The First Amendment Essays (909 words) - , Term Papers

The First Amendment Persuasive speech The First Amendment I. Hey, hey LBJ, how many kids did you kill today? II. This is an example of what American citizens said when exercising their right of free speech during the era of the Vietnam War. III. The issue I've decided to speak about is the importance of our First Amendment rights. IV. There are three areas of the First Amendment that I am going to discuss. Namely: A. The right to peaceably assemble and to petition the government for change. B. The right of the press to print whatever they want. C. And of course the right to practice the religion of your choice. Transition: Loosely translated, the First Amendment states that any citizen is guaranteed the right to believe what they want to believe, practice any religion they choose, and speak out about what they agree or disagree with. It is our right to assemble peaceably in protest (or support) and, when all else fails, petition the government for change when the system is not working. I. The fact that we can assemble peaceably and petition for a redress of grievances, is a privilege that guarantees unto us the right to be heard. Whether or not any progress is made is a different story, but we are allowed in any case to bring our discontentment to light. A. What if we were not allowed to gather together and speak our minds? 1. Such public displays of discontent are met with deadly force in other regions of the world. 2. In June of 1989, in the People's Republic of China, Tiananmen Square was the site of such a demonstration by university students. a. They were peacefully protesting for greater democracy and less corruption. b. The uprising was quelled by the military, and the press was conveniently blacked-out so that everything was cleaned up by the time foreign press could investigate. c. The true body count will never be known for certain. B. What if the United States was run in the same manner? What if we were not allowed to openly criticize the government and the way they run things? 1. In the 40's, the Nazis rounded up those that didn't conform, labeled them political enemies, and sent them to the same concentration camps that they sent to murder the gypsies and Jews of Europe. 2. This practice was also not uncommon to the North Vietnamese who frequently engaged in political re-education, which was simply another term for killing during the late 60's. Transition: I've just talked about the freedom to assemble and to talk about the government, what about the press? II. In light of events such as the recent Clinton/Lewinsky scandal in reference to the Ken Starr report, and the tragic death of Princess Diana, some might say that sometimes the freedom of the press is taken too far. A. Arguably, the Ken Starr report is one of the longest and most lurid wastes of taxpayer money ever put into print. 1. Some feel that it isn't necessary to include every little detail of the President's sexual indiscretions in a media circus for the entire world to see. 2. Do we really need to know what exactly transpired? We are not his judge or his jury. B. Also unnecessary is the need to engage in a high-speed chase in order to maintain one's privacy. 1. On August 31, 1997, Princess Diana was killed in an automobile accident while trying to escape paparazzi photographers-was this really necessary? 2. Does the freedom of the press outweigh the freedom of the individual? III. Also included in this Amendment is the freedom to establish any religion and free practice thereof (so long as it doesn't interfere with another citizen's life, liberty, or pursuit of happiness.) A. This does not hold true in all countries. 1. Recently, Cuba has celebrated Christmas for the first time since the communists took power in the 60's. 2. The government, having declared itself atheist in nature, decided that such a holiday would interfere with productivity and was, consequently banned. a. Industries such as sugar, which depended heavily on human labor, were no longer private corporations, but rather, they had been seized and their profits went to the now more demanding communist government. b. Mass absences for a religious holiday would not be tolerated and, likewise, be seen as an attempt to undermine the security of the nation's economy. B. That seems pretty harsh...skipping a day of work to celebrate the holiday with one's family is suddenly an act of treason? I. We must be aware of our rights, and we must fight to uphold them. A. We need

Battle of Contreras - Mexican-American War - Battle of Padierna - Winfield Scott

Battle of Contreras - Mexican-American War - Battle of Padierna - Winfield Scott Battle of Contreras - Conflict Dates: The Battle of Contreras was fought August 19-20, 1847, during the Mexican-American War (1846-1848). Armies Commanders United States Major General Winfield ScottMajor General William Worth8,500 men Mexico General Antonio Lopez de Santa AnnaGeneral Gabriel Valencia5,000 men Battle of Contreras - Background: Though Major General Zachary Taylor had triumphed in a series of victories at Palo Alto, Resaca de la Palma, and Monterrey, President James K. Polk decided to shift the focus of the American war effort from northern Mexico to a campaign against Mexico City. Though this was largely due to Polks concerns about Taylors political ambitions, it was also supported by intelligence reports that an advance against Mexico City from the north would be exceptionally difficult. As a result, a new army was formed under Major General Winfield Scott and instructed to capture the key port city of Veracruz. Coming ashore on March 9, 1847, Scotts command moved against the city and captured it after a twenty-day siege. Constructing a major base at Veracruz, Scott began making plans to advance inland before yellow fever season arrived. Moving inland, Scott routed the Mexicans, led by General Antonio Là ³pez de Santa Anna, at Cerro Gordo the following month. Pressing on, Scott captured Puebla where he paused to rest and reorganize through June and July. Resuming the campaign in early August, Scott elected to approach Mexico City from the south rather than force the enemy defenses at El Peà ±Ãƒ ³n. Rounding Lakes Chalco and Xochimilco his men arrived at San Augustin on August 18. Having anticipated an American advance from the east, Santa Anna began redeploying his army to the south and assumed a line along the Churubusco River (Map). Battle of Contreras - Scouting the Area: To defend this new position, Santa Anna placed troops under General Francisco Perez at Coyoacan with forces led by General Nicholas Bravo to the east at Churubusco. On the west end of the Mexican line was General Gabriel Valencias Army of the North at San Angel. Having established his new position, Santa Anna was separated from Scott by a vast lava field known as the Pedregal. On August 18 Scott ordered Major General William J. Worth to take his division along the direct road to Mexico City. Moving along the east edge of the Pedregal, this force came under heavy fire at San Antonio, just south of Churubusco. Unable to flank the Mexicans due to the Pedregal to the west and water to the east, Worth elected to halt. As Scott pondered his next move, Valencia, a political rival of Santa Annas, elected to abandon San Angel and moved five miles south to a hill near the villages of Contreras and Padierna. Santa Annas orders for him to return to San Angel were refused and Valencia argued he was in a better position to defend or attack depending on the enemys course of action. Unwilling to mount a costly frontal assault on San Antonio, Scott began contemplating moving up the west side of the Pedregal. To scout the route, he dispatched Robert E. Lee, recently brevetted to major for his actions at Cerro Gordo, along with an infantry regiment and some dragoons west. Pressing into the Pedregal, Lee reached Mount Zacatepec where his men dispersed a group of Mexican guerrillas. Battle of Contreras - Americans on the Move: From the mountain, Lee was confident that the Pedregal could be crossed. Relating this to Scott, he convinced his commander to change the armys line of advance. The next morning, troops from Major General David Twiggs and Major General Gideon Pillows divisions moved out and began constructing a path along the route traced by Lee. In doing so, they were unaware of Valencias presence at Contreras. By early afternoon, they had reached a point past the mountain to where they could see Contreras, Padierna, and San Geronimo. Moving down the forward slope of the mountain, Twiggs men came under fire from Valencias artillery. Countering this, Twiggs advanced his own guns and returned fire. Taking overall command, Pillow directed Colonel Bennett Riley to take his brigade to the north and west. After crossing a small river they were to take San Geronimo and cut off the enemys line of retreat. Moving over rough terrain, Riley found no opposition and occupied the village. Valencia, engaged in the artillery duel, failed to see the American column. Concerned that Riley was isolated, Pillow later directed Brigadier General George Cadwaladers brigade and Colonel George Morgans 15th Infantry to join him. As the afternoon progressed, Riley scouted the rear of Valencias position. During this time, they also detected a large Mexican force moving south from San Angel. This was Santa Anna leading reinforcements forward. Seeing the plight of his comrades across the stream, Brigadier General Persifor Smith, whose brigade was supporting the guns that were firing on Valencia, began to fear for the safety of the American forces. Unwilling to directly assault Valencias position, Smith moved his men into the Pedregal and followed the route used earlier. Joining with the 15th Infantry shortly before sunset, Smith began planning an attack on the Mexican rear. This was ultimately called off du e to darkness. Battle of Contreras - A Quick Victory: To the north, Santa Anna, faced with a difficult road and a setting sun, elected to withdraw back to San Angel. This removed the threat to the Americans around San Geronimo. Consolidating the American forces, Smith spent the evening designing a dawn attack intended to strike the enemy from three sides. Desiring permission from Scott, Smith accepted Lees offer to cross the Pedregal in the darkness to take a message to their commander. Upon meeting Lee, Scott was pleased with the situation and directed him to find troops to support Smiths effort. Locating Brigadier General Franklin Pierces brigade (temporarily led by Colonel T.B. Ransom), it was ordered to demonstrate in front of Valencias lines at dawn. During the night, Smith ordered his men as well as Rileys and Cadwaladers to form for battle. Morgan was directed to cover the road north to San Angel while Brigadier General James Shields recently arrived brigade was to hold San Geronimo. In the Mexican camp, Valencias men were cold and tired having endured a long night. They were also increasingly concerned about the whereabouts of Santa Anna. At daybreak, Smith ordered the Americans to attack. Storming forward, they routed Valencias command in a fight that lasted only seventeen minutes. Many of the Mexicans attempted to flee north but were intercepted by Shields men. Rather than come to their assistance, Santa Anna continued falling back towards Churubusco. Battle of Contreras - Aftermath: The fighting at the Battle of Contreras cost Scott around 300 killed and wounded while Mexican losses numbered approximately 700 killed, 1,224 wounded, and 843 captured. Recognizing that the victory had unhinged the Mexican defenses in the area, Scott issued a flurry of orders following Valencias defeat. Among these were orders which countermanded earlier directives for Worths and Major General John Quitmans divisions to move west. Instead, these were ordered north towards San Antonio. Sending troops west into the Pedregal, Worth quickly outflanked the Mexican position and sent them reeling north. As the day progressed, American forces drove forward on both sides of the Pedregal in pursuit of the enemy. They would catch up with Santa Anna around noon at the Battle of Churubusco. Selected Source PBS: Battle of ContrerasBattle of Contreras: Official Report Battle of Contreras - Map

