You choose Essay Example | Topics and Well Written Essays - 500 words - 5

You choose - Essay Example There were a small group of us that decided that we were going to work together to help time go faster and sometimes it is far easier to pick up trash when someone else in the group accidentally missed it. In order to do this activity, we thought about contacting a highway department to let them know that we were going to do it but instead, we just decided to go ahead and do it. We gathered numerous trash bags, rubber gloves and manpower to get together to pick up the trash beside the roadways and in the park. Also when working on the roadside, we decided we better wear reflectors for safety. We worked hard for a few hours to pick up all trash alongside the road and then when we got done picking it up, we then separated it out the best we could so that we could recycle some of the bottles, cans and other recyclables. When at the parks, we also worked to clean out any trash barrels which had not been emptied in a while and then walked the grounds to make sure there definitely was not any glass in the playground area or any other garbage. We then gathered up all of our trash bags that we had filled and went back to pick up some alongside the road that we had to leave that were full and we could not carry with us, put them in the back of a truck and tried to separate out what could be recycled and then dropped those off at the recycling center and then put the rest in a dumpster. This activity basically helped me to understand that everyone has a responsibility to keep the environment clean. It only takes a few seconds for someone to throw out a can or a bottle but it can take hours for someone to come along and pick up after someone else. It is not fun but it is rewarding to know that parks and roads are not cluttered and junky. It makes the space look nice and it is also safer for children or even elderly who might be walking and trip and fall on bottles or cans. Ethically, no

Child molester and a killer Essay Example for Free

Child molester and a killer Essay As we talk about behavior, we can discuss about how certain behavior runs to becoming evil in such a way that nowadays and even before time, where war has occurred, this behavior exist. McCarthy wrote a book entitled â€Å"Blood Meridian† where he puts all the unprovoked violence by the monstrous Judge, Holden, who is a compulsive child molester and a killer as well. This is an epic novel during the expansion of West America sabotage Western novel and the mythology of the Wild West with full violence and wickedness. In this book, it shows the styles of evil acts and wants us to witness evil for us to fully affirm its mysterious reality. As we studied about the origins of behavior, we can also say that man has a natural evil instinct which can be manifested by certain evil actions. McCarthy expresses human behavior in the same way he talks about the animals in his stories. He used such magnificent language which was cited by the critics, and it merely represents the uncompromised crucial period of American history and McCarthy exclaim in his Blood Meridian, that goes ahead of Gothicism and naturalism, to conjure up a bloodletting feast in the American Southwest. Elie Wiesel comes into picture, who in real life; experience a deep shocking experiences and emotions during the Holocaust in the hands of the Nazis. At these times, he and many other prisoners experience mental and physical torture and they have been stripped of their humanity. According to Elie, prisoners become wild beasts of prey, with animal hatred in their eyes; a strange energy had held them, and their teeth and nails had been sharpened. This elevates humanity from immorality at its separation point. She wrote a book entitle â€Å"Night† which reveals that cruelty raise cruelty. Both McCarthy and Elie have written about the negative side of human behavior and depict the scenario during those times. She said prisoners turn against each other rather than giving comfort to each one of them. Captured from the book itself, when a Kapo is speaking to Eliezer, he saidâ€Å"Here, every man has to fight for himself and not think of anyone else. . . . Here, there are no fathers, no brothers, no friends. Everyone lives and dies for himself alone† which illustrates the wickedness of some human beings. In contrast with Elie and Cormac McCarthy, in woman in the person of Hannah Arendt tries not to compare human behavior to animals. Hannah had written â€Å"Eichmann in Jerusalem† wherein she made an authoritative report about the trial of Adolf Eichmann, a Nazi leader. She takes account of supplementary factual material that gives enlightenment after the trial. She soberly state in her book that Eichman was not actually a Nazi at heart, and he was in fact a meek man because he was not really aware of Hitler’s euthanasia program and he is also helpful to the Jews in Palestinian immigration. Hannah Arendt’s shows that she is not only a thinker but also a moral human being because of putting herself in the place of the judge and jury in the courtroom of Jerusalem to major perpetrators of the murder of European Jewry. Hannah Arendt analyze Eichman’s personality instead of looking at him does not try to psychologically analyze it. It was in the end come out that Eichman is just an ordinary man who has been driven by the call of his career, and it turns out that he doesn’t really have personal hatred with the Jews. As we try to analyze the three authors point, we can generalize that evil behavior of man only comes out when time calls for it and is the result of frustration for human desires, denial human faculty, failure to realize human potential as well lack of education. It is indeed true that mans animal nature or human nature is not basically evil. It just happened when there is an incomplete development, deficient cognition and dichotomous perception of reality that would ultimately direct to misinterpretation and disagreement, obliteration, and wars by the people who the power and has no understanding which we have greatly seen it in this study.

