Monday, November 25, 2019

Jefferson Davis essays

Jefferson Davis essays Jefferson Davis was born on June, 3rd, 1808, in Christian County, Kentucky. He was educated at Transylvania University and at the U.S. Military Academy. After his graduation in 1828, he served in the army until bad health forced him to reside in 1835. He was a farmer in Mississippi from 1835 to 1845. Then he was elected to the U.S. congress. In 1846, he resigned his seat in order to serve in the Mexican War and fought at Monterrey and Buena Vista, where he was wounded. He was a U.S. Senator from Mississippi from 1847 to 1857, and a U.S. Senator again from 1857 to 1861. As a Senator, he was in support of slavery and states' rights. "He also influenced Pice to sign in the Kansas-Nebraska Act, which favored the South and increased the bitterness of the struggle over slavery. " In his second term as a Senator he became the spokesman for the Southern point of view. He opposed the idea of secession from the Union as a way of maintaining the principles in the South. Even after the first steps toward secession had been taken, he tried to keep the Southern states in the Union. When the state of Mississippi seceeded, he withdrew from the Senate. On February 18, 1861, the congress of the Confederate States made him president. He was elected to the office by popular vote for a 6-year term and was inaugurated un Richmond, Virginia, the new capital of the Confederacy. He failed to raise enough money to fight the Civil War and could not obtain help for the Confederacy from foreign governments. One of the accomplishments of Jefferson Davis, was the raising of the Confederate army. Davis had a difficult task to preform. He was the head of the new nation in the beginnings of a major war. The South had inferior railroads compared to the Union, no navy, no gunpowder mills, and a reat lack of arms and ammunition. "The South's ...

Thursday, November 21, 2019

Performance management plan Research Paper Example | Topics and Well Written Essays - 3000 words

Performance management plan - Research Paper Example Strategic Plan†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦Ã¢â‚¬ ¦.8 iv. Management Condition†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦.8 v. Labor Market†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..9 vi. Social Responsibility†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦10 vii. Work Practices†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚ ¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..11 C. Performance Management i. Orientation†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦11 ii. Significance of Performance Management System†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.12 iii. Appraisal of the Company’s Current System†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..13 iv. Inadequacies in the Company’s System†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦14 v. Possible Remedies†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢ € ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.14 vi. Significance of Remedies to Company’s Objectives†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦16 A. Introduction i. ... The growth of human population and the scramble of the earth’s limited resources force the society to structure systems meant to ensure objective utilization of any available resource material. In the industry,  these integrated social and economic units comprise of many individuals performing different duties. All these duties aim at contributing towards achievement of some stipulated goals. Sahu (2009) asserts that every integrated unit in the society has some distinguishable objectives on how to mobilize the resources at their disposal. The result of these organizations is to distribute the mobilized resources equitably to the involved parties. These stakeholders may include the business owners and public shareholders who had committed some resources towards the mobilization process. These business stakeholders require a systematic structure of organization that will facilitate the actualization of the resource mobilization process. These systematic mechanisms are the bas is of organizations’ management structures. ii. Scope of the Report Steve (2007) and Terry (2007) states that management is an economic concept meant to integrate the efforts of organizations’ workforce and directs them towards the organizations’ goals. The ideal functions of management involve the processes of planning, organizing, directing and controlling the use of an organization’s resources. As described in the preceding sentence, managers are responsible for planning and organizing mechanisms employed in mobilizing the resources. According to Brian (2011) and Cardy (2011), business organizations comprise of individuals performing different professional duties. All these duties performed by the entire human resources relates to one another, either directly or

Wednesday, November 20, 2019

Organizational Behaviour Essay Example | Topics and Well Written Essays - 1000 words

Organizational Behaviour - Essay Example However, soon afterwards Ali was assigned larger and difficult projects that he was supposed to complete on his own. From the above figure it is apparent that there is a strong interrelation between tensions arising out of a desire to achieve personal advancement (as has been observed in Ali), and a corresponding resolution of the same in the form of credit given against individual performance (that Tony failed to deliver). Furthermore, the motivational capability of Tony was suspect because he was never too serious about catering to Ali’s queries and it was evident that the latter was gradually being demotivated. â€Å"Maslow suggested that there are five needs systems that account for most of our behaviour† and as is evident from the figure appended above, he theorised that â€Å"there is a natural trend in which individuals become aware of and therefore are motivated by each of these needs in ascending order† (Montana & Charnov, 2008, pp.238). As the case revealed that Ali was looking forward to gain a learning experience during his tenure at WD Inc., and in this context it may be mentioned that his extrinsic needs required motivation in the form of a prospect to earn a good grade, and his intrinsic needs called for motivation in the form of challenges as well as accomplishment in association with learning. On the other hand, Tony himself was not sufficiently motivated in order to be able to motivate his subordinates and he exhibited a major deficiency in the area of multi-tasking as well. Consequently, he could not offer any significant supervision and guidance to Ali, there by resulting in the frustration of the latter. As has been opined by Bennis & Goldsmith (1997) â€Å"in addition to being important to organisations, communication is critical to the leader, manager, or supervisor† (Harris, 2002, pp.14). The importance of this organisational function can be comprehended from the fact

