Lessening Secondhand Smoke on Children Research Paper - 4

Lessening Secondhand Smoke on Children - Research Paper Example The truth of the matter is, when both an active and passive smoker inhale the tobacco smoke, they are exposed to the same chemicals and toxins, nicotine included. As opposed to adults who have the freedom and resources to choose smoke-free environments to live in, children are the most vulnerable group as pertains to secondhand smoke exposure. Children of smoking parents are exposed to second hand smoke at home and in the car when travelling with parents. Some parents actually smoke in the car when taking their children to school or when picking them up from school. To make the matters worse, some teachers smoke in schools and therefore broadening the cycle of exposure to children further. When such children move on the streets where people smoke in public, exposure is even worse. Considering the cycle of secondhand smoke exposure to young children, measures should be put in place to protect these vulnerable groups. Secondhand smoke as it is has far-reaching detrimental effects on the human body. These health problems and disease are caused by about sixty-nine different chemicals and toxins. Nicotine that is present in tobacco has been shown to cause addiction and physical dependence on tobacco products. Some of the harmful effects in the body include; cardiovascular diseases, chronic bronchitis, asthma, lung cancer, reduced healing processes and low birth weight in pregnant women. The misguided perception that smoking is cool sand modern has resulted in an increase in active tobacco smokers. This is even further fueled by the advertisement placed in the media by the tobacco processing companies. Active smokers being the source of secondhand smoke, if their numbers increase, the amount of secondhand smoke increases. On the other hand, the public is increasingly becoming informed on the health hazards of tobacco smoking. As a result, there has been a public outcry

Self-Reflection and Self-Allocation of Grade Essay

Self-Reflection and Self-Allocation of Grade - Essay Example This paper includes personal reflection and critical analysis of the submissions in this course. 2. Best Effort among the Submissions I believe that abstract writing and peer reviews can be considered as the best reflections of my research and writing capabilities. These writing tasks bore great outcomes and came up to my personal benchmarks of quality writing. I have written abstracts before but this challenge was met with the personal inclination to research about the techniques that can be used to write comprehensive abstracts. As a result, I was able to organize my abstract into three main parts; introduction, problem statement and solution of the research problem. The abstract also included few lines discussing the purpose of the paper that makes the reader understand the relevance and theme of the research study. Due to the adoption of an organized process, I was able to focus on the quality of the writing rather than worrying about the type of content that needed to be include d. Conducting a peer review was a commendable experience since I learned the art of performing critical analysis of academic writing and got the opportunity to study the work of researchers in the respective domain at a detailed level. The first paper included useful information regarding the implementation of information incident management program; the steps for the program were explained and critically analyzed for the strengths and weaknesses of the content. The techniques to conduct a peer review were studied for the process that reflected in the paper and gave it a professional look. Similarly, the second peer review was also conducted on the same lines that proved to refine the practice of critical analysis. The second paper was based on the challenges that are faced during the implementation of information security management. Both the peer reviews were concluded with useful recommendations that can facilitate improvement of the paper; such recommendations bear great relevan ce in the process of conducting peer reviews. However, one factor that has been missed out from the peer reviews is that of the mention of the authors’ details and the place where this paper was presented. 3. Most Challenging Submission The article writing proved to be the most challenging and difficult submission in the course. The topic of my research was â€Å"The Relation between IM, Information Security and HRM†; all the three aspects of this chosen domain involve extensive research since numerous papers and literature are available for each one of them. The excessive nature of the available literature made me lose focus at few instances during the research process and made me include information that could not prove to be highly relevant for the research topic. The inclusion of too much information proved to make the paper generic in nature to a certain extent rather than focusing on the link of information systems, information security management practices and h uman resource management practices. Meeting the word limit (i.e. 3000 words) of the paper also proved to be a challenge that led to the compromise of the quality of the content. Referencing is an important part of any academic writing process. The article lacked effect usage of in-text referencing at some places. I failed to adopt a critical analytical approach during some steps of the research study, instead ended up producing descriptive details about