Importance of Teaching Styles in Classrooms

Importance of Teaching Styles in Classrooms All people learn in different ways, it is therefore essential that teachers try to incorporate as many different teaching styles as possible into the delivery of what they are teaching. Marshal ( Marzano 1992) suggests that the concept of learning has to include positive attitudes, the ability to acquire knowledge, allowing learners to extent their own knowledge and then applying their knowledge to everyday life. Marshal (Marzano 1992) also believes that a teacher must develop these concepts in order to help learners develop, and make learners learn independently, so they may continue to develop and gather knowledge for the rest of their lives. There are many different approaches and theories on teaching styles. Most agree that for all pupils to have an equal experience in education, teachers must adapt their teaching styles so that everyone benefits within the classroom. Marzano (1992) suggests that lower ability pupils should be taught through closed tasks. A closed task has a specific structure and set of instructions to give pupils a clear idea of how a task should be approached and completed. Marzano (1992) then suggests that higher ability pupils should experience more open-ended tasks, allowing pupils to develop their thinking skills. This style of teaching is very much learner centred as the teacher must adapt their style of teaching to suit the needs of pupils in their class. Mishra (2007) has a different theory of teaching styles. Mirsha (2007) argues that there are three styles of teaching; discipline centred, instructor centred and student centred, although there are many more different teaching styles and theories suggested by different authors. The discipline centred style of teaching is very structured, not allowing for flexibility for what is taught and when it is taught. This style of teaching may be completely centred around the national curriculum, without deviating from it. This style of teaching is as ineffective as it is unpractical, as teaching must allow for flexibility to ensure that all pupils are learning and achieving in schools. Instructor centred style of teaching focuses on the teacher as being the main source of knowledge for pupils. Everything that pupils learn may come from the teacher, without obtaining knowledge and information from other sources. Much like the discipline centred style of teaching, the instructor centred style i s very limited and does not help learners develop, as pupils do not have to seek ways of finding out information themselves, but simply ask the teacher. It is also very limited as the teacher can not be expected to be able to answer all of the questions the pupils may have, and may have limited knowledge in certain areas of the curriculum. The third teaching style suggested by Mishra (2007) is the student centred style of teaching. This style is much more learner centred and is very much focused on the cognitive development of students. Through this teaching style, pupils are encouraged to learn through enquiry, and develop their own thinking skills obtain knowledge and solve problems. Unlike the other two styles suggested by Mirsha (2007), the student centred style of teaching also focuses more on the needs of individual learners. This style of teaching allows for pupils to learn in different ways as the teacher adapts their teaching style to suite all learners, of all abilities. However, the three teaching styles suggested by Mirsha (2007) are limited as they do not consider the variations between different classrooms and schools. There are many different teaching styles, all of which must be focused on what best suites the learner (Association of Teachers and Lecturers 2011). Perhaps therefore, it is more important to focus on how pupils learn rather than just focusing on teaching styles, as no style will suite all learners. One of the most accepted models of learning styles is Flemings Visual Auditory Kinaesthetic (VAK) model which has been further developed by Grinder. The first types are the visual learners. Visual learners learn by seeing different types of information such as pictures, diagrams and models. They may also prefer to read a piece of text for themselves, rather than have someone read it to them. Visual learners often remember information by picturing it (Cheminais 2008). To help visual learners, teachers must adapt their teaching style to incorporate as much visual elements into their lessons. An example of this could be to making sure the structure of the lesson is indicated on the whiteboard so that pupils can see what the lesson will focus on. It is also important that the teacher writes down key information from the lesson so that the learner can memorise the information visually. Secondly there are auditory learners. These learners may prefer to listen to information such as being read a story, rather than read it themselves. They may also benefit more from group discussions as often, auditory learners remember information by remembering what they have heard (Cheminais 2008). To hep auditory learners, teachers can incorporate group discussion, audio activities such as listening to music and reading a book out loud so that auditory learners can remember information that they have heard. Thirdly there are kinaesthetic learners. These types of learners prefer to be engaged physically with the work by means of touching and doing. Kinaesthetic learners achieve best when lessons incorporate hands on activities that allows learners to be actively involved with the lesson (Grinder 1991). It is argued that the best teaching style is to use a multi sensory approach. This will incorporate all learners of different abilities as it helps learners retain knowledge and information in a way that best suites them. Studies from the National Institutes of Child Health and Human Development have suggested that this style of teaching greatly benefits children who have dyslexia. A dyslexic child may experience problems with reading and writing, because they have problems seeing and then processing words. However, if a multi sensory style of teaching is used, it benefits dyslexic pupils greatly as they are able to use other senses such as touch (kinaesthetic). This style of teaching has been proven to help dyslexic children in particular as it builds up kinaesthetic memory to complicate visual and auditory ones (Bradford 2008). A different model explaining how pupils learn is Piagets Theory/ Model of Cognitive Development. Piagets model is a Constructivist model, meaning that pupils continually build upon previous knowledge, this is also called schema (Carrell 1984). Whilst studying the way pupils learn, Piaget focused on Assimilation and Accommodation. According to Piaget, assimilation is the process whereby pupils receive new information and experiences from their learning environment. Accommodation is the follow on effect from assimilation as the pupil adapts their mental views because of the new information and knowledge they have acquired (Atherton 2010). From his studies, Piaget concluded that as pupils matured, so they were able to understand and absorb more knowledge. Piaget believed pupils were not able to carry out certain tasks until they were mature enough to be able to do so (Atherton 2010). From his findings, Piaget created a four stage Model of Cognitive Development. The first stage is the Se nsory Motor Stage and lasts roughly from birth to two years old. At this stage, the child begins to differentiate themselves from other objects in their environment as they begin to develop their senses. Also at this stage, the child is deemed ego-centric, as they are unable to consider others needs. They may also recognise that they need to do something, in order to make something else happen e.g. they need to push a toy car in order to make it move (Jardine 2006). The second stage is the Pre-operations Stage and lasts roughly from two to seven years old. During this stage the child begins to develop language and vocabulary. They then associate language with objects and words (Atherton 2010). The child will usually classify objects together because of one common factor such as different shapes being classed together because they are the same colour, despite their differences in size and shape. Piaget argues that children in this stage are still ego-centric, but are beginning to dec entre their view of the world and other people. Piaget also argues that children in this stage have a certain amount of animism as children believe that non living objects such as cars, share the same feelings as them (Jardine 2006). Stage three is the Concrete Operations Stage and lasts approximately from seven to eleven years old. During this stage of development, the child becomes more mature and animism and egocentric way of thinking begins to disappear in most people. Also during this stage, children begin to see objects in different ways (Jardine 2006). For example, before this stage, children may see a spilt pint of milk as being more than a pint of milk in a bottle. However, during the Concrete Operations Stage, children develop reversibility, or that things remain the same after they have changed. For example, children learn that the spilt pint of milk is actually the same as the milk in the bottle even though it appears different. The final stage is the Formal Operations S tage and lasts from eleven to sixteen years old. During this stage, the pupil develops to think like an adult. If the pupil is faced with a problem, they may search for all the possibilities to solve it. Pupils are also able to evaluate different ideas without having to relate them back to something that already exists in the real world (Bybee et al 1982). From a teaching perspective, it is important to take into Piagets Theory/ Model of Cognitive Development when planning or teaching children. As Piaget suggests, children develop different skills and qualities and different stages of their life. It is their fore unfair to set a task that is suitable for a child in the Concrete Operations Stage when they are still in the Pre-operations Stage. Taking account Piagets model, it is important for teachers to adapt their style in order to suit the pupils they are Gardner offers a different theory of learning. Over the last half century, suggestions have been made that people have different types of intelligences. One of the most well known is Gardners Multiple Intelligence Theory (Ginnis 2008). Gardner argued against past theories that people were born intelligent, and instead suggested that all people are intelligent, but in different ways. In 1983, Gardner developed seven different types of intelligence (Ginnis 2008). More recently, Gardner has suggested that there are eight different types; linguistic, logical (mathematical), spatial, musical, kinaesthetic, interpersonal, intrapersonal and naturalistic. In 1999 Gardner claimed I now conceptualise an intelligence as a biopsychological potential to process information that can be activated in a cultural setting to solve problems or create products that are of value in a culture (Ginnis 2008). Gardners Multiple Intelligence Theory benefits both teacher and pupils. Gardner claims that everyon e is intelligent, just in different ways. This can help build pupils self esteem and confidence as they may struggle in some subjects but thrive in others. His theory also allows a more prestigious status for certain tasks in the classroom, which in the past may not have been deemed as showing intelligence in a child. Gardners theory is also very beneficial to teachers and the style they use as it allows teachers to have higher expectations of every child (Ginnis 2008) and therefore push each child further. Gardners theory also helps teachers differentiate their lesson planning to include all pupils equally. In the past, pupils may have been grouped by ability only in certain subjects. However, using Gardners theory, the teacher is able to see which pupils progress better in which subjects, and can therefore plan and group pupils together according to their ability in a range of different subjects. This does however depend on the overall style of the teacher as they may deem mixed a bility groups more appropriate for certain tasks. Teachers may also use Gardners theory to identify which subjects or task pupils feel less comfortable carrying out, and then try to support them more when participating in these. Professor Anthony Gregorc again offers a different approach to learning styles. Gregorc suggests that people perceive (acquire) and order (organise/ store mentall) information in different ways. From this, Gregorc developed different scales for both Perceiving and Ordering. On the perception scale, Gregorc argues that there are Concrete learners at one end of the scale and Abstract learners at the other (Ginnis 2008). According to Gregorc, Concrete learners need the physical aspect of learning, they are kinaesthetic learners and need to be actively involved with a task in order for them to benefit from it. Gregorc then argues that at the other end of the perception scale there are Abstract learners. These types of people use experiences to help them memorise information. They also look for patterns in work and how things are similar or different (Jonassen et al 1993). It is important to highlight that the majority of people fall somewhere in between the two ends of the perception sca le. On the Ordering scale, Gregorc argues that there are Sequential people at one end, and Random people at the other. Sequential people are very logical, focused and are able to memorise facts easily. When carrying out a task they follow a step by step plan in order for them to complete the task effectively. Random people, Gregorc argues, are not so focused and find it hard to memorise facts. Random people may be able to answer a complex question, but not be able to say how they came to their answer (Jonassen et al 1993). Like the Perception scale, most people fall between the two ends of the scale. From his research, Gregorc argues that there are four types of learners; Concrete Sequential, Abstract Sequential, Concrete Random and Absract Random. With regard to teaching style, it is important for a teacher to realise what learning style/ styles pupils may be, in order to set tasks that will be most beneficial to them. Concrete Sequential learners need structured, practical activities. These types of learners need to be told exactly what to do and may require a checklist, such as a success criteria, in order to complete a task. They also require regular feedback to make sure they are correctly carrying out the task. Abstract Sequential learners prefer to do their own research, but the research must be structured for them, for example a worksheet where pupils have to fill in the gaps. These types of learners also like to evaluate work and like different ideas and theories. Concrete Random learners prefer to work with a certain amount of freedom without having to worry about deadl ines. These types of learners do not like working with others, unless they chose who they work with. They are curious learners and like challenging work such as researching ideas for themselves. Finally, Abstract Random learners are very creative, and like to work in groups. They learn best through discussion, either in small groups or with the entire class. They are very flexible learners, who dont mind making mistakes. They also learn best when humour is used when teaching information (Ginnis 2008). Teachers can use Gregorcs work to help them plan and adapt their style of teaching to suit all learners. Although it is not possible to teach in a style that will benefit all learners in every lesson, it is important to try and incorporate all learning styles over a series of lessons (Jonassen et al 1993). Teachers can also use Gregorcs work to approach teaching with a more personal style. For example, a Concrete Sequential learner may prefer a task broken down into small stages, so the teacher can use this knowledge of learning style to plan effectively for them. Also, an Abstract Sequential learner prefers to work in groups, so the teacher can make sure that a