Monday, November 18, 2019

History of Judasim Essay Example | Topics and Well Written Essays - 750 words

History of Judasim - Essay Example However, after three months she was no longer able to hide him and was forced to throw him in the river. In a strange turn of events, pharaoh’s daughter picked up Moses and she decided to keep him as her son. The royal family adopted Moses and he was raised as a prince. However, Moses soon find out he was Hebrew. He one day killed an Egyptian for mistreating a Hebrew. He was forced to run away and was adopted by Hobab after he rescued his daughter from rude shepherds. One day as Moses was grazing his fathers in laws sheep on MT Horeb, he came across a burning bush (Neusner, 2010). Moses went and talked to the burning bush and this marked the start of his relationship with God. Moses was instructed to go return to Egypt and free the Hebrews. He would then lead them to the Promised Land. One key event that is associated with Moses is that he was sent by God to free the Hebrews for slavery. Moses went back to Egypt and met with the pharaoh telling him of God’s wishes. However, pharaoh was reluctant to free the Hebrews. He turned his rod into a snake as to show that he was sent by God. What transpired is that God sent ten plagues and Moses predicted each one of them. Moses turned river Nile into blood and this killed all the fish. This marked the first plague. In the second plague, Moses was able to bring all the frogs from river Nile to Egypt. Later, Moses infested Egypt with lice and flies. The pharaoh would still not allow freeing the Israelites. Moses inflicted a disease that killed all the Egyptians livestock. He then caused Egyptians to suffer from incurable boils and brought thunderstorms and hails. In the eighth plague, Egypt was covered by locusts which all the food they had planted. Moses initiated a total darkness in the ninth plague. After all this plagues, pharaoh was still standing strong on his resolve of not freeing the Hebrews. The 10th and final