All of the psychoanalyst Essay Example for Free

All of the psychoanalyst Essay Psychoanalytic – Freud- Psychoanalytical theory was formulated by Freud based on how the human mind functions. He believed that there were factors outside of the individual person’s awareness (unconscious thoughts, feelings and experiences) that influence their emotions, behaviour and actions, and that their past experiences, and their future. The Psychoanalytical Theory highlights the importance of the unconscious mental processes and childhood development issues as they relate to childish impulses, childish wishes, juvenile desires and the anxiety of reality. The Psychoanalytical Theory is also based on the idea that a person’s personality is formed throughout the childhood years, that children go through certain stages at certain points of their childhood and depending on how well the child copes with each of these stages, their adult personality will be affected. This influences current practise as Freud’s observations into the link between our unconscious actions and our mind are still seen as beneficial. Psychoanalytic – Freud- Psychoanalytical theory was formulated by Freud based on how the human mind functions. He believed that there were factors outside of the individual person’s awareness (unconscious thoughts, feelings and experiences) that influence their emotions, behaviour and actions, and that their past experiences, and their future. The Psychoanalytical Theory highlights the importance of the unconscious mental processes and childhood development issues as they relate to childish impulses, childish wishes, juvenile desires and the anxiety of reality. The Psychoanalytical Theory is also based on the idea that a person’s personality is formed throughout the childhood years, that children go through certain stages at certain points of their childhood and depending on how well the child copes with each of these stages, their adult personality will be affected. This influences current practise as Freud’s observations into the link between our unconscious actions and our mind are still seen as beneficial. Psychoanalytic – Freud- Psychoanalytical theory was formulated by Freud based on how the human mind functions. He believed that there were factors outside of the individual person’s awareness (unconscious thoughts, feelings and experiences) that influence their emotions, behaviour and actions, and that  their past experiences, and their future. The Psychoanalytical Theory highlights the importance of the unconscious mental processes and childhood development issues as they relate to childish impulses, childish wishes, juvenile desires and the anxiety of reality. The Psychoanalytical Theory is also based on the idea that a person’s personality is formed throughout the childhood years, that children go through certain stages at certain points of their childhood and depending on how well the child copes with each of these stages, their adult personality will be affected. This influences current practise as Freud’s observations into the link between our unconscious actions and our mind are still seen as beneficial. Psychoanalytic – Freud- Psychoanalytical theory was formulated by Freud based on how the human mind functions. He believed that there were factors outside of the individual person’s awareness (unconscious thoughts, feelings and experiences) that influence their emotions, behaviour and actions, and that their past experiences, and their future. The Psychoanalytical Theory highlights the importance of the unconscious mental processes and childhood development issues as they relate to childish impulses, childish wishes, juvenile desires and the anxiety of reality. The Psychoanalytical Theory is also based on the idea that a person’s personality is formed throughout the childhood years, that children go through certain stages at certain points of their childhood and depending on how well the child copes with each of these stages, their adult personality will be affected. This influences current practise as Freud’s observations into the link between our unconscious actions and our mind are still seen as beneficial. Psychoanalytic – Freud- Psychoanalytical theory was formulated by Freud based on how the human mind functions. He believed that there were factors outside of the individual person’s awareness (unconscious thoughts, feelings and experiences) that influence their emotions, behaviour and actions, and that their past experiences, and their future. The Psychoanalytical Theory highlights the importance of the unconscious mental processes and childhood development issues as they relate to childish impulses, childish wishes, juvenile desires and the anxiety of reality. The Psychoanalytical Theory is also based on the idea that a person’s personality is formed throughout the  childhood years, that children go through certain stages at certain points of their childhood and depending on how well the child copes with each of these stages, their adult personality will be affected. This influences current practise as Freud’s observations into the link between our unconscious actions and our mind are still seen as beneficial. Psychoanalytic – Freud- Psychoanalytical theory was formulated by Freud based on how the human mind functions. He believed that there were factors outside of the individual person’s awareness (unconscious thoughts, feelings and experiences) that influence their emotions, behaviour and actions, and that their past experiences, and their