lesson involves group work, or discussion of some kind (Ginnis 2008). Although there are many different approaches and theories regarding teaching and learning styles, all suggest that there is a relationship between the two. It is impossible for a teacher to have a strict teaching style, as it will not benefit all pupils within their class. Instead, a teacher must identify what different learning styles pupils within their class may have, and then use this information to adapt their teaching style so that all pupils benefit from their teaching. My school experience placement took place in a Church of Wales school in a small town in central Powys. The school has eight full time teachers and eighteen teaching assistants, some specialising in supporting special needs children. The school is a dual stream co-educational primary school and between Infants and Juniors there were one hundred and eighty pupils. In my class (year six) there were seventeen pupils aged either ten or eleven years old. The class had one teaching assistant who was a full time assistant to a pupil with Autism. The school is organised into eight classes, three in the foundation phase and three in Key Stage Two, with years four and five combined. These classes are taught through the medium of English. The other two classes are taught through the medium of Welsh and range from reception to year six. Pupils are able to attend the Welsh medium classes, irrespective of home language. Even though the Welsh medium classes are separate from the rest of the school, the whole school comes together for assemblies, break and lunch times and after school clubs. In 2008, the school received a positive ESTYN inspective report. In Autumn 2010, the school was re-awarded the Basic Skills Quality for Maths and Language. The school is also a Green Flag Eco-School and a Healthy School for its good work in Education for Sustainable Development (eco-schoolswales.org). . The school followed the National Curriculum of Wales. Core subjects the non-core subjects of History, Geography, Art, Design Technology, Music, Physical Education and Religious Education are taught. As the school is a Church of Wales school, Religious Education is taught in accordance with the Church of Wales syllabus, which look at all religions and compares them to a childs own beliefs. Collective Christian worship takes place on a daily bases. Whilst on school experience I witnessed many different styles of teaching in the non-core subjects. The teaching style were different not only in each subject, but depending on what task was being carried out, and what the teacher felt was most suitable for the pupils in the class. In art, the whole class made wire men, which were later covered with mod-rock and painted. To explain the task to the children, the teacher firstly demonstrated what they had to do. This helped visual learners, as they were able to see exactly what they had to do in order to complete the task successfully. When the pupils actually carried out the task themselves, it was very hands on, and the children were actively involved. This type of learning supports Grinders kinaesthetic learner, were using senses such as touch and sight while carrying out the task. Throughout the lesson the teacher continuously gave feedback to pupils. By giving constant feedback the teacher was supporting Gregorcs Concrete Sequential learners. In art, it is easier than most subjects to use a multi sensory teaching style, as the subject itself presents very practical work, suited to the kinaesthetic learner. History also presents a teacher with the ability to use different teaching styles. On school experience, the class covered the Second World War in History. The teacher and I used different objects from the war such as a helmet and air raid siren, to help pupils learning. This style of teaching helped both visual and kinaesthetic learners as they could see and touch the different objects to aid their knowledge and understanding of the War (Grinder 1991). Also while studying this area of history, there were group and class discussions. This style of teaching would aid Gregorcs Abstract Random learners (Ginnis 2008) and also auditory learners as pupils would learn by discussing and listen to information about the War. There are many different methods and style of teaching music in Key Stage Two. Music is a subject that allows pupils to express themselves more than they may normally do in other subjects. Also, Gardner suggests music as one of his eight intelligences (Ginnis 2008). It is important for a teacher to realise a pupils capability in music in order to teach them effectively and help them advance. Music is a very multi sensory subject as it benefits visual, auditory and kinaesthetic learners through reading music or lyrics, listening to different types of music and physically playing different instruments. While on school placement, the class composed a song in Welsh, to the tune of What shall we do with a drunken sailor. Instead of just letting the pupils write any lyrics they wanted, the teacher showed them a clear structure that they had to follow. The pupils then worked in groups to help compose lyrics to the song and then performing it. This teaching style benefitted a range of differ ent learning styles. Firstly, Concrete Sequential learners benefited as they were provided with a clear structure of what they had to do to compose the song. Secondly, Abstract Random learners benefited from the group work and the creativity to compose song lyrics. During this lesson, the teacher had purposefully adapted their teaching style so that different learning styles would benefit from the lesson. Design and Technology (DT) again offers a teacher the opportunity to adapt their teaching style in order to benefit different learning styles. On school experience the DT topic focused on healthy eating, and designing and making healthy pizzas. The class began the topic by discussing in groups and whole class discussions, different ideas about healthy eating and different types of pizza. The discussion benefited Abstract Random learners and also auditory learners (Jonassen et al 1993, Grinder 1991). Before pupils made pizza themselves, the teacher demonstrated how to make one, showing each step clearly. This would benefit visual and auditory learners and also Concrete Sequential learners (Ginnis 2008), as they could see clearly what they would have to do in order to make a pizza. Also as part of this topic, pupils had to create a recipe for making a pizza. Higher ability pupils in the class wrote the recipe without aid from examples. However, some lower ability pupils in the class we re provided worksheet where they had to fill in the gaps (see appendix 1). This worksheet would not only benefit lower ability pupils, but also Abstract Sequential learners as they could fill in the gaps (Ginnis 2008). Physical Education (PE) in general is very much suited for kinaesthetic learners as it is a very actively involved subject. However, depending on which teaching style the teacher uses, depends on how much other types of learners benefit from PE. On school experience, the pupils focused on dance during their PE lessons. Pupils were asked to work in pairs and groups to create different dance routines. This benefitted visual, auditory and kinaesthetic learners as they were able to see different dance routines, listen to them be explained, and then physically carry them out. Also, by physically doing the dance, the pupils were able to learn the routine very quickly. The partner and group discussion also benefited Abstract Random Learners (Ginnis 2008). In Geography on school experience, pupils looked at a comparison between there home town and a small village in Uganda. To introduce the topic, the teacher showed the pupils a video of the village in Uganda. This benefited visual and auditory learners as they were able to see the village and hear different things about it from the people who lived there. The teacher also paused the video occasionally to ask questions and recap what the pupils had learnt so far. This was particularly effective