Saturday, November 16, 2019

Early Literacy and Numeracy Development

Early Literacy and Numeracy Development Describe the learning context The children aged five years old were matching, writing number symbols and copying number words (for those who can) from 1 to 10 as they created their number book with stamps. The children used stamps to quantify the numbers based on the number symbol reflected on each page. Five children sat around the table, getting ready for the activity. Child A began stamping number one on one page, followed by two, then three on subsequent pages. Child B also began stamping on the pages. Child A saw Child B who had more than 6 stamps on the number ‘5’ page told Child B. â€Å"you are wrong, is number 5†. Child B looked at me and I told Child B, â€Å"it’s alright, let’s do it again.† I asked Child B as I pointed to the number symbol â€Å"What is the number?† â€Å"5† replied Child B and Child B printed two stamps on the page. A while later, Child A has completed printing stamps on the number book and began copy writing of the number words. Child B then completed the stamping of number with my assistance. Child B mumbling counted it while printing the stamps reflected on the page. Then, Child B moved on to copy writing on the number symbols. When the children have completed, they had a sharing session on their number book. Analyse the learning for conceptual ideas I have explored in the readings Based on the above learning context, the analysis of the following numeracy and literacy ideas are observed. Sociocultural context has happened in this small group learning. Rogoff’s three foci of analysis – personal, interpersonal and community provide a useful tool for analyzing young children. It emphasized how children’s thinking is incorporated with and constituted by the setting, collaboration, signs and cultural tools (Robbins, 2007). From the personal focus of analysis, we can observe how Child A transforms during the course of the activity, and how Child A collaborate and relate to others (interpersonal focus of analysis) in the setting (contextual focus of analysis). Vygotsky described Child B’s muttering as ‘private speech’. He appeared to be giving himself guidance and reassurance that his written answer was correct, showing a development in his cognitive thinking as he selected, matched and gave himself confidence (Ahmed, n.d.). Zone of Proximal Development (ZPD) describes the area between the child’s level of independent performance and what the child can do with support (Zone of Proximal Development and Scaffolding, n.d.). From the observation, Child A has reached her level of independence of understanding the quantifying of numbers and thus, she pointed out to Child B’s correction that he had six stamps on the number page five. Children learn these number names by imitating adults and as they practice counting, they often say nonconventional sequences of number names (Reys, Lindquist, Lambdin, Smith, Rogers, Falle, Frid, Sandra Bennett, 2012). Children reflecting counting principles may show confusion when counting, however, with encouragement and opportunities to count, children will develop efficient counting strategies with any specific directions (Clements Sarama as cited in Reys et al., 2012). Child B is observed to face difficulties in counting beyond five, thus, with assistance and encouragement from the teacher, he was able to complete counting one to one correspondence up to ten. Child A’s pointing of the number symbols to Child B assists in her recognition of symbols. Child A in this case is more knowledgeable other (MKO), who has a higher ability level than Child B, in creating the number book (McLeod, 2014). This is useful to Child B as he attempts to store knowledge and information making a connection of the symbol to the word. Eventually this knowledge will be stored as symbolic representation and classified under different categorizations, as proposed by Bruner (McLeod, 2008). Number symbols are essential prerequisites for children to move on to more sophisticated mathematical algorithms that include the use of symbols for relations, operations and punctuations. Children must make meaning of what they are learning so that they can understand the reasoning behind the operations (Sperry, 2009). However, understanding of mathematical concepts has to be built first to help children further their understanding and learning in abstract terms, such as symbols. As such, Child B is making meaning of the symbols and number words, connecting the two, constructing his own mental image and understanding and modifying his previous knowledge, after interaction with his peers, therefore creating a new schema (McGee Richgels, 2008). The speech of the children served different purposes, as described by Halliday (as cited in McGee Richgels, 2008). Child A’s use of regulatory language attempted to control Child B’s actions by highlighting his errors to communicate information by guiding and giving the correct information to Child B. Literacy practices are important to everyday lives of children and it does not take place in isolation to other social practices and interactions with adults and peers (Makin, Diaz McLachlan, 2007). Conceptualisations about literacy must take account of the social practices which include listening speaking, writing, viewing and critiquing (Makin et al., 2007). From the observations the children were engaged in speaking, listening to others, as well as writing of the numbers symbols and words. According to Vygotsky, he emphasized that learning occurs through social interaction and he viewed that language is an important tool for communicating with the world (McLeod, 2014). Through the interaction between the children and the teacher, the children developed number sense and picked up literacy skills. Lesson Plan – Enhancing this learning situation with a new literacy and a new numeracy outcome in the same lesson plan Lesson plan for the five years old Literacy Objectives The children will be able to: Use words in the proper sentence structure Write number symbols Copy writing or spell out three letter word such as ‘ten’. Response to questions and answer appropriately Numeracy Objectives The children will be able to: Use one to one correspondence Counting in sequence from 1 10 Compare long, short and same using the children’s names and more or less. Answer questions to demonstrate an understanding of How many objects up to 10. Social Objectives The children will be able to: To be able to build up their self-confidence by giving them opportunities to present in front of the class individually or in groups. To be open-minded and be receptive to suggestions Introduction Introduce the counting number book titled Ten Black Dots by Donald Crews to the children. Read the story to the children. Teacher to give out strips of paper with the children’s name written on it. Using the cooperative learning strategy, round table, each chair is labelled from one to ten and children will go to the number after they counted the letters on their names. Teacher will have a discussion on whose names are long, short or they are the same. Main Activity Read the story to the children again. This time, teacher will demonstrate the story by stopping with each picture and counting the black dots. Teacher to ask questions such as, â€Å"How many dots do you need to make the eyes on a fox? In a large group, teacher to ask questions and have them to demonstrate on the board. For example, teacher will have a picture card with two missing dots on the eyes of a dog and five missing dots on the balloons. Encourage the children to come forward to complete the pictures. Then, have the children to respond by asking, â€Å"Which one has more dots? How do you know?