future. The Psychoanalytical Theory highlights the importance of the unconscious mental processes and childhood development issues as they relate to childish impulses, childish wishes, juvenile desires and the anxiety of reality. The Psychoanalytical Theory is also based on the idea that a person’s personality is formed throughout the childhood years, that children go through certain stages at certain points of their childhood and depending on how well the child copes with each of these stages, their adult personality will be affected. This influences current practise as Freud’s observations into the link between our unconscious actions and our mind are still seen as beneficial. Psychoanalytic – Freud- Psychoanalytical theory was formulated by Freud based on how the human mind functions. He believed that there were factors outside of the individual person’s awareness (unconscious thoughts, feelings and experiences) that influence their emotions, behaviour and actions, and that their past experiences, and their future. The Psychoanalytical Theory highlights the importance of the unconscious mental processes and childhood development issues as they relate to childish impulses, childish wishes, juvenile desires and the anxiety of reality. The Psychoanalytical Theory is also based on the idea that a person’s personality is formed throughout the childhood years, that children go through certain stages at certain points of their childhood and depending on how well the child copes with each of these stages, their adult personality will be affected. This influences current practise as Freud’s observations into the link between our unconscious actions and our mind are still seen as beneficial. Psychoanalytic – Freud- Psychoanalytical theory was formulated by Freud based on how the human mind functions. He believed that there were factors outside of the individual person’s awareness (unconscious thoughts, feelings and experiences) that influence their emotions, behaviour and actions, and that their past experiences, and their future. The Psychoanalytical Theory highlights the importance of the unconscious mental processes and childhood development issues as they relate to childish impulses, childish wishes, juvenile desires and the anxiety of reality. The Psychoanalytical Theory is also based on the idea that a person’s personality is formed throughout the childhood years, that children go through certain stages at certain points of their childhood and depending on how well the child copes with each of these stages, their adult personality will be affected. This influences current practise as Freud’s observations into the link between our unconscious actions and our mind are still seen as beneficial. Psychoanalytic – Freud- Psychoanalytical theory was formulated by Freud based on how the human mind functions. He believed that there were factors outside of the individual person’s awareness (unconscious thoughts, feelings and experiences) that influence their emotions, behaviour and actions, and that their past experiences, and their future. The Psychoanalytical Theory highlights the importance of the unconscious mental processes and childhood development issues as they relate to childish impulses, childish wishes, juvenile desires and the anxiety of reality. The Psychoanalytical Theory is also based on the idea that a person’s personality is formed throughout the childhood years, that children go through certain stages at certain points of their childhood and depending on how well the child copes with each of these stages, their adult personality will be affected. This influences current practise as Freud’s observations into the link between our unconscious actions and our mind are still seen as beneficial. Psychoanalytic – Freud- Psychoanalytical theory was formulated by Freud based on how the human mind functions. He believed that there were factors outside of the individual person’s awareness (unconscious thoughts, feelings and experiences) that influence their emotions, behaviour and actions, and that  their past experiences, and their future. The Psychoanalytical Theory highlights the importance of the unconscious mental processes and childhood development issues as they relate to childish impulses, childish wishes, juvenile desires and the anxiety of reality. The Psychoanalytical Theory is also based on the idea that a person’s personality is formed throughout the childhood years, that children go through certain stages at certain points of their childhood and depending on how well the child copes with each of these stages, their adult personality will be affected. This influences current practise as Freud’s observations into the link between our unconscious actions and our mind are still seen as beneficial. Psychoanalytic – Freud- Psychoanalytical theory was formulated by Freud based on how the human mind functions. He believed that there were factors outside of the individual person’s awareness (unconscious thoughts, feelings and experiences) that influence their emotions, behaviour and actions, and that their past experiences, and their future. The Psychoanalytical Theory highlights the importance of the unconscious mental processes and childhood development issues as they relate to childish impulses, childish wishes, juvenile desires and the anxiety of reality. The Psychoanalytical Theory is also based on the idea that a person’s personality is formed throughout the childhood years, that children go through certain stages at certain points of their childhood