Cognitive Dissonance Impacts Repurchase Intention Research Paper

Cognitive Dissonance Impacts Repurchase Intention - Research Paper Example The moments immediately after purchase, trigger a series of thoughts in the minds of customers. The consequence of losing other substitute choices and impact of gaining alternate choices together can produce mental irregularity, thus, compelling the customer to reconsider the insight of the purchase decision (Kassarjian & Cohen, 1965). Statement of the Problem Cognitive dissonance occurs when a purchaser becomes dissonant about his/her purchase decision. The research seeks to investigate the problem of cognitive dissonance to understand what aspects lead to dissatisfaction after a purchase decision. A dissonant consumer can return a product or discontinue use of a particular service. The concept of cognitive dissonance is much important for organizations because it can significantly impact on the customers’ post purchasing behavior (Hamza & Zakkaria, 2012). The major problem studied in this research is to understand the consequence of cognitive dissonance on the repurchase int ention of customers. The research findings in this paper will help businesses to understand better how to retain a customer by reducing the dissonance. The purpose of this research is to examine how cognitive dissonance among consumers can lead to a decrease in customer repurchase. Significance of the Problem The significance of this problem is prevalent in customer retention. Drege (1991) depicted that most companies have a customer acquisition strategy, but few companies have a customer retention strategy. Once companies acquire customers they do not develop a plan to keep them for long-run. Many times, it can be observed especially in retail segment that customer returns or exchanges product because of dissatisfaction. Thus, businesses suffer because the relationship they have with the consumer is not managed well. Businesses also face impact heavily from a lost sale, which results in acquiring a returned product that has lost its value. If there is a way to reduce the dissonance that a consumer feels after purchase behavior, it could lead to positive impacts for the consumer and businesses. The problem of dissonance also represents other significant issue concerning consumers that often experience of dissatisfaction, and failure to complaints result in silent departure of customers from using the company’s services. According to Chebat, Davidow, & Codjovi (2005), a silent loss can create negative impacts on companies such as losing a customer, along with their lifetime flow of revenue. The other negative impact silent losses have on companies is the inability to address the problem at hand. Dissatisfied customers who never protest are subject to multiple losses due to similar reasons. Companies cannot fix problems they do not know to exist. When companies fail to adhere to dissonant customers, they run the risk of harmful word-of-mouth reviews. There are only few investigative researches undertaken about the impact of cognitive dissonance and repurc hase intention of customers. Therefore, there is a requirement for increased number of experimental research where relationship between these two variables can be analyzed. This research can further be studied by analyzing respondents about the reason for remaining in good relationship with an organization for a longer period of time. Literature Review According to the observation of Leon, cognitive dissonance is related with the relationships about understandings of people.

The Eighteenth-Century Piano Sonata In MLA Format Essay

The Eighteenth-Century Piano Sonata In MLA Format - Essay Example Looking at the list of musical directions today one may wonder why the subject of those listening to classical music is not brought up. The reason is that, as sad as it is, less and less people today are familiar with classical music and an even smaller number of people can distinguish between composers of the classical era. The eras I am going to deal with are the Baroque and Classical eras. In history, the period from 1600 to 1750 is known as the Baroque era. Dance, music, architecture, art - everything in the Baroque era was on a grand scale. It was a magnificent era that brought about smart, dignified, talented people and bright creations. What is remarkable is that during the Baroque era people's interest was drawn to instrumental music more than ever (Encyclopedia Britannica). The instruments that were mostly popular in this time period were the keyboard instruments counting the clavichord, harpsichord, piano, and organ (Brainrad). These clavichord instruments sweeped away the renaissance popularity of softer viol string instruments. The soft violin was replaced by the more rough, more aggressive and expressive violin, viola, and cello. These instruments were not only in use of composers. At the beginning of the eighteenth century when music played an everyday part in most people's lives, most of the citizens were capable of playing (Classical Music Pages). We must remember that during the Baroque period the foundations of music for the next centuries were given. Moreover, the idea of the modern orchestra and opera was born. Also, in the Baroque period composers came to be the servants of nobility and clergymen. According to Brairad, as music was very popular at that time it was used "to show off", thus the music grew "showy and complicated". While music during the epoch of Baroque can be described as bright, chaotic, unexpected, and frivolous, the music of the Classical era was very different. In my paper I am touching upon both Classical and Baroque era s because the composers I am going to talk about later composed at the turn of these two centuries, representing both eras equally. The Classical period started late in the eighteenth century and it focused on the opposite types of sounds that Baroque musicians paid strong attention to ((History of Classical Music). Classical music was arranged, organized, well-planned and accurate.  