† Then, children to take turns to paste the correct number symbol to the number of dots on the board. Teacher to encourage the children to come out with creative ideas how on the dots can turn into based on the number of dots given. A book with five pages, including the cover and back of the book will be provided for children Then, in pairs, children to create their very own story about the 10 black dots. Using their creativity, they will design their cover page with the title and their name on the front. Children will use black dot stickers to make their own story through drawing and they will write their story line on each page. For example, â€Å"1 one dot can make a clock.† They will have to through the numbers in sequence. For those children who are still developing writing skills, they are encouraged to write the number words and symbols. Closure Once completed, using round robin, children will take turns to read their story to the class. At the same time, their peers will share their thoughts about their friend’s story on how they feel about it and the teacher will record the responses in LEA. This forms part of their peer assessment. The teacher will then document the responses and leave the children’s story at the learning area for children to revisit their work. Discussion with numerous links to the readings to justify the literacy and numeracy content in your lesson plan In the lesson plan, cooperative learning strategy is used as to get the children create interest in learning. Cooperative learning strategy does benefit the young children as it encourages group processes, foster social and academic interactions among peers and rewards successful group participation (Lyman Foyle, 1988). Linking back to Rogoff’s three focus of analysis, the cooperative learning strategy helps the child to move from being aware of him or herself to becoming aware of other children. In one of the research findings, it had shown that cooperative learning activities do improve children’s relationship with peers, especially from different culture. When children begin to work on task, cooperation can open up opportunities for sharing ideas, learning how others think and react to problems and practising oral language skills in small groups (Lyman Foyle, 1988). It also promotes learning dispositions and positive feelings towards school, teachers and peers. Joh n Dewey also believed that children learn best for highlighting the positive social value of education and the importance of educators where educators listened to the children then facilitate them through activities (Hill, 2012). Based on the lesson plan, a story book is used to enhance the learning situation with a new numeracy and literacy outcome. Early childhood educators have been increasingly recognized the potential of using storybooks and picture books to introduce mathematics learning for children even though the children may not immediately relate it with math concepts and ideas (Flevares Schiff, 2014). Taking in from Vygotsky’s sociocultural perspective, some books have created a space for interaction and sharing or ideas presented by or analysed through the illustrations and text Flevares Schiff, 2014). Bringing in shared literature mathematics engages and socializes children into literacy aspect of shared reading and learning and the books can also be a springboard to address math concepts both at school and at home Flevares Schiff, 2014). In the lesson plan, children not only learn about numbers, they also learned to identify high frequency words, number words as they read and as well as practicing their writing skills. van den Heuvel-Panhuize and Elia (2012) have furthered explained that children’s books have an important role in teaching mathematics as the authors either refer to children’s books as a learning setting in which children can come across mathematics or as a tool that enhances to the learning of mathematics. In another study, it supports the idea that reading picture books to children has a lot of potential for mathematical ideas to children even without any prompting or any instructions (van den Heuvel-Panhuizen, van den Boogaard, Doig, 2009). With reference to the lesson plan above, the storybook sets as a basis to introducing one to one correspondence, number sequencing and as well as reading and listening skills. Howard Gardner appealed multiple intelligences are used concurrently and it balance each other as individuals developed skills (Brualdi, 1996). In the lesson plan, several intelligences are observed: Mathematical intelligence is seen where children used their logical thinking skills to work on number sequencing and one to one correspondence; Linguistic intelligence is used when children practice their speaking skills during the sharing session, writing their story, number words and symbol. Interpersonal intelligence is observed as the children work together, giving ideas objectively, creating their story and as well as intrapersonal skill where children build up their confidence level and speaking skills during their sharing session. References Ahmed, M. K. (n.d.). Private speech: A cognitive tool in verbal communication. Retrieved 1 March 2012 from http://www.iuj.ac.jp/faculty/mkahmed/privatespeech.html Brualdi, A. C. (1996). Multiple intelligences: Gardners theory. ERIC Digest. Flevares, L. M., Schiff, J. R. (2014). Learning mathematics in two dimensions: a review and look ahead at teaching and learning early childhood mathematics with children’s literature. Frontiers in psychology, 5. Hill, Susan. (2012). Developing early literacy: assessment and teaching (2nd ed). South Yarra: Eleanor Curtain Publishing. Lyman, L., Foyle, H. C. (1988). Cooperative learning strategies and children. ERIC Digest. Makin, L., Diaz, C. J., McLachlan, C. (Eds.). (2007). Literacies in childhood: Changing views, challenging practice (2nd ed). Elsevier Australia. McLeod, S. (2014). Lev Vygotsky. Retrieved 10 March 2015, from http://www.simplypsychology.org/vygotsky.html McLeod, S. (2012). Simply Psychology. Retrieved 10 March 2015, from http://www.simplypsychology.org/bruner.html Reys, R. E., Lindquist, M. M., Lambdin, D. V., Smith, N. L., Rogers, A., Falle, J., Frid, Sandra. Bennett, S. (2012). Helping children learn mathematics. Australia: John Wiley sons Australia. Robbins, J. (2007, August). Young children thinking and talking: Using sociocultural theory for multi-layered analysis. In Learning and Socio-cultural Theory: Exploring Modern Vygotskian Perspectives International Workshop 2007 1(1), 46-65. Sperry Smith, S. (2009). The language of math: communication and representation. In early childhood mathematics (4th ed.). Boston: Pearson. van den Heuvel-Panhuizen, M., van den Boogaard, S., Doig, B. (2009). Picture books stimulate the learning of mathematics. Australian journal of early childhood, 34(3), 30-39. van den Heuvel-Panhuizen, M., Elia, I. (2012). Developing a framework for the evaluation of picturebooks that support kindergartners’ learning of mathematics. Research in mathematics education, 14(1), 17-47. Zone of Proximal Development and Scaffolding. (n.d.). Retrieved March 13, 2015, from http://www.toolsofthemind.org/philosophy/scaffolding/ Names: Loo Si Hui (25687514) Page 1