and depending on how well the child copes with each of these stages, their adult personality will be affected. This influences current practise as Freud’s observations into the link between our unconscious actions and our mind are still seen as beneficial. Psychoanalytic – Freud- Psychoanalytical theory was formulated by Freud based on how the human mind functions. He believed that there were factors outside of the individual person’s awareness (unconscious thoughts, feelings and experiences) that influence their emotions, behaviour and actions, and that their past experiences, and their future. The Psychoanalytical Theory highlights the importance of the unconscious mental processes and childhood development issues as they relate to childish impulses, childish wishes, juvenile desires and the anxiety of reality. The Psychoanalytical Theory is also based on the idea that a person’s personality is formed throughout the  childhood years, that children go through certain stages at certain points of their childhood and depending on how well the child copes with each of these stages, their adult personality will be affected. This influences current practise as Freud’s observations into the link between our unconscious actions and our mind are still seen as beneficial. Psychoanalytic – Freud- Psychoanalytical theory was formulated by Freud based on how the human mind functions. He believed that there were factors outside of the individual person’s awareness (unconscious thoughts, feelings and experiences) that influence their emotions, behaviour and actions, and that their past experiences, and their future. The Psychoanalytical Theory highlights the importance of the unconscious mental processes and childhood development issues as they relate to childish impulses, childish wishes, juvenile desires and the anxiety of reality. The Psychoanalytical Theory is also based on the idea that a person’s personality is formed throughout the childhood years, that children go through certain stages at certain points of their childhood and depending on how well the child copes with each of these stages, their adult personality will be affected. This influences current practise as Freud’s observations into the link between our unconscious actions and our mind are still seen as beneficial. Psychoanalytic – Freud- Psychoanalytical theory was formulated by Freud based on how the human mind functions. He believed that there were factors outside of the individual person’s awareness (unconscious thoughts, feelings and experiences) that influence their emotions, behaviour and actions, and that their past experiences, and their future. The Psychoanalytical Theory highlights the importance of the unconscious mental processes and childhood development issues as they relate to childish impulses, childish wishes, juvenile desires and the anxiety of reality. The Psychoanalytical Theory is also based on the idea that a person’s personality is formed throughout the childhood years, that children go through certain stages at certain points of their childhood and depending on how well the child copes with each of these stages, their adult personality will be affected. This influences current practise as Freud’s observations into the link between our unconscious actions and our mind are still seen as beneficial. Psychoanalytic – Freud- Psychoanalytical theory was formulated by Freud based on how the human mind functions. He believed that there were factors outside of the individual person’s awareness (unconscious thoughts, feelings and experiences) that influence their emotions, behaviour and actions, and that their past experiences, and their future. The Psychoanalytical Theory highlights the importance of the unconscious mental processes and childhood development issues as they relate to childish impulses, childish wishes, juvenile desires and the anxiety of reality. The Psychoanalytical Theory is also based on the idea that a person’s personality is formed throughout the childhood years, that children go through certain stages at certain points of their childhood and depending on how well the child copes with each of these stages, their adult personality will be affected. This influences current practise as Freud’s observations into the link between our unconscious actions and our mind are still seen as beneficial. Psychoanalytic – Freud- Psychoanalytical theory was formulated by Freud based on how the human mind functions. He believed that there were factors outside of the individual person’s awareness (unconscious thoughts, feelings and experiences) that influence their emotions, behaviour and actions, and that their past experiences, and their future. The Psychoanalytical Theory highlights the importance of the unconscious mental processes and childhood development issues as they relate to childish impulses, childish wishes, juvenile desires and the anxiety of reality. The Psychoanalytical Theory is also based on the idea that a person’s personality is formed throughout the childhood years, that children go through certain stages at certain points of their childhood and depending on how well the child copes with each of these stages, their adult personality will be affected. This influences current practise as Freud’s observations into the link between our unconscious actions and our mind are still seen as beneficial. Psychoanalytic – Freud- Psychoanalytical theory was formulated by Freud based on how the human mind functions. He believed that there were factors outside of the individual