Middle Childhood and Adolescence Paper Essay Example for Free

Middle Childhood and Adolescence Paper Essay The change that occurs from middle childhood to adolescence is arguably one of the most profound changes that children go through. Not only do children change physically but emotionally. â€Å"Adolescence is the transitional period between late childhood and the beginning of adulthood, and marks the beginning of the reproductive lifespan in humans. Adolescence involves sexual maturity in terms of hormones and physical development of the body, and is also characterized by an increase in the complexity of group interactions and thus social behavior (Lerner and Steinberg, 2004)†. During this time of transition many develop a stronger sense of self and begin to separate from completely associated themselves with their family members. This is a completely normal stage of transition for children turning into adolescents and becoming a vital part of a larger community. Family Dynamics There are many ways a child’s upbringing can affect how they mature into adults. A primary aspect taken into consideration is the family dynamic in which a child is raised. In many cases a child with a family that is well structured, has sound moral characteristics, and provides a stable environment is more likely to be a successful member of society. Whereas a child who has a family that is dysfunctional is less likely to be in a healthy environment emotionally or physically. For example, â€Å"Recent research has suggested that the family plays an important role in depressive disorders (Keitner Miller, 1990; Keitner, Miller, Epstein, Bishop, 1990). More specifically, research has demonstrated that families of depressed patients manifest significant impairments in family functioning during the patient’s acute episode relative to control families (Crowther, 1985; Dobson, 1987; Keitner, Miller, Epstein, Bishop, 1986) with 50%–75% of families of depressed patients manifesting significant family dysfunction.†(Miller, I. W., Keitner, G. I., Whisman, M. A., Ryan, C. E.,  Epstein, N. B., Bishop, D. S. ,1992). A dysfunctional family can become a catalyst for many undesirable emotional attributes and or physical reactions that can occur after being subjected to higher levels of dysfunction. For example if a child is verbally abused by a parent they may exhibit such behaviors towards their peers to gain some form of control in their life. Peer Influences: From Middle Childhood to Adolescence Peers from middle childhood onto adolescence make a substantial change with age. Many children at a young age learn how to socialize with other children and generally behave well with the collective group. As children grow in age and their hormones develop, they become more aware of their surrounding social group. This can have both negative and positive impacts on development. â€Å"The poor peer relations of aggressive children could make them isolated psychologically or physically from peers, which in turn might result in depressive or disruptive problems.† (Yamasaki, K., Nishida, N. 2009). Whereas in a healthy peer relation environment a child will be more likely to excel socially and develop a strong sense of individuality amongst those around them. Pressures faced in Adolescence vs. Middle Childhood. During the change from middle childhood to adolescence, children are begin to develop their own identity. They are physically going through major changes. Where sexual differences before adolescence usually played a dividing factor when it comes to social interactions, chemical changes that happen to most adolescent boys or girls bring about a change in interest. Often children begin to think more abstractly during this change instead of just asking why they think of the multiple possibilities. Children going through adolescence are going through body image struggles, boys feel pressured to have to meet â€Å"masculine† standards, whereas girls go through major changes in body image and can feel vulnerable. â€Å"With puberty, normal increases in girls body, fat can impact body image and self-concept negatively for many. Both boys and girls might be concerned with skin problems, height, weight, and overall appearance.† (Oregon State University, 2001). Almost all children face this significant change through puberty, which brings on emotional changes as well. It is important to encourage an understanding of healthy body image to boost confidence. Changes in Moral Values from Middle Childhood to  Adolescence During the change from middle childhood to adolescence moral values begin to advance beyond just the understanding of what is right or wrong determined by peers. During middle childhood children think more along the lines of what is fair, and rely on more of a give and take dynamic. With a transition to adolescence children begin to take into account others feelings and their perspective. Also when a child becomes older they come to see â€Å"the bigger picture†, and become influenced by society’s moral standards. â€Å"Increasing ability to take perspective of others into account with own perspective. (Children) Begins to question social conventions and re-examine own values and moral/ethical principles, sometimes resulting in conflicts with parents.†(Oregon State University, 2001). The mind begins to open to understanding different scenarios. This is when most children begin to question their peers and even formulate their own opinions, sometimes that involves changing from having the same ideals as their parents. Conclusion There are many changes that happen during the change from middle childhood to adolescence. Physical changes include changes in bodily image, many children enter into puberty at this time. When children become adolescents they become more involved with their self-image and individuality. Emotional changes begin to happen at this age as well, some attribute it to hormone changes, however cognitive growth also has a lot to do with the change. During this time of change it is important for families to provide helpful guidance without over stepping personal boundaries of young budding adults. Being a supportive family will increase a child’s ability to transition well and become a successful, well-rounded member of society. References Choudhury, S., Blakemore, S., Charman, T. (2006, December). Social cognitive development during adolescence. Retrieved from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2555426/ Miller, I. W., Keitner, G. I., Whisman, M. A., Ryan, C. E., Epstein, N. B., Bishop, D. S. (1992). Depressed patients with dysfunctional families: Description and course of illness. Journal of Abnormal Psychology, 101(4), 637-646. doi:http://dx.doi.org/10.1037/0021-843X.101.4.637 Nickerson, A. B., Nagle, R. J. (2004). The influence of parent and peer attachments on life satisfaction in middle childhood and early adolescence. Social Indicators Research, 66(1-2), 35-60. doi:http://dx.doi.org/10.1023/B:SOCI.0000007496.42095.2c Oregon State University. (2001, January). Middle Childhood and Adolescent Development [Chart]. Retrieved from http://extension.oregonstate.edu/tillamook/sites/default/files/documents/4h/ecno1527.pdf Yamasaki, K., Nishida, N. (2009). The relationship between three types of aggression and peer relations in elementary school children. International Journal of Psychology, 44(3), 179-186. doi:http://dx.doi.org/10.1080/00207590701656770