Wednesday, November 13, 2019

Da Vinci Surgical System Essay -- Robotics Surgery

-The Da Vinci Surgical System- What is the Da Vinci Surgical System? The Da Vinci Surgical System is a large purpose-built robot controlled by a surgeon that performs minimally invasive surgical procedures on patients. The system incorporates an ergonomically designed surgeon's console, a patient-side module with four interactive robotic arms, each with interchangeable surgical instruments and a 3-dimensional endoscopic vision system. Powered by high-tech supercomputers, the surgeon's hand movements are scaled, filtered and then converted into precise movements of the surgical attachments. The designers of the system are a team of doctors, engineers and biomedical engineers at a company called Intuitive Surgical. The motivation that these designers had was to develop a surgical technique that would be minimally traumatic for patients and one that would speed up recovery time. The Industry The Da Vinci robot is part of the Biomedical Engineering industry. The industry is concerned with the application of engineering principles and techniques to the medical field. It combines expertise from medical and engineering disciplines to improve healthcare systems. The industry is very innovative and most universities now offer training in biomedical engineering. This is because it has always been a highly specialised field and required a designer to have both medical and engineering training and experience. Research and development is a very important aspect of this industry and it is very draining on a company's funds. Great emphasis is also placed on product placement and marketing. Though these products are usually marketed towards industry professionals such as doctors and hospital management. The physical location and... ...rent control systems. These results would then been amalgamated and the development process would then begin. Continual assessment of the development process is essential. If the current development strategies are unsuccessful, new research would be undertaken to identify problems and try to minimise them. R&D is essential in ensuring the success of an innovation. With a strong R&D program products are more likely to be introduced as a market-leading product, as a successful product and as a profitable product. What is Robotic Surgery? Robotic Surgery is an emerging technology that utilizes purpose-built robots to perform surgical procedures on patients. At present these robots are not autonomous, they are controlled by a surgeon at all times. Thesuarus Wiki Intuitive surgical Howstuffworks http://www.amdocs.com/successstories.asp?CustomerID=76&SID=603

Monday, November 11, 2019

Admitting average or mediocre students into college has not debased american higher education

American higher education is one of the oldest in the world. Since the establishment of the first higher institute of education in the country, there has been tremendous growth in the number of students admitted to our higher education institutions every year.In deed, College education has been the aspiration of the many young adults in the country.   As the modern technology takes centre state in life, education has become in important tool to assist a student to cut an edge in the technology driven economy.However the issue of admission to American colleges has remained controversial in respect to the admission of average or mediocre students. While some have argued that the admission of average and mediocre students has debased American higher education, this paper strongly refutes this claim. Poor base structure in our education system can be held responsible for debasing American higher education.American education poor base structure debasing higher educationAccording to the charter of human rights, every student has the right to education and admitting average or mediocre students does not debase American higher education (Guinner, 1998).There have been differeing college admission criteria which have denied some students a chance to acquire higher education.   It has been argued that average or mediocre students have debased American higher education but there are other factors which have debased the higher education.First we have to understand what makes an average of mediocre students.   There are many factors which are used to grade students and therefore determine their entry criteria to higher education institutions.   Some of these factors include the low grades, SAT scores, environment and social behavior factors.Therefore these factors determine the ability of the student to purse higher education. However some of the average or mediocre students have performed better than other students. Therefore the first point that refutes this claim is that our system has poorly divided and graded our students (Thill, 2006).SAT has been widely used in determining the eligibility of a student to higher education institutions.   There are many scholars who argued against the use of SAT to determine the eligibility of student to higher education arguing that it is flawed and very unreliable.The first factor that has debased American higher education is the use of SAT in determining the eligibility of students. Therefore we can say that there are no averages or mediocre students but we only have a mediocre system that is used to scrutinize them and this system is SATs.There are other college admission criteria that have debased American higher education system. There are some students who are admitted to college based on their past sports record. Rothchild (2008) argue that there are a number of top colleges which pay students exorbitant amounts of money or award with possessions in order to sway students to join their colleges and play for their teams.No one is quite sure whether the coaches who admit these students to their team really look into the minds like the SAT test looks into student minds.   Most of these students do not really deserve to be college student as their mediocre or average classmate.This means that it is not the admission of average and mediocre students which has debased American higher students but rather the discriminate admission of students based on other factor like sports career.

