...Over 116,000 individuals and families were affected. The American Red Cross also operated over 470 shelters. The hurricane destroyed 16,500 dwellings and damaged 140,000 others. It killed at least 65 people and disrupted the area’s water and electricity. In the Caribbean over 300 paid staff and disaster specialists were assigned to help and 230 paid employees were assigned in the US. This hurricane cost 64 million dollars’ worth of damage. The American Red Cross helped rebuild homes, clean up damage, provide shelter for those who lost homes etc. 30 days after Hugo hit an earthquake rocked North Car! The Red Cross has helped many people and the Red Cross will hopefully continue contributing to the US and other parts of the world for many years to come. They have been working very hard since the 9/11 tragedy. They deserve a lot of credit for all of the work.

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Realms of Cognition in Middle Childhood Realms of Cognition in Middle School How has technology impacted cognitive development in middle childhood? What practical advice should helping professionals give to parents who want to protect their children from harm but also proved them with the advantages of technology? â€Å"For children at the start of middle school years, school and its peer group structure represents a new frontier† (Broderick & Blewitt, 2010, p. 176). â€Å"Another problems with children’s very early use of electronic media is that it displaces, or takes time away from, other activities that are more critical for positive development† (Broderick & Blewitt, 2010, p. 182). How has technology impacted cognitive development in middle childhood? Televisions, video games, and computer has impact on cognitive development. Children needs some form of activities outside of the home. Riding bikes, and play with their friends. Playing video games, and watching televisions requires no exercise. Televisions is ok for educational programs to watch. ...

Rhetorical Analysis Stev Jobs Commencemnent Speech Essay

Throughout this speech, Steve Jobs successfully convinces the multicultural graduate population at the Stanford University Commencement to be preeminent in life and to pursue their passions by relaying three personal stories in a symmetrical structure that enables pathos to be clearly developed. In most of today’s arguments, facts are given to support a claim that is being made by someone; however, in Steve Jobs’ speech, he presents only his personal opinion and a little a bit of history as evidence. Even though this is all he has to offer to his audience, it creates rhetorical backing in his ethos. Through his stories, he creates a persona for himself. He makes himself seem like a person who carried on even in his darkest of times and also someone who had overcome the many obstacles he faced and when things did not look so dandy. While trying to teach the audience that failure can sometimes be right, these are important pieces of the persona that he will establish throughout his speech. He is known as a successful man and role model to many people in the world. While he develops this persona, it allows him to make a connection with his audience on a level way beyond what he expects. Jobs breaks it down into stories, but what he really wants the audience to see is that his life went okay, and then things took a wrong turn, and then everything began to brighten up and get a lot better. Things were better than he ever would have imagined. Throughout his speech, the ups and downs are repeated patterns that he conveys in his stories and also in his life. â€Å"I’ve never graduated from college. Truth be told; this is the closest I’ve ever gotten to a college graduation,† is what Steve Jobs confesses immediately after he begins his speech to the graduating class of Stanford University. You would think that for a college graduation commencement, you would want someone who could relate educationally to the audience to send the graduates off, but on this day Steve Jobs was not that person. He did not fit the norm of being a college graduate. After he makes a statement on how he never actually graduated from college, he strongly compliments his audience, telling them how honored he is to be able to give this speech to â€Å"one of the finest universities in the world.† He reels the audience in by telling them that he never graduated college which gives the graduates a sense of accomplishment. Jobs’ however, only completed six months of school at Reed’s College. Before this time, he was very unsure if furthering his  college career would better his future in any way. But coincidentally, he decided to stick around and take classes that he thought were interesting for another eighteen months. Throughout his speech, he shares his difference experiences with the audience, and they all seem to share a very common theme. This theme being; the pursuit of happiness. Jobs effectively connects with the audience by saying this and using pathos. He communicates this message by using cause and effect analysis, contrast, and personal anecdotes. In his first short story, Steve Jobs tells the audience â€Å"Again, you cannot connect the dots looking forward; you can only connect them looking backwards.