as it made pupils concentrate on the video in case they were asked a question about it. The discussion following the video also benefited Abstract Random learners (Ginnis 2008). The pupils were then given a treasure map of the village in Uganda. The aim of the activity was for the pupils to discover where they could by milk, and to plot different locations on the map. The map consisted of different questions. The answer of the question gave a clue either to where the next location was on the map , or what the next question was. This activity suited a range of different learning styles. Pupils could see the different locations on the map, discuss them with there partner or group (Abstract Random Learners), and be actively involved in answering questions. The step y step instructions of how to complete the task also benefited Concrete Sequential learners. This task was particularly enjoyable for the pupils and they learnt a lot of information about the village in Uganda from it. This shows that the teaching style used to provide information about this area was very successful. In Religious Education, the class covered the nativity story. The teacher began the topic with a class discussion to produce a timeline of the order of events of the nativity story. This again benefited Abstract Random learners. After the class had completed the timeline, pupils given page book, chapter and verse references and were asked to locate the nativity story in different parts of the Bible. This benefited visual and kinaesthetic learners. Also, the research methods used in this lesson also benefited Abstract Sequential learners (Ginnis 2008). Once the pupils were more aware of the nativity story, the class looked at it as a drama activity. This activity greatly benefited kinaesthetic learners, as they were physically involved with the nativity story and therefore were able to learn the story far easier than simply reading, or being told about it. It is important for teachers to adopt a range of different teaching styles when teaching different subjects. Teachers must find the most suitable style for the lesson content, but more importantly, a style which will suit all learners and allow them to benefit from the teaching. To be able to teach effectively, teachers must use approaches and theories such as Gardners Multiple Intelligence Theory, Piagets Theory/ Model of Cognitive Development, Grinders VAK model and Gregorcs approach to learning styles, in order to discover what style of teaching would be most suitable and beneficial to their pupils. It is not possible for teachers to consider all of the different learning styles when planning each lesson. It is important however that a range of learning styles are covered over a series of lessons, so that all learners benefit from the teaching. Referenes Mishra, R. C., 2007. Teaching Styles. APH Publish Corporation: Bybee, R.W., Sund, R.B., 1982. Piaget for Educators. 2nd ed. Columbus: Merrill Publishing Company Jonassen, D.H., Grabowski, B.L.H., 1993. Handbook of Individual Differences, Learning and Instruction. New Jersey: Lawrence Erlbaum Associates Atherton, J.S., 2010. Learning and Teaching; Piagets Development Theory. [online] UK. Available at: http://www.learningandteaching.info/learning/piaget.htm [Accessed 3 February 2011] Ginnis, P., Ginnis S., 2008. Learning Style Revisited. [online] Derby: Derby City, A local Authority Initiative. Available at: www.derby.gov.uk/NR/rdonlyres//LearningStylesRevisited.pdf [Accessed 2 February 2011] Bradford, J., 2008. Using Multisensory Teaching Methods. [online] UK: World of Dyslexia Ltd. Available at: http://www.dyslexia-parent.com/mag30.html [Accessed 2 February 2011] Jardine, D.W., 2006. Piaget and Education. New York: Peter Lang Publishing Marzano, R.J., 1992. A Different Kind of Classroom: Teaching with Dimensions of Learning. USA: Association for Supervision and Curriculum Development Carrell, P.L., 1984. Schema Theory and ESL Reading: Classroom Implications and Applications. The Modern Language Journal. 68 (4), pp.332-343 Watkins, C., 2003. Learning a sense-makers guide. [online] London: Associations of Teachers and Lecturers. Available at: http://www.new2teaching.org.uk/tzone/images/Learning_tcm7-26270.pdf [Accessed 6 February 2011] Cheminais, R., 2008. Every Child Matters: A Practical Guide for Teaching Assistants. New York: Routledge Grinder, M., 1991. Righting the Educational Conveyor Belt. USA: Metamorphous Press

Negative Impact Of The Bauxite Mining Industry Environmental Sciences Essay

Negative Impact Of The Bauxite Mining Industry Environmental Sciences Essay This study is an investigation into the negative impact of the bauxite mining industry on the community of Myersville, St. Elizabeth. The research will entail: What are the negative impacts that the mining industry has on the community of Myersville? What are the effects of the negative impacts that the community is faced with? How can the negative impacts be alleviated? LITERATURE REVIEW According to Effects of Pollution by Scott Foresman, pollution is defined as the addition of any substance or form of energy to the environment at a rate faster than the environment can accommodate it by dispersion, decomposition, recycling, or storage in some harmless form. The processing of alumina at ALPART generates dust thus emitting caustic soda and other waste products such as red mud trailing and gases. Mr. Williams, personnel from the Rural Agricultural Development Authority (RADA) office in St. Elizabeth explained that certain tests have been conducted on crops in which they have ruled out diseases and insects and have pointed to the dust emanating from the bauxite mining plant located in Nain, St. Elizabeth, as the main cause of the problems affecting residents crops. Mc Farlene O.A (2000), a draft author on the internet, said the major environment problem caused by the industry is the disposal of the tailing, which forms an alkaline mud. These red mud lakes resulted in the percololation of caustic residues (sodium) into the underground aquifers in local areas. The environmental impact of Jamaicas bauxite mining symbolizes the majority of mining or heavy industrial operation. Bauxite mining, which is considered as surface mining, is land extensive, noisy and dusty. Mining pits are often interspersed within small rural communities, therefore requiring companies to relocate the people and or to monetarily compensate them. An increasing concern is the loss of habitat for Jamaicas unique plant and animal species; also bauxite mining severely affects the water retention capability of the soil. The Jamaica mining act of 1947 requires mines to remove top soil before mining, and restore it as part of the reclamation process. Two other environmental impact s of great concern is dust and caustic soda contamination. During a visit to ALPART port facility, economic officials observed a considerable amount of alumina spilled on the pier and a cloud of dust being carried downwind from loading equipment. It has been argued that the dust is chemically inert; however, it adversely affects the respiratory system, pollutes the residential cistern, and defaces property. The degradation of Jamaicas delicate coral reefs along its south coast is as a result of alumina spilling during ship loading. An article titled Tailing wash-out result in death in Jamaica (2005, September 7) stated that a remediate mine tailing area in Myersville, Jamaica became a water grave for five people on July 16,2005, when heavy rain from hurricane Emily washed their car off a road and over a precipice. According to Lance Neita, ALPARTs public relation manager, the bauxite mine which was dugged thirty years ago belongs to ALPART and had been restored, rehabilitated and certified. Jamaica National Work Agency (NWA) spokesman Stephen Shaw, said that erosion had taken place at the site and guard rails should have been installed. The author of the report concludes that the ALPART tradition has been to mute local protest rather than to eliminate the source of the environmental problem. There has been ongoing protest in Jamaica about the health and