person’s awareness (unconscious thoughts, feelings and experiences) that influence their emotions, behaviour and actions, and that  their past experiences, and their future. The Psychoanalytical Theory highlights the importance of the unconscious mental processes and childhood development issues as they relate to childish impulses, childish wishes, juvenile desires and the anxiety of reality. The Psychoanalytical Theory is also based on the idea that a person’s personality is formed throughout the childhood years, that children go through certain stages at certain points of their childhood and depending on how well the child copes with each of these stages, their adult personality will be affected. This influences current practise as Freud’s observations into the link between our unconscious actions and our mind are still seen as beneficial. Psychoanalytic – Freud- Psychoanalytical theory was formulated by Freud based on how the human mind functions. He believed that there were factors outside of the individual person’s awareness (unconscious thoughts, feelings and experiences) that influence their emotions, behaviour and actions, and that their past experiences, and their future. The Psychoanalytical Theory highlights the importance of the unconscious mental processes and childhood development issues as they relate to childish impulses, childish wishes, juvenile desires and the anxiety of reality. The Psychoanalytical Theory is also based on the idea that a person’s personality is formed throughout the childhood years, that children go through certain stages at certain points of their childhood and depending on how well the child copes with each of these stages, their adult personality will be affected. This influences current practise as Freud’s observations into the link between our unconscious actions and our mind are still seen as beneficial. Psychoanalytic – Freud- Psychoanalytical theory was formulated by Freud based on how the human mind functions. He believed that there were factors outside of the individual person’s awareness (unconscious thoughts, feelings and experiences) that influence their emotions, behaviour and actions, and that their past experiences, and their future. The Psychoanalytical Theory highlights the importance of the unconscious mental processes and childhood development issues as they relate to childish impulses, childish wishes, juvenile desires and the anxiety of reality. The Psychoanalytical Theory is also based on the idea that a person’s personality is formed throughout the  childhood years, that children go through certain stages at certain points of their childhood and depending on how well the child copes with each of these stages, their adult personality will be affected. This influences current practise as Freud’s observations into the link between our unconscious actions and our mind are still seen as beneficial. Psychoanalytic – Freud- Psychoanalytical theory was formulated by Freud based on how the human mind functions. He believed that there were factors outside of the individual person’s awareness (unconscious thoughts, feelings and experiences) that influence their emotions, behaviour and actions, and that their past experiences, and their future. The Psychoanalytical Theory highlights the importance of the unconscious mental processes and childhood development issues as they relate to childish impulses, childish wishes, juvenile desires and the anxiety of reality. The Psychoanalytical Theory is also based on the idea that a person’s personality is formed throughout the childhood years, that children go through certain stages at certain points of their childhood and depending on how well the child copes with each of these stages, their adult personality will be affected. This influences current practise as Freud’s observations into the link between our unconscious actions and our mind are still seen as beneficial. Psychoanalytic – Freud- Psychoanalytical theory was formulated by Freud based on how the human mind functions. He believed that there were factors outside of the individual person’s awareness (unconscious thoughts, feelings and experiences) that influence their emotions, behaviour and actions, and that their past experiences, and their future. The Psychoanalytical Theory highlights the importance of the unconscious mental processes and childhood development issues as they relate to childish impulses, childish wishes, juvenile desires and the anxiety of reality. The Psychoanalytical Theory is also based on the idea that a person’s personality is formed throughout the childhood years, that children go through certain stages at certain points of their childhood and depending on how well the child copes with each of these stages, their adult personality will be affected. This influences current practise as Freud’s observations into the link between our unconscious actions and our mind are still seen as beneficial. Psychoanalytic – Freud- Psychoanalytical theory was formulated by Freud based on how the human mind functions. He believed that there were factors outside of the individual person’s awareness (unconscious thoughts, feelings and experiences) that influence their emotions, behaviour and actions, and that their past experiences, and their future. The Psychoanalytical Theory highlights the importance of the unconscious mental processes and childhood development issues as they relate to childish impulses, childish wishes, juvenile desires and the anxiety of reality. The Psychoanalytical Theory is