Friday, November 8, 2019

King Edward VIII Abdicated for Love

King Edward VIII Abdicated for Love King Edward VIII did something that monarchs do not have the luxury of doing -   he fell in love. King Edward was in love with Mrs. Wallis Simpson, not only an American but also a married woman already once divorced. However, in order to marry the woman he loved, King Edward was willing to give up the British throne -   and he did, on December 10, 1936. To some, this was the love story of the century. To others, it was a scandal that threatened to weaken the monarchy. In reality, the story of King Edward VIII and Mrs. Wallis Simpson never fulfilled either of these notions; instead, the story is about a prince who wanted to be like everyone else. Prince Edward Growing Up: The Struggle Between Royal and Common King Edward VIII was born Edward Albert Christian George Andrew Patrick David on June 23, 1894, to the Duke and Duchess of York (the future King George V and Queen Mary). His brother Albert was born a year and a half later, soon followed by a sister, Mary, in April 1897. Three more brothers followed: Harry in 1900, George in 1902, and John in 1905 (died at age 14 from epilepsy). Though his parents surely loved Edward, he thought of them as cold and distant. Edwards father was very strict which caused Edward to fear every call to his fathers library since it usually meant punishment. In May 1907, Edward, only 12  years old, was shipped off to the Naval College at Osborne. He was at first teased because of his royal identity but soon garnered acceptance because of his attempt to be treated like any other cadet. After Osborne, Edward continued on to Dartmouth in May 1909. Though Dartmouth was also strict, Edwards stay there was less harsh. During the night of May 6, 1910, King Edward VII, Edwards grandfather who had been outwardly loving to Edward, passed away. Thus, Edwards father became king and Edward became the heir to the throne. In 1911, Edward became the twentieth Prince of Wales. Besides having to learn some Welsh phrases, Edward was to wear a particular costume for the ceremony. [W]hen a tailor appeared to measure me for a fantastic costume . . . of white satin breeches and a mantle and surcoat of purple velvet edged with ermine, I decided things had gone too far. . . . [W]hat would my Navy friends say if they saw me in this preposterous rig? 1 Though it is surely a natural feeling of teenagers to want to fit in, this feeling continued to grow in the prince. Prince Edward began to deplore being set on a pedestal or worshipped - anything that treated him as a person requiring homage.2 As Prince Edward later wrote in his memoirs: And if my association with the village boys at Sandringham and the cadets of the Naval Colleges had done anything for me, it was to make me desperately anxious to be treated exactly like any other boy of my age. 3 World War I In August 1914, when Europe became embroiled in World War I, Prince Edward asked for a commission. The request was granted and Edward was soon posted to the 1st Battalion of the Grenadier Guards. The prince. however, was soon to learn that he was not going to be sent to battle. Prince Edward, extremely disappointed, went to argue his case with Lord Kitchener, the Secretary of State for War. In his argument, Prince Edward told Kitchener that he had four younger brothers who could become heir to the throne if he were killed in battle. While the prince had given a good argument, Kitchener stated that it was not Edward being killed that prevented him from being sent into battle, but rather, the possibility of the enemy taking the prince as prisoner.4 Though posted far from any battle (he was given a position with Commander-in-Chief of the British Expeditionary Force, Sir John French), the prince did witness some of the horrors of the war. And while  he wasnt fighting on the front, Prince Edward won the respect of the common soldier for wanting to be there. Edward Likes Married Women Prince Edward was a very good-looking man. He had blonde hair and blue eyes and a boyish look on his face that lasted his entire life. Yet, for some reason, Prince Edward preferred married women. In 1918, Prince Edward met Mrs. Winifred (Freda), Dudley Ward. Despite the fact that they  were about the same age (23), Freda had been married for five years when they met. For 16 years, Freda was Prince Edwards mistress. Edward also had a long-time relationship with Viscountess Thelma Furness. On January 10, 1931, Lady Furness hosted a party at her country house, Burrough Court, where, in addition to Prince Edward, Mrs. Wallis Simpson and her husband Ernest Simpson were invited. It was at this party the two first met. Prince Edward was soon to be infatuated with Mrs. Simpson; however, she didnt make a big impression on Edward at their first meeting. Mrs. Wallis Simpson Becomes Edwards Only Mistress Four months later, Edward and Mrs. Wallis Simpson met again and seven months after that the prince had dinner over at the Simpsons house (staying until 4 a.m.). And though Wallis was a frequent guest of Prince Edwards for the next two years, she was not yet the only woman in Edwards life. In January 1934, Thelma Furness made a trip to the United States, entrusting Prince Edward to the care of Wallis in her absence. Upon Thelmas return, she found that she was no longer welcome in Prince Edwards life - even her phone calls were refused. Four months later, Mrs. Dudley Ward was similarly cut out of the princes life. Mrs. Wallis Simpson was then the princes single mistress. Who Was Mrs. Wallis Simpson? Mrs. Wallis Simpson has become an emotional figure in history. Along with this, many descriptions of her personality and motives for being with Edward have caused some extremely negative descriptions; the nicer ones range from witch to seductress. So who really was Mrs. Wallis Simpson? Mrs. Wallis Simpson was born Wallis Warfield on June 19, 1896, in Maryland, United States. Though Wallis came from a distinguished family in the United States, in the United Kingdom being an American was not highly regarded. Unfortunately, Walliss father died when she was only five months old and left no money;  thus his widow was forced to live off the charity given to her by her late husbands brother. As Wallis grew into a young woman, she was not necessarily considered pretty.5  However,  Wallis had a sense of style and pose that made her distinguished and attractive. She had radiant eyes, good complexion and fine, smooth black hair which she kept parted down the middle for most of her life. Wallis First and Second Marriages On November 8, 1916, Wallis Warfield married Lieutenant Earl Winfield (Win) Spencer, a pilot for the U.S. Navy. The marriage was reasonably good until the end of  World War I, as it was with  many ex-soldiers who became bitter at the inconclusiveness of the war and had difficulty adapting back to civilian life. After the armistice, Win began to drink heavily and also became abusive. Wallis eventually left Win and lived six years by herself in Washington. Win and Wallis werent yet divorced and when Win begged her to rejoin him, this time in