environment costs of the bauxite and alumina operation. The writer Rampersad Ramsawak ( 2005) states that industries pollute water in a variety of ways and that in the first instance chemical plants such as oil refining, ammonia and urea plants release waste such as sulphur oxide, sulphur dioxide and nitrogen oxide into the atmosphere. When it rains, the water becomes polluted with these chemicals thus forming acid rain. Acid rain contributes to fishes being killed in rivers and lakes; also the soil becomes acid and this stultifies the growth of plants and accelerates the corrosion of metalwork on buildings. Rampersad also said that noise pollution can be alleviated by the implementation of legislations which prohibits noise levels over 80 decibels in residential areas and also that persons should be educated on the effects of noise pollution. DATA COLLECTION Myersville is a developed community that has approximately two hundred (200) house holders. In order to collect accurate data for the survey, the researcher decided to use primary and secondary sources of data collection in the form of questionnaires, interviews, textbooks and newspaper articles. The issuing of questionnaires was one of the most suitable form of data collection because they require little time to be completed; responses are gathered in a standardized way; information can be collected from a large portion of a group; also respondents feel confident in disseminating information because confidentiality is guaranteed and last but not least questionnaires can be completed at the convenience of the respondents in a relatively quick way. In order to receive accurate information, it was calculated that approximately twenty (20) citizens inputs would be ideal. And these twenty (20) persons would account for 10% of the population of the two hundred (200) household members (10% of 200=20). These citizens were selected randomly by placing thirty (30) names in a box after which the box was energetically shaken and the twenty (20) names ascertained. Twenty three (23) questionnaires were prepared and handed out to residents, with three (3) being additional in case all were not completed. Upon the distribution of the questionnaires, residents were given a time frame of one (1) week in which to complete the questionnaires. However, at the end of the time frame given to residents, the researcher only needed twenty (20) out of the twenty three (23) that were issued. Alongside the questionnaires, interviews were conducted with some of the citizens who did not receive a questionnaire. The carrying out of interviews with the residents proved useful as the researcher was able to adapt the questions as necessary, clarify doubt, and ensure that the responses are properly understood by rephrasing and repeating the questions. The researcher could also pick up non verbal cues in detecting any form of discomfort, stress and problems that the respondent is experiencing. PRESENTATION OF DATA Figure 1: Column Bar chart showing that seventy five percent (75%) of the respondents live within 1 5 miles from the mining industry, ten percent (10%) live within 6 10, five percent (5%) live within 11- 15 and five percent (5%) live within16 miles and over. TYPES OF POLLUTION AFFECTING THE RESIDENTS Type of pollution Percentage of respondents Air pollution 15% Water Pollution 15% Land Pollution 10% Total 100% Noise Pollution 60% Table 1: Table showing that sixty percent (60%) of the respondents are affected by noise pollution, fifteen percent (15%) respectively is affected by air and water pollution and the remaining ten percent (10%) is affected by land pollution. Figure 2: Pyramid showing that sixty percent (60%) of the respondents are affected by pollution everyday, thirty-five percent (35%) is affected periodically and five percent (5%) is not affected any at all. Figure 3: The above pie chart depicts damages caused by pollution. Thirty five (35%) said it causes poor crop yield and infertile soil, thirty (30%) respectively said the water gets contaminated and animals are affected and five percent (5%) said it causes acid rain. Figure 4: Donut showing compensations received toward physical. Thirty five percent (35%) of the respondents say that the company refills the tank with clean water, twenty five (25%) said that the company replaces their roofing material twenty percent (20%) said that the company leases lands for farming, fifteen (15%) said that there is payment for property damage and five percent (5%) that there is no compensation. Table showing compensations received towards health Compensations Percentage of respondents Provide health cards 45% Ask citizens to bring medical bill to company 30% Relocate citizens 25% Deny responsibilities 0% Table 2 shows that the compensations received towards health are that the citizens are provided with health cards and a total of forty five percent (45%) said this, 30% said that the citizens are asked to bring the medical bill to the company; twenty five percent (25%) said that they relocate citizens and 0% said that they deny responsibilities. Figure 5: Pie chart showing that 100% of the respondents said that an anti-pollution method has been implemented. INTERPRETATION OF DATA This survey is to find out what are the negative impacts that the mining industry(ALPART) has on the citizens of Myersville, the effects of these negative impacts and how these negative impacts can be alleviated. Figure 1 illustrates that 15 out of 20 respondents live between 1 to 5 miles from the industry, two (2) live within 6-10 miles and 11 15 miles and one (1) live within 16 miles and over. Persons living within one to five (1 -5) miles may be as a result of the availability of resources such as fertile soil for farming. These persons who choose to live there because of the fertile soil for farming may be one that grows and sells food items for a living. Also, a persons job may have caused them to live within such a close proximity to the industry as it is easier for them to get to work from there as it more economical for them. Those who live within six to ten (6 10) miles may be because of inheritance and often times when lands are inherited persons do not bother to relocate, instead they live there and try to make themselves and their family members happy. The person living within eleven to fifteen (11 15) miles and sixteen (16) miles and over may be because they had no choice; tha t person not having any choice could be because they were in search of a plot of land on which to settle and build their house and this plot of land that they came upon was of a reasonable price so the person just went ahead and bought it. Not having any choice could also be that that person was brought up in that community and when they came of age in which they could move out, they did not have the necessary resources such as money to move out and get on with their life. The types of pollution were depicted by figure 2. Noise pollution, having the most percentage, a total of sixty percent (60%) results from the heavy duty machines when they are extracting bauxite from the earth. Very loud noises accompany these machines when they are in use and noise can be very disturbing whether you are near or far away from it. Noise most times poses as a hindrance in one getting enough rest; hence, this results in frustration. Fifteen percent (15%) of the respondents are affected by air pollution, this may be so because of the dust that is uprooted during the processing of the bauxite; dust would be one of the main causes of air pollution. Water pollution is affected by fifteen percent (15%) of the respondents. This can be as a result of the chemical and dust that is in the air. In addition, it also results from oil spillage from ships that are docking in the harbor. Only ten percent (10%) stated that they are affected by land pollution. Land pollution is caused by debris that is washed on to the land and by negligent people who dispose of their garbage inappropriately. Also, in open cast mining, huge holes are dug in the ground and these form dangerously deep mining pools. A lot of mining waste is left