My Experience With The Internet And Education English Language Essay

My Experience With The Internet And Education English Language Essay The Internet. What it has done for me educational and scholastically is nothing short of a miracle. With the recent events of the past three years I couldnt have possibly even imagined that I could get a college education and a degree in accounting without the use of the Internet. I am old enough to remember life before the World Wide Web. I remember hearing that term in the early days; the World Wide Web. I couldnt even comprehend what they were talking about. The web; whats that? Computers in our homes; that cant be possible? Or could it? It was possible and it did come to pass. And the world has been forever changed because of it. My story begins as I approach the age of forty-nine and make a monumental decision to return to school. I thought to myself, You must be crazy. But with the unrest and dissatisfaction with my then current work situation, school made sense. But still, with the thought of working full time, and I mean full time, it was a daunting task that I had set before me. The fact that I worked in a manufacturing environment, worked rotating shifts, weekends, and put in somewhere between fifty to sixty hours per week, made attending school through normal channels very unrealistic. The thoughts dancing in my head to go back to school started in that summer of 2007. I was very unhappy with my job and with my bosses and had contemplated several times to just walk out the door. It was my wife who gave me some good advice and said, If you are so unhappy, quit complaining and whining about your situation and do something about it. She was absolutely correct. So on Saturday August 18, 2007 on the last da y of fall registration at Illinois Central College in Peoria, Illinois my wife said, Lets go and off we went. We arrived at the registration office at 1:45 p.m. with only fifteen minutes before the office closed. A wonderful lady helped me get registered within those last fifteen minutes of registration and my journey was about to begin. I signed up for three classes that fall, two were Internet classes and one was a correspondence course. One must realize that I had had no college experience in my life and to start out with just Internet classes was a little unnerving. So armed with a newfound determination and a very supportive wife, my journey into the unknown realm of Internet education began. My first foray into an online class was a real eye opener. My first class was an English composition class. I hadnt written a formal paper in thirty years and here I was required to write an essay using MLA to cite my references. What the heck was MLA? So, to the Internet I went and did a Google search of MLA, and I was off and running and I havent stopped yet. The Internet has proven to be such an invaluable resource for doing school work, especially when it comes to writing papers. The amount of time and effort saved by doing online research is just incomprehensible. Two things come to mind when I think about that first semester of school is that it could have never been accomplished without the Internet; the time to actually take the courses and the time to devote to research for writing assignments. Neither could have been accomplished without the Internet. Working fifty plus hours a week like I did didnt leave much time to devote to going to college, but with the advent of onlin e classes it has become a reality for me. The convenience associated with taking online courses is just fantastic. For example, when I worked afternoon turn, I would get home around eleven oclock p.m., go to my home office space and do school work on the computer until about two or three in the morning. A benefit if the Internet to me is the flexibility it gives in not only time but environment. For example my wife and I were actually able to go on a short vacation and I could still maintain contact with my school load. I took a laptop with us and through the use of Wi-Fi; I was able to connect no matter where we were at and still do my homework, take quizzes and maintain pace with my course and not fall behind. It was great and I could really relax when I got done with the school work. Again the Internet is a great benefit and tool and one that I do not take for granted or lightly. I was always under the misconception that I could not return to college and earn a degree as long as I worked a full time job. Boy was I wrong about that. With the advent of the Internet everything has changed. There are no more time constraints, no more geographical restraints, no more anything. It is all at your fingertips anytime of the day or night. This was not the first time that I had contemplated going back to school. In the late nineteen-eighties I was facing long layoffs and the very real possibility of losing my job. I considered going back to school at that time to pursue a degree but with a wife and a young baby and the fact that my wife did not work, I couldnt afford not to work and go to school full time. I did consider going to school part time but with all the family obligations and what not, I talked myself out of doing it then because I couldnt see the light at the end of the tunnel. I just couldnt see the end only the present long road to get there. That was the second biggest mistake of my life. The first one being not going to college right out of high school. After working in the steel industry for thirty years I am finally paying for my decision to abstain from going to college right after high school, in lieu of a good paycheck. Hindsight is a wonderful thing. Back in 1988 there were no Internet classes to take, so the only option was to go to school in person and that takes time. Time I didnt have or time I didnt want to devote to this end. Ah, to be young and stupid. One of the many challenges that I faced was in my second semester when I took my first accounting core class online. That was not a pleasant experience. I was definitely getting a C in the class with one test to go. The professor made things even harder for me when he changed the rules in the middle of the semester. When we started the class the online tests allowed you to go back and work problems if you skipped them. But for some reason, unbeknownst to me, he decided to make it so if you passed a question you couldnt go back. So if you were stuck on a problem then you had a decision to make. Either you moved on and missed the question or you stayed on the current problem and in my opinion, waste valuable time that you would need to complete the test. I decided for the last exam to just take my time and work the problems one at a time consecutively and I would finish what I could get finished and my grade would be what it would be. Well, I didnt finish the exam but what I did finish must have been good enough to push my grade to a B for the semester. I never did find out what I scored on that final exam and I really dont know how I got that grade, but I was thankful all the same. It was after this class that I decided no more online accounting classes for me. This would be my one departure from taking as many online classes as possible. There are so many advantages of taking online classes for me, but mainly that I can attend a class at anytime, from anywhere. I can attend classes no matter what work schedule I am working and I can even attend when traveling, whether it be for business or pleasure, I can access my classes from anywhere in the United States that has Internet access. Being that the course material is available twenty-four hours a day, seven days a week, gives me the opportunity to re-read lectures, discussions, explanations and comments. Another nice benefit is that being behind a computer screen can give me anonymity and provides a less intimidating atmosphere then I would encounter in the actual classroom. Taking Internet classes gives me time to formulate my thoughts making me able to think about my replies as to when, how, and what to say. I can post my comments when I am ready. This is a real benefit becomes sometimes when you are in a classroom situation and the conversation is moving and other people are interacting, sometimes you cant get your point of view out until the discussion has passed you by and by that time it is too late to comment. This online environment has also made it so I can talk more openly with my teachers and other students. I have noticed that I am a little bit more assertive in an online class than I am in real life. I used to think that was a bad thing but I believe it has been helpful as it is encouraging me to speak up and to voice my opinion when presented the opportunity. I believe in the long run this will be a benefit to me in the working business world where I will need to speak up when needed. Another great benefit about Internet based education is that you can access the colleges library from the comfort of your home at any time of the day or night. You can research articles, eBook content, and check the availability of normal book material which you can reserve and pick up at your convenience. This has been a great time saver for me, which as someone who works full time, this has been a true lifesaver, giving time back to me that I so desperately need. Another benefit to taking online courses is what I call the low cost association. By that I mean not necessarily dollars and cents, but other tangible things, such as no expenses outlaid for gas and wear and tear on my automobile. And again, the time it gives back to my life. This fact alone is unfathomable because time is just about the most important commodity a person can have. The ability to earn a degree online began in 1989 with the University of Phoenix offering classes to help students earn bachelors and masters degrees (3). Online education has expanded throughout the past decade as evidenced by studies done by Babson Survey Research Group, the Sloan Consortium, and the College Board. According to their statistics, online enrollment was at over 3.9 million students during the fall semester of 2007. That correlates to more than twenty percent of all college students enrolled in postsecondary education are now taking online classes (8). And the trend is continuing with research numbers showing that by the end of 2002 over eighty-four percent of all four-year accredited colleges and universities were offering online education classes (2). Today it is even possible to earn a degree without ever stepping a foot on a college campus. John Campbell remarked in a discussion thread reply about the dangers that can be associated with taking classes from a virtual college, which is a college with no physical campus (1). He pointed to a very good article about the possibility of being scammed in the pursuit of an online degree. In the article it relayed the sad story of a womans online degree being worthless. This points out the very important fact to research the possible online college candidate and make sure that the degree indeed comes from an accredited university. The article referenced what is labeled degree mills, which hand out diplomas that arent even worth the paper they are printed on (4). Johns comment was about the importance of taking college classes from an accredited college and not a virtual college. A point well taken, but there are in fact, several good virtual colleges today with Jones International Univers ity being the first accredited college in1996 to exist fully online (6). Mr. Campbell also brought up a good point with this question, Are online educations taken seriously in the business world? With the advent of just about every college in the nation offering Intent classes the answer is yes. The business world places great faith in online degrees, but also adds that more respectability is accomplished when going through an already established and accredited college as say a Duke University (4). Mickey Killman brought up the question about the advantages and disadvantages of obtaining a degree through online sources (7). A major advantage of pursuing online degrees or taking a mostly Internet curriculum is that youre showing potential future employers that you have initiative, ambition, and drive to do what it takes to get the job done. You are demonstrating that you will be a self motivated and reliable employee. Continuing this thought, recent research shows that employers today are much more enthusiastic about people that pursue Internet degrees than they were in years past (5). In fact, sources such as Careerbuider.com say many employers stand up and take notice of people who can demonstrate the ability and the desire to seek online degrees (8). And to reiterate this thought even more and how the business world has changed its opinion of online education listen to how Jack Welch, former CEO of General Electric, responded to this question, Would you hire someone with an online business degree? To count out a candidate based on an online degree may be shortsighted, he responded. People working all day and studying online all night have the kind of grrrr most companies could use.(9) I think that pretty much says it all with regards to the importance of Internet education. Ive often thought during my journey when I looked down the dark tunnel of education and saw a light, I wondered is that the light at the end of the tunnel or is it the headlight of an oncoming train coming to run me over. With only summer session and this fall semester to go, I am convinced now it is the light at the end of the tunnel. Hallelujah!