China where he had been posted in 1922, she went. Things seemed to be working out until Win started drinking again. This time Wallis left him for good and sued for a divorce, which was granted in December 1927. In July 1928, only six months after her divorce, Wallis married Ernest Simpson, who worked in the family shipping business. After their marriage, they settled down in London. It was with her second husband that Wallis was invited to social parties and invited to Lady Furnesss house where she first met Prince Edward. Who Seduced Whom? While many blame Mrs. Wallis Simpson for seducing the prince, it seems rather more likely that she was herself seduced by the glamor and power of being close to the heir of Britains throne. At first, Wallis was just glad to have become included in the princes circle of friends. According to Wallis, it was in August 1934 that their relationship became more serious. During that month, the prince took a cruise on Lord Moynes yacht, the  Rosaura. Although both Simpsons were invited, Ernest Simpson could not accompany his wife on the cruise because of a business trip to the United States. It was on this cruise, Wallis stated, that she and the prince crossed the line that marks the indefinable boundary between friendship and love.6 Prince Edward became increasingly infatuated with Wallis. But did Wallis love Edward? Again, many people have said that she did not and that she was a calculating woman who either wanted to be a queen or who wanted money. It seems more probable that while  she was not infatuated with Edward, she loved him. Edward Becomes King At five minutes to midnight on January 20, 1936, King George V, Edwards father, passed away. Upon King George Vs death, Prince Edward became King Edward VIII. To many, Edwards grief over his fathers death seemed much greater than the grieving of his mother or his siblings. Though death affects people differently, Edwards grief might have been greater for his fathers death also signified his acquisition of the throne, complete with the responsibilities and eminence that he deplored. King Edward VIII didnt win many supporters at the beginning of his reign. His first act as the new king was to order the Sandringham clocks, which were always a half an hour fast, set to the correct time. This symbolized to many a king who was to deal with the trivial and who rejected his fathers work. Still, the government and the people of Great Britain had high hopes for King Edward. He had seen war, traveled the world, been to every part of the  British empire, seemed sincerely interested in social problems, and had a good memory. So what went wrong? Many things. First, Edward wanted to change many of the rules and become a modern monarch. Unfortunately, this caused Edward to distrust many of his advisors because he saw them as symbols and perpetrators of the old order. He dismissed many of them. Also, in an effort to reform and curb monetary excesses, he cut the salaries of many royal staff employees to an extreme degree. Employees became unhappy. The king also began to be late or cancel appointments and events at the last minute. State papers that were sent to him were not protected, some statesmen worried that German spies had access to these papers. At first, these papers were returned promptly, but soon it would be weeks before they were returned, some of which had obviously not even been looked at. Wallis Distracted the King One of the main reasons he was late or canceled events was because of Mrs. Wallis Simpson. His infatuation with her had grown so extreme that he was severely distracted from his State duties. Some thought she might be a German spy handing State papers over to the German government. The relationship between King Edward and Mrs. Wallis Simpson came to an impasse when the king received a letter from Alexander Hardinge, the kings private secretary, that warned him that the press would not remain silent much longer and that the government might resign en masse if this continued. King Edward was faced with three options: give up Wallis, keep Wallis and government would resign, or abdicate and give up the throne. Since King Edward had decided that he wanted to marry Mrs. Wallis Simpson (he told Walter Monckton that he had decided to marry her as early as 1934), he had little choice but to abdicate.7 King Edward VIII Abdicates Whatever her original motives, until the end, Mrs. Wallis Simpson didnt mean for the king to abdicate. Yet the day soon came when King Edward VIII was to sign the papers that would end his rule. At 10 a.m. on December 10, 1936, King Edward VIII, surrounded by his three surviving brothers, signed the six copies of the Instrument of Abdication: I, Edward the Eighth, of  Great Britain, Ireland, and the British Dominions beyond the Seas, King, Emperor of India, do hereby declare My irrevocable determination to renounce the Throne for Myself and for My descendants, and My desire that effect should be given to this Instrument of Abdication immediately. 8 The Duke and Duchess of Windsor At the moment of King Edward VIIIs abdication, his brother Albert, the next in line for the throne, became King George VI  (Albert was the father of Queen Elizabeth II). On the same day as the abdication, King George VI bestowed upon Edward the family name of Windsor. Thus, Edward became the Duke of Windsor and when he married, Wallis became the Duchess of Windsor. Mrs. Wallis Simpson sued for a divorce from Ernest Simpson, which was granted, and Wallis and Edward married in a small ceremony on June 3, 1937. To Edwards great sorrow, he received a letter on the eve of his wedding from King George VI stating that by abdicating, Edward was no longer entitled to the title Royal Highness. But, out of generosity for Edward, King George was going to allow Edward the right to hold that title, but not his wife or any children. This greatly pained Edward for the rest of his life, for it, was a slight to his new wife. After the abdication, the Duke and Duchess were exiled from Great Britain. Although a number of years had not been established for the exile, many believed it would only last a few years; instead, it lasted their entire lives. Royal family members shunned the couple. The Duke and Duchess lived out most of their lives in France with the exception of a short term in the Bahamas as governor. Edward passed away on May 28, 1972, a month shy of his 78th birthday. Wallis lived for 14  more years, many of which were spent in bed, secluded from the world. She passed away on April 24, 1986, two months shy of 90. 1. Christopher Warwick,  Abdication  (London: Sidgwick Jackson, 1986) 29.2. Warwick,  Abdication  30.3. Warwick,  Abdication  30.4. Warwick,  Abdication  37.5. Paul Ziegler,  King Edward VIII: The Official Biography  (London: Collins, 1990) 224.6. Warwick,  Abdication  79.7. Ziegler,  King Edward  277.8. Warwick,  Abdication  118. Sources: Bloch, Michael (ed).  Wallis Edward: Letters 1931-1937.  London: Weidenfeld Nicolson, 1986. Warwick, Christopher.  Abdication. London: Sidgwick Jackson, 1986. Ziegler, Paul.  King Edward VIII: The Official Biography. London: Collins, 1990.