behind and these waste often contain several poisonous substances that seep into underground water. Sixty percent (60%) of the respondents said that they are affected every day. This is so because of the close proximity that they live to the mining industry. This would be within the distance range of one to five (1 5) miles. Thirty-five percent (35%) stated that they are affected periodically; this means that they are affected occasionally. In addition, these residents who are affected may be live within the range of six to fifteen (6- 15) miles. And this distance is much further away from the industry so the residents would not be affected as often as those who live at a closer proximity to the industry. Five (5%) percent is not affected any at all. These residents who are not affected would be those who are living sixteen (16) miles and over. Thirty five percent (35%) from figure 4 suggested that poor crop yield was one of the major damages caused by pollution; this would be due to the fact that there is a removal of the topsoil during the extraction of bauxite. The topsoil contains all the essential nutrients needed for plant growth. Also, acid rain washes away nutrients from the topsoil, thus making it infertile. Residents say that animals are affected and there is a contamination of water. These responses account for thirty percent (30%) of the respondents respectively. Water becomes contaminated by the excessive dust and other impurities that are in the atmosphere and when consumed can cause great harm to the body. The contamination of water, removal of trees and pastures contributes to the loss of biodiversity. Acid rain being five percent (5%) affects residents infrastructure by corroding metals, burning up plants, affecting animals and contaminating drinking water. There was some compensation that the Myersville community members receive towards physical damages. Among these compensations, the refilling of water tanks with clean water was the highest, having a total of thirty five percent (35%). This is so because the water is contaminated by acid rain and other impurities that are in the air and knowing that water is one of the basic necessities for survival, the industry therefore ensures that the residents have clean water for consumption. Twenty-five percent (25%) of the residents says that the industry replaces roofing materials. Here it can be seen that the industry takes responsibility for damages done to residents roofing materials. These damages done to roof is said to have been caused by acid rain. Another compensation that the industry offers is paying for property damage, as was said by fifteen (15%) of the respondents. Property damages could also have been caused by acid rain, as it causes the paint on buildings to strip. Five perc ent (5%) said that no compensation was given; this could be as a result of them not having any evidence to prove to the industry that the industry affects them in some way. These persons could also have been those who live at a far distance away from the industry. Not only is compensation given towards physical damages but also it is given towards residents health. A number of health problems that residents face are asthma attacks, lung cancer, allergies, difficulty breathing. Furthermore, a resident that was interviewed gave the response that the administration of the industry causes sinus irritation and bronchitis. As a result of these ailments, forty five percent (45%) of the respondents said that they are given health cards as a means of reducing the cost of medications. Thirty percent (30%) of the respondents said that they are asked to bring their medical prescription to the company. This serves as a means of proving that the industry does have a negative impact on residents health. Another compensation offered towards residents health is that the company relocates them. This would be for residents who are vulnerable to the negative impacts that the administration of the industry poses on their health (mainly the elderly). Residents neve r gave a response to the industry denying their responsibilities. This goes to show that the company is aware of different health issues that persons experience overtime due to the production process that is undertaken by the industry. One hundred percent (100%) of the respondents including those from the interview said that there has been an implementation of an anti-pollution method. One of the interviewee said that this may take the form of the industry reducing working hours, oiling and wetting the roads to reduce excess dust; also the company relocates residents that are at risk of being affected by the running of the company. FINDINGS After receiving the responses from the questionnaire and interview, it can be seen that pollution is a major problem although the industry is trying to alleviate it. Myersville is affected by pollution resulting from the Alpart mining industry. The researcher found out that there are three (3) major types of pollution affecting the residents, namely: noise, air, and water with noise being the most unbearable one as stated by sixty percent (60%) of the residents in table 1. It was also found out that residents that live relatively close to the industry are affected every day. Discovery was made that damages caused by the pollution are as follows: infertile soil, contaminated water and animals are affected with infertile soil being the highest, a total of 35%. This is evident in figure 3. Compensations are given towards physical damages in the form of replacing of roofing materials, refilling of water tanks with clean water, and leasing lands for farming. However, refilling tanks with clean water accounts for the highest percentage (35%) and this can be seen in figure 4. Not only there are compensations given towards physical damages but also towards health. These compensations include provision of health cards and asking the residents to bring medical bills to the company. But out of the two, the provision of the health cards is the highest with a percentage of (45%) as can be seen in table 2. Upon the completion of the project, the researcher found out that there has been an implementation of an anti-pollution method. The smoke and dust that is emitted from the industry during the production process causing air and water pollution. The noise and the poor disposal of solid waste have also caused land and noise pollution, these pollution have caused infrastructural, agricultural, environmental and health problems to citizens on a regular basis. Before the company takes responsibility for the effects that the company has on residents, they investigate to get proof that the damage was really caused by the industry. RECOMMENDATONS During the investigation, the researcher found out that the industry is trying to alleviate the problem; however, the researcher would recommend the following measures; Before the commencing of work on a daily basis the road should be wet or oiled so as to reduce excess dust; this should also be done on days when there is no work in progress. The company should practice afforestation and reafforestation; this will help to reduce noise pollution and soil erosion. The company could provide residents with reservoirs that is free from pollutants and is properly covered; the aim behind this is to ensure that resident always have a clean supply for consumption. Residents could be provided with ear protectors and dust masks so as to dampen the level of noise and lessen the harmful effect it poses on ones hearing ability and to lessen their intake of dust. Also, the industry could contribute to the development of the community in education by establishing an early childhood institution and also community centers; also they can assist school children with financial assistance. The National Environment and Planning Agency (NEPA) is responsible for the implementation of programmes to ensure that air pollution is controlled. Therefore, what they could do is to monitor Alparts operation in order to ensure that excess dust is not being emitted from the industry that poses as a threat to ones health.