How Reliable Are Ofsted Reports as a Measure of School Effectiveness? Essay

This assignment examines the reliability of Ofsted judgements that were made on School X in 2009 and 2012. It will discuss how the two inspections were carried out-were they carried out in the same way? Were they felt to be fair? School X is a large 3-11 mixed school with 35.1 % of pupils who are eligible for free school meals FSM. The pupils are mainly Pakistani, Indian and Bangladeshi. The proportion of special educational needs and disabled pupils is similar to other national schools. The attainment and progress in both English and mathematics meet the current government standards. (Ofsted report 2012). How Ofsted reach an overall judgment about school effectiveness? The inspectors reach the overall judgments by considering the four key areas: achievement of pupils, the quality of teaching, behavior and safety, leadership and management. Inspectors also consider the quality of the curriculum and how the spiritual, moral, social and cultural development of pupils at the school. They will also look if the school is meeting the individual needs in particular the needs of special educational needs and disabled pupils. The judgment they make is based on the overall evidence they gather from their observation, parents, pupils, interviews and the raise online, which is â€Å" a secure web-based system that provides schools, local authorities and inspectors with a range of analyses including: Achievement at the end of Key Stages 1 and 2; Progress from Key Stage 1 to 2; Absence and exclusions; and The characteristics (often referred to as ‘context’) of pupils. (Dave Thomson, RM Education, 2011). In addition, their judgments on the quality of teaching are based not only on classroom observations â€Å"snapshots†, but they are also checking pupils’ books, sequences of work, pupils’ academic progress and parents’ perspectives on their children’s progress. Ofsted: A summary of Evidence. Ofsted judgements on teaching through classroom observations face several challenges. First, there is the Hawthorne effect, whereby the pupils or the teacher might change their behaviour because an inspector in the room is a novel experience (Cohen and Manion 1994, Robson 2011). Additionally, Grubb (1999) stated that teachers complain that it is hard for inspectors to evaluate a full lesson from a â€Å"snapshot† as the unobserved part of the lesson may be crucial to interpreting what is happening in the observed part of the lesson. However, the above-mentioned methods that inspectors used to make a judgment on the quality of teaching mush be considered. According to Mr Jonathan Harris, as cited in the report from the Education sub-committee (1999), he was critical of possible changeability of judgements between inspections team where he argued that different inspection teams could make different judgments about the same school in the inspection reports which he stated â€Å"unacceptable†. Thus, there is no evidence which guarantee that Ofsted judgments are reliable. It is not just a matter of reliability as far as the validity of data concerned too. As Gorard (2009) points out, â€Å"if the initial relative error in either the actual or the predicted score is greater than 10%, as it almost certainly would be in reality, the error in the CVA result would be even greater than this, 40 times more than the size of the result itself.†, which makes serious doubts about the validity of the data. On the other hand, Ofsted keep raising expectations and the criteria used by Ofsted which are shown in appendices 1-3 could be one of the causes that the school has a satisfactory in 2009.Figure 1 It is also necessary to consider the fact that Her Majesty’s Chief Inspector raises expectations to ensure a good education for all focusing on the quality of teaching â€Å"the heart of good education†. Thus, a proposal was conducted to improve the education system. (A Good Education for All .2012). Thus, in the new framework it was stated that, â€Å"Schools will be judged on a smaller number of core aspects than before, but we will be examining them in greater depth. The changes will result in more streamlined inspections, with fewer judgments and grades, leading to sharper reports on the quality of education provided by schools and the most important aspects of their performance.† (Ofsted new framework 2012). Ofsted judgments on the school Ofsted judgements on School X’ Figure 1 Figure 1 shows the Ofsted grades for School X in 2006, 2009 and 2012. In each report, the first three judgments of â€Å"overall effectiveness†, â€Å"achievement of pupils† and â€Å"quality of teaching† were given the same grade.The common issue that was raised in all of the reports was about the quality of teaching. For instance, in 2006 they asked the school to ensure the good quality of teaching across the school. In 2009, they said; raise the proportion of good and outstanding teaching. In 2012, they said raise the quality of teaching through appropriate questions that cover different needs of different pupils. First of all, it was the same comment written differently each time and the last one they pointed how. Discussion and description (School’s perspective). Having considered the above-mentioned arguments about Ofsted judgments, it is also important to discuss the validity and reliability of the above-mentioned judgments. An interview was constructed to find the school views towards these judgments. The Deputy Head of School X points out that, children vary in their abilities each year and believed that Ofsted do not take this into account. She argued that when the school went down from outstanding down to satisfactory to good, it was because they had a lot of special needs children ,consequently, they were not able to get up to the standard of the government at that time. Although, the students made progress in Key stage 2 but they did not meet the government standards. (School Data included Appendix 4 & 5). Before considering how the two inspections were carried out, it is important to note that the inspectors in general are subjective people not objective. The deputy head mentioned this particular Ofsted inspector who came in 2009, he walked through the door on the first day and said: â€Å"I am Mr, so and so, if I had come to your school six months ago, I would have given you an unsatisfactory school and put you in special measures†. That clears straightaway that he is not on their side as he had this thought in mind. She also felt that they were making negative judgments not positive judgments about what they are seeing in the school. Indeed, the Deputy Head gave an example of that when the inspector went around the school then said to the Head teacher, â€Å"Where is the White English Board showing the Culture of the White English indigent’s people in Britain?† The Head teacher and the Deputy Head felt that the way the inspection went wasn’t fair. First, they received a call from the department of education the next morning as the notes went to a moderator who looked at the evidence then changed the curriculum from unsatisfactory to satisfactory. Second, within the next two days they received another call from the inspector himself saying that he has changed Leadership and management from satisfactory to good. As (Gibbon and Forster, 1999) point out, Ofsted revealed that there is no issue on who inspect the school and when, but, if two inspectors inspect the same school, the lesson, or the department, and they there was a variation in their judgments. Which inspector do we believe? Then, the Head teacher and the Deputy Head found out in the internet that fifteen schools with the same lead inspector that had the same exact comments in their reports as if they cut and paste the same comment in other reports. â€Å"The National Association of Head Teachers general secretary Russell Hobby said he had heard anecdotal reports of â€Å"cut and paste† reports, adding such a practice was â€Å"not acceptable given that the fate of the school rests on what is written.†BBC News. In contrast, the Deputy Head mentioned that the 2012 inspector was fabulous, open-minded looking for good things, the inspector said, â€Å"This is a good school, you are improving school, I can see your results are going up, they are not quite national, yet, as soon I walked through this door I can feel this is a good school and I want to know what you are doing good? How can you prove this? Where is the information for that? † In this respect, the Deputy Head argued that it depends on the inspector who comes around. However, these remain opinions of people as we cannot treat them as objective fact. Also, we cannot assume that all inspectors are subjective people because people look at things from different angles. For instance, if two inspectors attend the same lesson together and each one has his own believes about teaching, one of them might grade a teacher centered lesson as satisfactory and the other one sees it from a totally different angle. Conclusion. The leaders of this school believe they were judged unfairly and that general evidence on Ofsted points to the risks of unreliable judgements. As Ofsted keep raising the expectation it would be hard for a school to be outstanding as it would be rarely possible to find a school with a big proportion of an outstanding quality teaching. Thus, schools should be flexible and understand that the aim of Ofsted is to improve education for children which is what school is all about. Teaching is the core of school improvement and schools should raise the proportion of good and outstanding teaching. References â€Å"Cut and Paste’ Ofsted Report Claims.† BBC News. BBC, 06 Aug. 2012. Retrieved from http://www.bbc.co.uk/news/education-18353533 Cohen, L. & Manion, L. (1994).Research Methods in Education. London: Routledge. Gibbon, C, T & Forster, N, J, S. (1999). Is Ofsted Helpful? In C. Cullingford (Ed.), An inspector calls (pp. 97-118) Harlow: Longman. Gorard, S. (2010).Serious Doubts about school effectiveness British Educational Research Journal, 36:5,745-766. Grubb, N. (1999). Improvement or control?. In C. Cullingford (Ed.), An inspector calls (pp. 70-96). Harlow: Longman. Ofsted 2006 inspection Report for School X Ofsted 2009 inspection Report for School X Ofsted 2012 inspection Report for School X Ofsted. A Good Education for ALL. Feb. 2012. Retrieved from http://www.ofsted.gov.uk/resources/good-education-for-all Robson, C. (2011). Real World Research. United Kingdom: Wiley THE EDUCATION SUB-COMMITTEE. THE WORK OF OFSTED. Rep. no. 4. UK: Parliamentary, 1999. Retrieved from: http://www.publications.parliament.uk/pa/cm199899/cmselect/cmeduemp/62/6212.htm The Framework for School Inspection from September 2012.† Ofsted. 05 Sept. 2012. Retrieved from http://www.ofsted.gov.uk/resources/framework-for-school-inspection-september-2012-UK Thomson, Dave. RAISE online for Governors of. Rep. UK: National Governor’s