† In this story, Jobs does a magnificent job when using his rhetorical methods. He uses anaphora, pathos, and apostrophe by repeating the phrase â€Å"connecting the dots† throughout his story. He elicits pathos from the audience when he discusses his childhood and being adopted. This technique he uses gives the story a great meaning, and it also allows the audience to defer meaningful application. Even though his biological parents could not provide for him and raise him the way they wanted to on their own, they did however find a well-educated family that could provide for him, so that he would be an educated young man. He tells them how seventeen years later he makes the decision to go to college, then humorously says how he felt that he wasted all of his parents’ savings just to be in school for such a s hort time. His inclusion of such an emotional and impecunious background as a child born to a young woman out-of-wedlock, shows that even the most underprivileged students’ lives can reach success. He ends his story by giving the graduates a piece of advice that transitioned perfectly with the next story he tells. â€Å"So you have to trust that the dots will somehow connect in your future. You have to trust in something. Your gut, destiny, life, and karma, whatever. This approach has never let me down, and it has made all the difference in my life.† â€Å"I didn’t have a dorm room, so I slept on the floor in friends’ rooms, I returned coke bottles for the five-cent deposits to buy food with, and I would walk the seven miles across town every Sunday night to get one good meal a week at the Hare Krishna Temple,† Jobs explains to his audience. Here he gets into the â€Å"lows of life† and how it wasn’t all ‘peaches and cream’  for him when he dropped out. The personal experiences in his speech help to create and develop his individuality. He uses pathos to get the audience to understand he had nowhere to sleep, barely had food and money, and only got one good meal a week. I am sure to the audience; it may have seemed somewhat strange and out of the ordinary for him to be mentioning such a stage in his life that would that would imply he lived the life of a vagabond. That is how Jobs would pull in the audience by telling such a touching story. It just shows that even the most success ful people could come from the slums and become something just by living out their dreams. As Jobs gets further along into his speech he starts off a sentence saying, â€Å"If I never dropped in on that single course in college, the ‘Mac’ would never had multiple typefaces or proportionally spaced fonts†¦.If I had never dropped out, I would have never dropped in on that calligraphy class, and personal computers might not have the wonderful typography that they do.† Jobs talks to his audience about how at this time in his life, he still really never had an idea about how the things he had learned would â€Å"factor† into his life. Here he uses logos as inductive reasoning. While being in the calligraphy classes, Jobs talks about the different types of fonts that he learned about and also how he learned the history behind them as well. He uses the â€Å"Rule of 3† as his rhetoric device here. â€Å"I learned about serif and sans-serif typefaces, about varying the amount of space between different letter combinations, about what makes g reat typography great† (Jobs). With emotions and I’m sure a heavy heart, Jobs says to the graduates â€Å"I felt that I had let the previous generation of entrepreneurs down – that I had dropped the baton as it was being passed to me.† Here, Job evokes pathos and ethos from the audience. He uses pathos when explaining how he and a friend of his took this ‘garage project’ and transformed it into a two billion dollar company â€Å"†¦.that now has 4,000 people working for it.† He appeals to the audiences emotions when he tells them about his fall from his very own business and the Apple Board of Director’s grace. After the release of the first Macintosh, he was fired from his company because his position as the CEO of Apple was terminated, and he tells how devastated he was by this. â€Å"The focus of my entire adult life was gone, and it was devastating† (Jobs). He states his beliefs in such a blunt manner that everyone in attendance of this commencement is confident to understand and relate to what he went through and felt. â€Å"The heart knows where to go and what to do† is what he tells these Stanford graduates and the most important thing he needed his audience to do was to follow their intuition and their feelings. â€Å"..Turned out that getting fired from Apple was the best thing that could have ever happened to me† (Jobs). In the next five years after he was fired from his company Apple, his creative thoughts began to conjure and he started two new companies; NeXT and Pixar. Pixar became one of the most world renowned animation studios. But he did not stop there, after creating Pixar he created the first animation movie ‘Toy Story.’ This movie is a widely known success amongst many ages and generations of children and adults today. Also during this time he met the love of his life, â€Å"†¦I fell in love with an amazing woman who would become my wife†¦Ã¢â‚¬ Ã¢â‚¬â€œ â€Å"Laurene and I have a beautiful family together†¦Ã¢â‚¬  (Jobs). He yet again uses pathos with the audience to show how even though he was going through a bad time in his life, he still was able to find his true love, and I am sure by them finding each other, this pushed him to do greater things. Ironically, Apple bought NeXT, and it is ‘the heart of Apple’s current renaissance.’ Steve Jobs ends this short story with yet another inspirational quote for his audience. He tells them â€Å"Sometimes life’s going to hit you in the head with a brick. Don’t lose faith. I’m convinced that the only thing that kept me going was that I loved what I did. You’ve got to find what you love.† His success shows that the adversity makes the students and himself better and stronger than anything that they will ever face. Jobs’ description of his journey after being fired makes him an example of hard work as a precursor to success. â€Å"My third story is about death.