Wednesday, November 6, 2019

genetic essays

genetic essays To find out the distribution patterns and the variation between the quadrates of the Sagebrush population (Artemisia tridentate), the quadrates was divided into six and the population was being counted in the radius of 10 meter for each quadrates. For the Dalmatian Toadflax (Linaria genistifolia) one meter radius was being used to count the population size for each quadrates. It is difficult to determine if the Sagebrush plant was growing under one root or a separate root. It could be one plant or mistakenly counted for two plants when growing under the same root. This is because the Sagebrush species has branches growing from one root (trunk). Aggregated distribution pattern is normally found within this species. Resources, climate condition, soil types might play a big role in this distribution pattern. The texture of the soil must be good enough for the species. Amount of water each year must be the same perhaps? And nutrient is also a big factor in the role here. Some area contains lots of nutrients that are needed by the species and other areas do not contain any, thus distribution pattern might differ. Sagebrush plants usually require areas with deep soils, dry Big Sagebrush has clumped distribution according to the calculations (see Appendix A). Dalmatian Toadflax also appears to have a clumped distribution (see Appendix A). The graph below shows the average numbers of population of the Sagebrush and Dalmatian Toadflax. Each are measured in six different transects. ...

Monday, November 4, 2019

Developing and producing a visual project that reflects effective Essay

Developing and producing a visual project that reflects effective visual communication - Essay Example In this paper, I will reflect on the effectiveness of charts and graphs, shapes and color, cartoons and illustrations in visual communication. The ability to convince an audience is the main factor that determines the effectiveness of communication. According to Moriarty (1997), seeing promotes believing. This indicates that people tend to believe what they see than what they hear. I also found out that people would tend to remember more of what they saw than what they heard. Charts and graphs transform complex information into a form that an ordinary person can comprehend (Moriarty, 1997). It is also notable that most people are not conversant with numbers and figures. A graphical representation of a numerical figure or a chart representing a certain fraction or a percentage will have a greater impact on the audience than actual numbers or figures. In such cases, the effectiveness of the communication will depend on the ability of the audience to interpreter different information presented in a chart or a graph. The complexity of a chart or a graph determines the ability of the audience to grasp the intended message. I al so realized that the complexity of a graph or a chart depends on the size of various components in relation to their intended representation. Colors work hand in hand with shapes to enhance effectiveness in visual communication. Colors determine shapes and the attitude of an audience towards visual communication. Unlike other approaches to visual communication, colors have a psychological impact on the audience (Lester, 2006). I established that people have certain aspect or phenomenon that they associate with certain colors. Predetermination of a message based on the audience interpretation of different colors is the main fault in this approach. Assumptions made by various audiences on particular color make the audience to be less flexible to any alteration or the message passed through colors. I have also realized that in most

Saturday, November 2, 2019

The Themes and Purposes of Art Essay Example | Topics and Well Written Essays - 500 words

The Themes and Purposes of Art - Essay Example However, as to the purpose of a work of art, I have often been confused whether art is for art’s sake or art is for man’s sake. Now, the online visit to the National Gallery of Art (NGA) helped me a lot to resolve much of the conundrum of the purpose of art. I found that whereas Benton’s visionary appeals value a human being’s sake or art’s aesthetic purpose, its static dynamism is for art’s sake, which is for eyes that are more skilled. After reviewing Thomas Hart Benton’s Trail Riders, I realized that his iconography is too simple that its naturalistic majesty can be exaggerated in no way. Amid the three-dimensional landscape of heartland America, the iconographic presence of the horse riders who are seen from a remote panorama conveys the static dynamism of his theme. The vantage point of the artist is such that it turns the remote objects and horse-riders almost into abstraction with the use of contours in implied lines. Though the use of light and shadow clearly contributes to the realism of Benton’s work, the glow of the light surpasses the reality of its atmosphere and adds to its surrealism to a great extent. It is the surrealism that evokes motion of spirit in the minds of the viewers. Remoteness is also a prevailing theme and perspective of this piece of Benton’s artwork. It has thoroughly been maintained through the manipulation of shapes of the contents within the works. Even the nea rest objects such as the flowers, the bush, and the stones do not have the individual clarity. Remoteness as well as the zenith of the mountain contributes to the silence of the artwork in which the motion of the riders refers to the fourth dimension, Time. Also Benton’s work can be interpreted from atmospheric perspective. From this perspective, human being’s kinetic smallness has been contrasted with the vastness of the universe. Though the overlapping of the