Literature Introduction Essay

What Is Literature and Why Do We Study It? †¢ Literature is – Composition that tells a story, dramatizes a situation, expresses emotions, analyzes and advocates ideas – Helps us grow personally and intellectually – Provides an objective base for knowledge and understanding – Shapes our goals and values by clarifying our own identities, both positively and negatively – Literature makes us human. Genres †¢ Four genres of literature: – Prose fiction †¢ Myths, parables, romances, novels, short stories – Poetry †¢ Open form and closed form †¢ Relies on imagery, figurative language, sound – Drama. †¢ Made up of dialogue and set direction †¢ Designed to be performed – Nonfiction prose †¢ News reports, feature articles, essays, editorials, textbooks, historical and biographical works Guidelines for Reading Literature †¢ First reading – Determine what is happening, where, what, who is involved, major characters – Make a record of your reactions and responses – Describe characterizations, events, techniques and ideas †¢ Second reading – Trace developing patterns – Write expanded notes about characters, situations, actions – Write paragraph describing your reactions and thoughts – Write down questions that arise as you read (in the margins) Writing a Precis †¢ Precis = a concise summary = paraphrase – Retell the highlights so reader will know main sections – Only essential details – they must be correct and accurate – Must be an original essay, written in your own words – Be sure to introduce the title and author – Avoid judgments – Use present tense when retelling a story Elements of Fiction †¢ Essence of fiction = narration (the telling) †¢ Elements of fiction = verisimilitude and donnee – Verisimilitude = realism †¢ Must be compelling enough that the reader can â€Å"suspend disbelief† – Donnee = premise †¢ Something given by which you can judge the realism = ground rules. †¢ Sources of elements – Character, plot, structure, theme, symbolism, style, point of view, tone, irony Plot and Structure †¢ Plot = reflection of motivation and causation – No plot = The king died and then the queen died. – Plot = The king died, and then the queen died of grief. †¢ Conflict = controlling impulse in a connected pattern of causes and effects – Opposition of two or more people (e. g. , hatred, envy, anger, argument, avoidance, gossip, lies, fighting, etc. ) †¢ Dilemma = Conflict within or for one person – Conflict is a major element of plot because it arouses curiosity, causes. doubt, creates tension, produces interest – No tension = no interest Structure of Fiction †¢ Structure defines the layout of the work Crisis Complication Climax Exposition Resolution (denouement) Another structural element used sometimes = Flashback Characters in Fiction †¢ Character = verbal representation of a human being – Rounded = lifelike, full, dynamic, reader can predict future behavior because of an understanding of the personality – Protagonist = the hero or heroine, main person in the story, person on the quest, etc. – Antagonist = the person causing the conflict, in opposition to the protagonist, the obstacle, etc. – Flat = no growth, static – Stock = representative of a group or class (stereotypical) – Characters disclosed through †¢ †¢ †¢ †¢ †¢ Actions Descriptions, both personal and environmental Dramatic statements and thoughts Statements by other characters Statements by the author speaking as storyteller, or observer – Characters need to have verisimilitude, be probable or plausible Point of View †¢ Refers to speaker, narrator, persona or voice created by the author to tell the story †¢ Point of view depends on two factors: – Physical situation of the narrator as an observer – Speaker’s intellectual and emotional position †¢ †¢ †¢ †¢ First person = I, we Second person = You (uncommon) Third person = He, she, they (most common) Point of view may be: – Dramatic/objective = strictly reporting – Omniscient = all-knowing – Limited omniscient = some insight Setting †¢ Setting = a work’s natural, manufactured, political, cultural and temporal environment, including everything that characters know and own (place, time, objects) †¢ Major purpose = to establish realism or verisimilitude, and to organize a story †¢ Setting helps create atmosphere or mood †¢ Setting may reinforce characters and theme, in order to establish expectations that are the opposite of what occurs = irony. Tone and Style †¢ Tone = methods by which writers and speakers reveal attitudes or feelings †¢ Style = ways in which writers assemble words to tell the story, to develop an argument, dramatize the play, compose the poem – Choice of words in the service of content †¢ Essential aspect of style is diction – Formal = standard or elegant words – Neutral = everyday standard vocabulary – Informal = colloquial, substandard language, slang Tone and Style (cont’d) †¢ Language may be: – – – – Specific = images General = broad classes Concrete = qualities of immediate perception Abstract = broader, less palpable qualities †¢ Denotation = word meanings †¢ Connotation = word suggestions †¢ Verbal irony = contradictory statements – One thing said, opposite is meant – Irony = satire, parody, sarcasm, double entendre †¢ Understatement = does not fully describe the importance of a situation – deliberately †¢ Hyperbole (overstatement) = words far in excess of the situation Symbolism and Allegory †¢ Symbolism and allegory are modes that expand meaning †¢ Symbol creates a direct, meaningful equation between: – A specific object, scene, character, or action – Ideas, values, persons or ways of life †¢ Symbols may be: – Cultural (universal) = known by most literate people (e. g. , white dove, color black) – Contextual (authorial) = private, created by the author Symbolism and Allegory (cont’d) †¢ Allegory is a symbol = complete and self-sufficient narrative (e. g. , â€Å"Young Goodman Brown†) †¢ Fable = stories about animals that possess human traits (e. g. , Aesop’s Fables) †¢ Parable = allegory with moral or religious bent (e.g. , Biblical stories) †¢ Myth = story that embodies and codifies religious, philosophical and cultural values of the civilization in which it is composed (e. g. , George Washington chopping down the cherry tree) †¢ Allusion = the use of other culturally well=known works from the Bible, Greek and Roman mythology, famous art, etc. Idea or Theme †¢ Idea = results of general and abstract thinking †¢ Literature embodies values along with ideas – In literature, ideas relate to meaning, interpretation, explanation and significance – Ideas are vital to an understanding and appreciation of literature. †¢ Ideas are not as obvious as character or setting. It is important to consider the meaning of what you’ve read and then develop an explanatory and comprehensive assertion. †¢ Theme can be found in any of these: – – – – – Direct statements by the authorial voice Direct statements by a first-person speaker Dramatic statements by characters Figurative language, characters who stand for ideas The work itself.