also based on the idea that a person’s personality is formed throughout the childhood years, that children go through certain stages at certain points of their childhood and depending on how well the child copes with each of these stages, their adult personality will be affected. This influences current practise as Freud’s observations into the link between our unconscious actions and our mind are still seen as beneficial. Psychoanalytic – Freud- Psychoanalytical theory was formulated by Freud based on how the human mind functions. He believed that there were factors outside of the individual person’s awareness (unconscious thoughts, feelings and experiences) that influence their emotions, behaviour and actions, and that their past experiences, and their future. The Psychoanalytical Theory highlights the importance of the unconscious mental processes and childhood development issues as they relate to childish impulses, childish wishes, juvenile desires and the anxiety of reality. The Psychoanalytical Theory is also based on the idea that a person’s personality is formed throughout the childhood years, that children go through certain stages at certain points of their childhood and depending on how well the child copes with each of these stages, their adult personality will be affected. This influences current practise as Freud’s observations into the link between our unconscious actions and our mind are still seen as beneficial. Psychoanalytic – Freud- Psychoanalytical theory was formulated by Freud based on how the human mind functions. He believed that there were factors outside of the individual person’s awareness (unconscious thoughts, feelings and experiences) that influence their emotions, behaviour and actions, and that  their past experiences, and their future. The Psychoanalytical Theory highlights the importance of the unconscious mental processes and childhood development issues as they relate to childish impulses, childish wishes, juvenile desires and the anxiety of reality. The Psychoanalytical Theory is also based on the idea that a person’s personality is formed throughout the childhood years, that children go through certain stages at certain points of their childhood and depending on how well the child copes with each of these stages, their adult personality will be affected. This influences current practise as Freud’s observations into the link between our unconscious actions and our mind are still seen as beneficial. Psychoanalytic – Freud- Psychoanalytical theory was formulated by Freud based on how the human mind functions. He believed that there were factors outside of the individual person’s awareness (unconscious thoughts, feelings and experiences) that influence their emotions, behaviour and actions, and that their past experiences, and their future. The Psychoanalytical Theory highlights the importance of the unconscious mental processes and childhood development issues as they relate to childish impulses, childish wishes, juvenile desires and the anxiety of reality. The Psychoanalytical Theory is also based on the idea that a person’s personality is formed throughout the childhood years, that children go through certain stages at certain points of their childhood and depending on how well the child copes with each of these stages, their adult personality will be affected. This influences current practise as Freud’s observations into the link between our unconscious actions and our mind are still seen as beneficial. Psychoanalytic – Freud- Psychoanalytical theory was formulated by Freud based on how the human mind functions. He believed that there were factors outside of the individual person’s awareness (unconscious thoughts, feelings and experiences) that influence their emotions, behaviour and actions, and that their past experiences, and their future. The Psychoanalytical Theory highlights the importance of the unconscious mental processes and childhood development issues as they relate to childish impulses, childish wishes, juvenile desires and the anxiety of reality. The Psychoanalytical Theory is also based on the idea that a person’s personality is formed throughout the  childhood years, that children go through certain stages at certain points of their childhood and depending on how well the child copes with each of these stages, their adult personality will be affected. This influences current practise as Freud’s observations into the link between our unconscious actions and our mind are still seen as beneficial. Psychoanalytic – Freud- Psychoanalytical theory was formulated by Freud based on how the human mind functions. He believed that there were factors outside of the individual person’s awareness (unconscious thoughts, feelings and experiences) that influence their emotions, behaviour and actions, and that their past experiences, and their future. The Psychoanalytical Theory highlights the importance of the unconscious mental processes and childhood development issues as they relate to childish impulses, childish wishes, juvenile desires and the anxiety of reality. The Psychoanalytical Theory is also based on the idea that a person’s personality is formed throughout the childhood years, that children go through certain stages at certain points of their childhood and depending on how well the child copes with each of these stages, their adult personality will be affected. This influences current practise as Freud’s observations into the link between our unconscious actions and our mind are still seen as beneficial.