Vik Muniz Photographs :: Essays Papers

Vik Muniz Photographs I observed a very unique series of photographs by Vik Muniz called Seeing is Believing. Vik Muniz’s images are not simply photography but are pictures of complicated pieces of art he has produced at earlier times. Utilizing an array of unorthodox materials including granulated sugar, chocolate syrup, sewing thread, cotton, wire, and soil Muniz first creates an image, sculpturally manipulates it and then photographs it. Muniz’s pictures include portraits, landscapes, x-rays, and historical images. One work that particularly caught my attention was a photograph called â€Å"Big James Sweats Bullets† from the series Sugar Children. The content or subject matter of the artwork is representational. The photograph depicts the hardworking children of sugar cane plantations in South America. This particularly photo is a portrait of a dark skinned boy, slightly overweight, standing and grinning. The photo is of neatly arranged granulated sugar across a piece of black paper which produces the image of the boy. Many different sensory properties compose the artwork. There is a soft light that seems very natural coming off the boy’s face. The light shines at the boy’s face at an elevated level, as if he were outside on a hot afternoon with the sun overhead. There is a wide range of tones from very bright, in the reflection off the boys cheeks to very dark in the skin of the boys face. Muniz does an excellent job using shadows to provide a feeling of depth and adding curves to the boys body and face. The shape of the boy is positive, but the background is not defined, allowing a negative shape or void in the picture. Although there is no actually texture on the photograph the texture from the original work of art is apparent. The use of sugar gives off a hazy effect preventing the photo from having a clear focus. The portrait of the boy has a frontal vantage point with his body centered and balanced on at all angles. This shows the expression on the boys face and the size of the boys body, which is important to the title of the work. When looking at the photograph the eyes are immediately drawn to the boys face and grin.

The Theme of Love in A Midsummer Nights Dream by William Shakespeare E

The Theme of Love in A Midsummer Night's Dream by William Shakespeare    When love is in attendance it brings care, faith, affection and intimacy. This is proved true in the spectacular play A Midsummer Night's Dream written by William Shakespeare. This play displays the facts about lust, hatred, jealousy and their roles in something powerfully desirable. It is entitled love. Love is present everywhere, in every form, in every condition and even when one least expects it.         Ã‚  Ã‚   True love is like a precious black pearl, it is so rare that many believe it to be a myth, but Hermia and Lysander found true love according to the following excerpt said by Lysander from A Midsummer Night's Dream.       "...The course of true love never did run smooth..." (1.1. 136)       A short while later Hermia replied with         "...If then true lovers have been ever crossed...as due to love as thoughts, and dreams, and sighs..." (1.1. 152, 156)       Thus they explained that true love was difficult to bear and comprehend, but in tru...

Coroperate Social Responsibility

Corporate Social responsibility Introduction A few years ago firms only goal was to gain economic profit from their businesses. In recent times it has been discussions if economic profit are the only reason for businesses to exist (Kilotons 1991) In modern society the belief that businesses have responsibilities against the society they operate in have grown bigger, but there are still people and organizations who believe that gaining economic profit from their business are the only thing they have to be concerned about (Chant 2013).The purpose of this essay is to discuss and compare the different viewpoints of corporate social responsibility (hereafter referred to as CARS) and the key issue is to see why corporations and their management should be concerned with CARS. The paper will start by explaining what CARS is and how businesses can gain profit from applying CARS. Thereafter the counterargument, that business doesn't have any other responsibilities then gaining profit, will be presented. An example of good CARS-work will thereafter be demonstrated.The relationship between ethics in business will also be discussed. Different views of CARS There are many different definitions of what corporate social responsibility is but one ay to look at it is that corporate responsibility is used to describe the work that companies do voluntarily that has a positive impact on society, the environment or the economy (Shill, Apothecary ; Kansas 2010). CARS is supposed to help businesses to behave ethically and gain economic profit and at the same time helping to solve social issues (Chant 2013).Not only are CARS good for the society and the people in it but also for the stakeholders of the company. CARS can change stakeholders purchase behavior, employment seeking and also investment. Over mime CARS can also help the company to build a stronger brand and in that way also gain an economic profit (Shill, Apothecary ; Kansas 2010). In recent times a lot of critiques have been pointed to CARS. The counterargument meaner that business only responsibility against the society is to gain economic profit and only do what the business was created to do (Chant 2013).Many opponents against CARS say that businesses only should use their resources and engage in activities that are designed to increase profits so long as it stays within the law (Kilotons, 1991). Why corporate social responsibility? The question is if businesses and corporations have a social nature and responsibility or not? My own answer to this question is that businesses, in the modern society, is of social nature and have responsibilities against the society. Corporations and businesses are a big part of our society and what they do make a big impact on people, environment and also how other business act.I would like to compare it with people walking on the street and don't put their rubbish in the garbage bins. I believe that almost everyone thinks that it would be ethically wrong not to put t heir rubbish in the bins. If everyone throws their rubbish on the street the society and community would not have looked nice and people would care less about, in this case, the environment because no one else does. My point of view is that it reflection of the people in it and so are the corporations and business (Chant 2013).It's understandable that some corporations think it is unnecessary to implement CARS and that it only will cost them money that they won't get back. To demonstrate how businesses can gain economic advantages from CARS I will use a Swedish company ‘KEA. KEA is a big home decoration company that operates all over the world and ton is one of their most important raw materials. The company want all cotton used in their products to come from sustainable productions. By using the better cotton initiative they can help reduce environmental and social impacts.They have also proved that this initiative can help KEA to offer competitive priced products that satisf y customers' needs and also helps the company to reach one of their ambitions to provide responsibly sourced products (CARS: Sweden leads by example in corporate responsibility 2013) With that said, my point is that many companies have to look ore on the output they can gain from CARS and not so much on the input. Conclusion There are many ways of looking at and understand CARS and my point of view in this paper is that CARS is a good thing and that corporations and businesses can gain both social and economic profits from it.On the other hand it can be difficult to measure performance of CARS and to compare business with each other (Chant 2013). But maybe comparing and competitiveness is not necessary as in economical ways. Maybe CARS can be Just a question of good ethics, something as obvious as throwing rubbish in the garbage bin or pay your employees' salary in time. Is that a realistic goal? Probably not, because it takes that CARS belong to some sort of common sense if that's going to happen.The important thing for businesses to understand is that CARS should be a part of their business strategy and goal. The modern world is growing and businesses have to keep up with the changes in the environment around them. People are getting more knowledge about ethics and culture and that's why it's getting more important for businesses and their management to apply it in to their strategy. Maybe people are going to choose one supermarket in front of the other cause the first one didn't care about the ethical issues with food production.