† The phrase is short, simple, elegant, and quite frankly to the point. It shows his form of this story. His short and simple way of speaking portrays honesty and builds the logos of his commencement. By making this simple statement to his audience â€Å"About a y ear ago I was diagnosed with cancer†¦Ã¢â‚¬ ¦this was certainly a type of cancer that is incurable,† Jobs makes a personal and emotional connection with his audience. Seeing that there are possibly some audience members who have gone through the same thing as he or have experienced the same thing with someone else. Here, Jobs’ is using pathos to tap into the audience’s feelings of  sympathy. He then develops his ethos with the audience and then explains that he has faced adversity in the form of sickness as well as other things. He comes off as a strong man who has conquered his challenges. This was proof of his strength and what he endured. â€Å"Your time is limited so don’t waste it living someone else’s life.† Jobs uses his near death experience story as a way to inform the Stanford graduates that life is too short. He uses pathos here as well when he is talking about the audience following their hearts. â€Å"Remembering that you are going to die is the best way I know how to avoid the trap of thinking you have something to lose. You are already naked. There is no reason not to follow your heart.† Jobs is stating that the consequences of these many graduates not living to the best of their ability after graduation, are much greater than if they did when following their real passions. â€Å"Even people who want to go to heaven do not want to die in order to get there. And yet death is the destination we all share.† Here it shows Jobs’ philosophical take on death. Having experienced such a traumatic thing in his life it recreated his personal status on it. Being diagnosed with cancer and seeing his life change right before his eyes made him change the life around him. He made the best of his time, and now he is telling the graduates to do the same thing. He uses very candidly and sagacious words to show his audience (the graduates) that eventually they will die so now is the time to ‘live it up and live it to the fullest’ with the time that they have left. The most important decision Jobs tells them they can make right now is to find whatever it is they love and to pursue it to the best of their ability whenever the time comes to do so. If the graduates follow their passions and do what their heart and mind lead them to do, their lives will be very sufficient and excellent in every way possible. By making these statements to his audience, he acquires warrant. Warrant is the rhetorical device that makes his speech such an advantageous one. The relationship he creates between his audience and himself is a parallel experience. Through his straightforward statements, words, and visible proof he encourages the audience of graduates that su ccess is attainable when you follow your passions and desires. They have to live without regrets. â€Å"Stay Hungry. Stay Foolish† (Jobs). Jobs’ defines his hardship when he relates to that quote. Here he yet again uses pathos of a childhood memory of a quote in a magazine to connect with his audience. This  is the last thing that Jobs wants to leave with the graduates as he comes to a close in his commencement speech. He explains to them about a magazine that he use to read as a child. As he describes it â€Å"When I was young, there was an amazing publication called The Whole Earth Catalog, which was one of the ‘bibles’ of my generation.† Jobs begins to tell them the meaning that this magazine and quote was to him, he explicitly tells them about the last issue they ever made and the impact it would stamp on him for the rest of his life. Here he gives them a mental visual of the last issue. He goes into detail about how the picture on the back of the magazine â€Å"had an early country road, the kind you might find yourself hitchhiking on if you were so adventurous† (Jobs). Beneath it read the words: â€Å"Stay Hungry. Stay Foolish.† He gives this sense of ethos when he describes this to them. Jobs masterfully directs his audience’s minds to always be curious and to stay more importantly humble, so they will follow their hearts and love the life that is ahead of them. Steve Jobs’ Commencement Speech at Stanford University is considered a very effective speech because of his use of the rhetorical devices. He uses many of them such as pathos, ethos, logos, apostrophe, and many others. His use of rhetorical approaches is not the one and only thing that makes his speech one of the most successful ones. Jobs was able to relate successfully to the audience and was also able to relax them with his humor and laid-back grace and comments about his very own personal stories and life. By the end of the speech, Jobs connected very well with his audience, and they also had a better appreciation for who Steve Jobs was and who Steve Jobs was still becoming. Jobs’ use of structural repetition and his connection of emotional anecdotes encourages the audience (Stanford Graduates) to pursue their dreams and passions. His methodology as an orator throughout the time he sets up his ethos, logos, and pathos of his advice are subtle. Jobs’ pathos adds to this heart-wrenching rhetoric. In addition, he also uses his three emotionally charged stories to show his high character and qualified eligibility to be giving the graduates advice about their lives and how they should never second guess anything that they do. The words he chooses are just elegant and simple and portray honesty, as well as intellectualism. But most importantly Jobs leaves these many graduates off with these short, simple and encouraging words. â€Å"Stay Hungry. Stay Foolish.† Works Cited Jobs, Steve. â€Å"Commencement Address at Stanford University.† Graduation. Stanford University Auditorium, Palo Alto. 12 June 2005. Speech.