Education in Freedom Writers

Education in Freedom Writers Foundations of Education Film Critique – Freedom Writers Historically, concepts such as curriculum, syllabus, lesson plan, educational objectives have been all-important words in education. These concepts do not exist in a vacuum. Teaching and learning are often affected by social, political, economic, and historical factors that are not accounted for in the formal curriculum. The film Freedom Writers explores some of these factors from the vantage point of Ms. Gruwell, an inexperienced middle class Caucasian female teacher at an integrated school, Woodrow Wilson Classical High School inLong Beach, California. The film is set in the racially charged atmosphere of 1994, less than two years after the Los Angeles riots sparked by the acquittal of the Caucasian officers who were caught on camera brutalizing Rodney King, an African American. Her group of racially diverse at risk students are unflatteringly labeled â€Å"unteachables†. Before she can teach basic concepts in poetry, however, Ms. Gruwell has to contend with and overcome the racial stereotypes, low teacher and student expectations, poor discipline, socioeconomic restraints, and myopic bureaucratic policy that have resulted in her students’ negative attitude to their teachers, school, the educational system, and life in general. They believe that their educational boundaries are limited, that their teachers are not invested in them, and that school is merely another prison to which they are assigned during the day to fight the undeclared war. Both teachers and students believe that the students are hopeless and that attempts to teach them using the formal curriculum is an exercise in futility. This paper explores how certain factors external to the educational institutions—racial stereotypes, low teacher and student expectation, poor discipline, socioeconomic and historical restraints, and myopic political policy—affect the educational process as portrayed in Freedom Writers. Initially, Ms. Gruell tried an ineffective teacher dominated, teacher centered approach to educating her students. Try as she might, however, she could not get the students interested in her lessons. The students regarded her as an outsider and that she had to gain their respect before they would give them hers and allow her to teach them. Ms. G was forced to revise her teaching style and strategies to reach her students. Eventually she expelled the curriculum and simply listened to her students. Her wisdom was in recognizing that she had to connect with them and to understand that they had needs that had to be acknowledged and barriers that had to be demolished before they would be taught. She assigned materials about minorities and discrimination that they could relate to including The Diary of Anne Frankand Elie Wiesel’sNight. She empowered them with words by giving them diaries in which they could write their own stories. She devised activities and field trips to help them learn respect and tolerance of one another. The student listened to guest speakers, and conducted a field trip to the United States Holocaust Memorial Museum so they could experience racism, intolerance, death and injustice in a new context. She was even able to raise funds for class projects and outings. Once she had gotten their interest, Ms. G relentlessly built on themes that which was familiar her students. In so doing, she achieves what thus far had been seemingly impossible: getting her students interested in reading education. Ms. Gruwell’s pedagogical style evolved to resemble the Inquiry Approach. Inquiry is a student-centered pedagogical model which is based on the idea that teaching and learning are enhanced when students are active agents in the teaching and learning process. Teaching is most effective when students are not just passively digesting arbitrary information, but are engaged in the actual construction of diverse, relevant, and real world knowledge. Thus, the very nature of the Inquiry Approach means that it is highly effective framework for catering to students’ different learning styles and for facilitating the management of challenging curricula. The learning sequence is based on concepts that facilitate effective learning rather than arbitrary classroom activities: tackling real-world questions, issues and controversies, developing questioning, research and communication skills, and solving problems or creating solutions. Schema activation, articulating novel methods of pr ocessing ideas, drawing ideas and generating new ideas from experiences, conducting independent research are important to Inquiry. Inquiry is authentic: lessons and content are focused on authentic, relevant ideas that students are actually interested in. This is the ultimate genius of the Inquiry Approach: the deep understanding of self-generated content in an authentic context which extends beyond the classroom. While Ms. G