Ethnicity and the Immigrant Experience Essay Example

Ethnicity and the Immigrant Experience Essay Example Ethnicity and the Immigrant Experience Essay Ethnicity and the Immigrant Experience Essay Ethnicity and the Immigrant Experience When thinking about immigration, most individuals imagine all different types of ethnic groups traveling to a separate land away from their own. Most imagine America. Immigration, throughout history, has occurred within all types of ethnicities. When taking a closer look at the individuals living in America, it is apparent that everyone is not exactly like one another. Assimilation becomes a popular word used when discussing migration, and both positives and negatives come along with it. Two theorists that discuss the meaning of assimilation in their writings are Stephen Steinberg in his book, Ethnic Myth, and Milton Gordon in his book Assimilation in American Life. They discuss issues regarding assimilation and how they affect the nation as a whole. A novel written by Chang-Rae Lee titled, Native Speaker, gives specific examples as to how the assimilation process affects others and the migrants themselves, as also described in both Steinberg and Gordon’s books. In Steinberg’s book, Ethnic Myth, he discusses with his readers the issues regarding ethnic identity and assimilation. This is presented and explained in the chapter titled, The Atrophy of Ethnic Cultures. He first talks about the idea of the â€Å"melting pot† and how it should not be analyzed lightly. He gives a quote from John Higham that says, â€Å"Loud assertions of pluralism almost invariably betray fears of assimilation† (Steinberg, 59). This means that minority groups that try to maintain their cultural traditions may, in fact, risk assimilation by doing so. Another point he brings to the surface is that when looking back at second or third generations of a specific minority group, these people still can relate back to their original traditions and culture identity. He then says, â€Å"But can the same be said of the new generation which has known only the Americanized version of the original culture? † (Steinberg, 60). This is an obvious prevailing issue when it comes to preserving ones culture. An example within the novel, Native Speaker, would be when Henry, the main character described as a Korean immigrant, explains the history with his father. His father, living in America, would gather with friends and participate in ggeh’s, or â€Å"money clubs. † Here they would win money and eventually, that is all that mattered to the Korean group. The shift from typical Korean traditions to owning all this land and money in American became a vast transformation. Henry says about his father, â€Å"In America, he said, it’s even hard to stay Korean. These alterations from one ethnic experience and tradition to another can be lost very quickly and potentially never be replenished. Throughout both Steinberg and Gordon’s writing, they both have similarities and differences when regarding assimilation. Gordon talks about these â€Å"ethnic meetings† which refer to assimilation. Throughout Gordon’s chapter titled, The Nature of Assimilation, he gives a numerous amount of definitions from theorists and writers that differ in various ways. In an essay that Gordon leaves the author anonymous in this chapter defines assimilation as â€Å"the process by which different cultures, or individuals or groups representing different cultures, are merged into a homogenous unit. Here Gordon talks about assimilation as positive, whereas Steinberg takes a different approach. Steinberg suggests that assimilation is not always a positive aspect simply because it can result in the loss of a cultural identity. This is present in Native Speaker because Henry continuously tries indulging himself into American culture. He cannot fully accomplish this, which essentially results in his wife, Lelia, leaving him in the beginning of the novel. As there are differences within Steinberg and Gordon’s readings, they do agree upon their understanding of the nature within assimilation. Gordon says that cultural behavior changes â€Å"may take place in the cultures of either one of the two groups, or there may be a reciprocal influence whereby the cultures of both groups are modified† (Gordon, 62). Steinberg agrees with this statement because he suggests that the changing of one’s culture is at high risk when incorporated into a different culture. He says, â€Å"The ethnic crisis only begins with the fact that the core elements of traditional culture have been modified, diluted, compromised, and finally relinquished† (Steinberg, 62). Both writers describe this lack of identity in one way or another. Assimilation is apparent in any society, especially America. People of different backgrounds continuously trying to come together to create one nation is a crucial aspect in society today. Steinberg, Gordon, and Lee all discuss how assimilation has issues when it comes to preserving ones ethnic traditions and identity. What they all convey to readers however, is the fact that the merging of cultures will forever be essential and inevitable. Steinberg, Steven. The Ethnic Myth: Race, Ethnicity, and Class in America. Boston: Beacon Press, 1978. Print. Lee, Chang-Rae. Native Speaker. New York: Riverhead Books, 1995. Print. Gordon, Milton. The Nature of Assimilation. Oxford University Press, 1964. eBook.

102 Monsters and Difference Professor Ramos Blog

102 Monsters and Difference Thesis IV. The Monster Dwells at the Gates of Difference Quick Write Consider Cohens assertion that monsters can represent cultural , political, racial, economic, [and/or] sexual difference. In what ways have you seen this process occurring in your everyday life? Thesis IV. The Monster Dwells at the Gates of Difference People who are different can be viewed as monsters. Differences tend to be political, cultural, racial economic, sexual, not fitting into the norm. People make up stories that will form the different people into monsters. The â€Å"monsters† are a threat. Used to justify treating them differently. Going against what was considered the norm of the culture was considered monstrous. This included sexual orientation, , race, economic status, and political preference.; this allowed   actions against these â€Å"monsters†, or â€Å"not   normal† individuals to be justified. â€Å"Representing an anterior culture as monstrous justifies its displacement or extermination by rendering the act heroic† (Cohen). The monster is difference made flesh (7) for the most part, difference tends to be cultural, political, racial, economic, sexual (7) Sample Evaluations The Realm of the Pale Man Medusa! Monstrous Creature Representative of Feminism I am Fire, I am Death, I Smell a Barbeque These Humanoid Machines Are After More Than Just Your Manufacturing Job Evaluation Notes Writing an Evaluation: It is one thing to offer an opinion, yet it is an entirely different matter to back up a claim with reasons and evidence. Only when you do will readers take you seriously. You are evaluating one or more representations of a monster or category of monster. Explain your mission: Just what do you intend to evaluate and for whom? Are you writing for experts, a general audience, or novices? How much explaining do you need to do so that you audience follows you without getting annoyed with too much information. If it is a well known monster you do not have to go into detail to explain it to us. If it is one we would not generally know, you have some work to do to introduce and explain it. Establish and defend criteria: Criteria are the standards by which objects are measured. Successful presidents leave office with the country in better shape than when they entered. When readers are likely to share your criteria, you need to explain little about them. When readers disagree or object, be prepared to defend your principles. Remember: Monster Theory (Seven Theses) is a great starting point for establishing criteria. Offer convincing evidence: Evidence makes the connection between an opinion and the criteria for evaluation that supports it. Supply data to show that a product you judged faulty didn’t meet those minimal standards. The monster evidence should come from your primary sources of the monster. The movie, book, short story, video, etc. Offer worthwhile advice: Some evaluations are just for fun. Done right, most evaluations and reviews provide usable information, beneficial criticism or even ranked choices. Make sure to answer the so what question? Why does this matter? What can we learn about society or ourselves by understanding the monster? The Evaluation Essay Purpose of Evaluations Let’s look at an example evaluation for a movie. The Hunger Games: EW Review Lisa Schwarzbaum is reviewing â€Å"The Hunger Games† movie. Does she acknowledge what her mission is and who her audience is? What criteria does she establish for it to succeed? Does she anticipate her audience’s questions and reactions? Does she address any differences between the book and movie? What is her grade or judgment of the movie?

Report to business manager on blogging benefits Assignment

Report to business manager on blogging benefits - Assignment Example See the eBook/textbook example (p. 467-468), albeit, note that the book reference source citations/URL’s are missing! The executive summary is written last. It summarizes the purpose of the report, the methods used to create your report, and highlights the salient findings of your report, including your recommendation. Blogs are next to internet since its conception in terms of the pervasiveness of its use. 11.2% of online adults posts blogs once a month and of that number, a quarter of them (24.8%) reads a blog and half of it (13.7%) reads a blog. Business are beginning to capitalize on this as Burson-Marsteller survey showed that there were already 15% among the Fortune 500 companies who are now using blogs either to communicate or market (Wallace). The current use of corporate blogs are not that effective however. Experts agree that the current use of business of blogs are rather drab, dry and boring which go directly either to selling its products or promoting themselves. Of those companies who uses blogs, only two thirds gets any comments because of poor content. If harnessed properly, blogs can be a formidable communication and marketing tool. One of its outright benefits is that it costs almost nothing to set it up and requires minimal manpower to maintain. Businesswise, it does not cost much to have a blog presence. Blogs are global in reach. Companies using blogs can easily communicate to its customers, potential or existing, new products and information across continents at a very minimal cost. It can also help develop loyalty with its customers through the communication that is facilitated by the blog. One of the most common disadvantages of having a blog is the lack of utter creativity to maintain its visitor’s attention. This is becoming common as most companies employing blogs were found to be dry, boring and unattractive.

Discussion Questions Week 1 Essay Example | Topics and Well Written Essays - 500 words - 1

Discussion Questions Week 1 - Essay Example Implementation of a new technology into an organization needs careful consideration mainly because its introduction is designed to affect the various existing processes and may create conflicting interests and adversely affecting the performance of the organization. It is therefore, advisable to have an established process which would take cognizance of interrelated and diverse processes and create conducive environment that would facilitate easy implementation of the new technology and helps to streamline the various existing and new processes that are introduced while introducing new technology. SDLC process is an integral part of management information system serving as the centralized monitoring system that coordinates and supports the rest of the functions and user requirements in order to help the organization to achieve all its strategic goals and objectives. Hence, the initial phase of feasibility study is the most important phase as it is the decisive factor that decides the appropriateness of the new technology for the organization. The rest of the implementation phases are equally important as they help to adapt to a new system smoothly and efficiently, promoting understanding. Though all the phases of pre and post implementation processes of new technology are important, it is important to understand that new technology always disturbs the existing organizational system and its culture. Hence the introduction of new technology may not always be received with enthusiasm and full acceptance. It often inculcates insecurity among the staff and misunderstanding about various aspects of the new technology may promote conflicts within the organization. Hence, before introducing new technology, dissemination of information is an important phase that must be included prior to the introduction of new technology. This would not only help alleviate most of the insecurities and anxiety of its people but they