might have opted simply to teach the established curriculum, she instead opted to teach the students in the way they needed to be taught. One of the important themes of Freedom Writers is that teaching and learning do not take place in a vacuum. Rather, the classroom is a microcosm of the larger society where a host of social, historical, political and economic factors converge in the classroom and directly impinge on the education process. This plethora of factors influence the educational process and how effectively a teacher can teach. Political agents included the school administration and the Board of Education; all cogs in a system designed to suppress the advancement of minorities. The callous label of â€Å"unteachable† placed on the students only exacerbates the sense of oppression these disenfranchised minority students feel. The school serves as microcosm of the larger society where oppression was even more pervasive and detrimental. Instead of serving as a springboard for the students to self-actualize and escape the bonds of the â€Å"matrix of domination† by challenging them to achieve high standards, it instead institutionalized the same oppression the prevented the students from self-actualizing in the first place. A simple example is the reading list for class. Instead of allowing the students to interact with high quality, challenging reading material such as Shakespeare’s Romeo and Juliet, they students were expected to read a condensed version of the play which was below the re ading standard for their grade. Even worse, the main concern of the head of department, Ms. Margaret Campbell, was that the students would damage the books instead of reading them. She was not concerned with challenging students to reach for high academic accomplishments. She simply fed into the machinery of the â€Å"matrix† where â€Å"unteachable† students continue to perform much more poorly than their Caucasian counterparts. What she fails to realize is that this attitude simply perpetuates the very issue that she complains about. According to Carborne II in Race, Class, and Oppression: Solutions for Active Learning and Literacy in the Classroom. The disadvantage perpetuated by this oppression can influence a student’s motivation to succeed in school, and has been shown to negatively impact academic performance and levels of self-esteem. In many urban school settings, the racial impact of socio-economic status is reflected in the academic performance of minority students in those schools as well as in the sense of hopelessness that often accompanies it. The influence of historical factors and the influence on attitudes to education is clear in Freedom Writers. The film is set in 1994 soon after the 1992 race riots in Los Angeles which were prompted by the televised police brutality of Rodney King. With the single exception of a male Caucasian student, Erin Gruwell’s students are minorities: African-American, Latino, Asian, and Mexican. Traditionally, undereducated, underprivileged and marginalized, these students grew up with a long history of racial, economic, educational, and social inequity. They come from neighborhoods that are traditionally controlled by crime lords, drug kingpins; neighborhoods where drugs, broken families, gang-life and violence are a way of life. Survival dominates their thinking, and most are confident that the will not reach their 18th birthday. The hate the system that warehouses them in integrated school and forgets that they exist. Their primary goal in school is to survive the day. Learning is of secondary importance particularly if the education comes from a Caucasian, the representation of the system that they hate so much. Initially, Ms. G’s students resisted her attempts to educate them, because they had been socialized to think of Caucasians as â€Å"them†: racially oppressive forces that historically have undermine and disenfranchised minority races. The students refuse to or cannot respect her as a teacher or even as a human being because she is one of â€Å"them. They fail to acknowledge the possible positive ramifications of being educated by her. The most damning aspect of this kind of oppressive system is that it is self-perpetuating. Over generations, the oppression has become firmly engrained in the lives of minorities to the point where they internalize and manifest the stereotypes even as they resist them. For example, while Ms. G was genuinely interested in her students, but after years of discrimination and ill treatment, her interest came across as sympathy, or worse pity. Her positive attitude was not accepted at face value. Instead her display of what the students interpreted as what Freire terms â€Å"false charity† was yet another bit of proof that the system was stacked against them. The fact is that she â€Å"needed† to show â€Å"charity† because of the system—her system—put minorities at an unfair economic disadvantage. Economics play a major role in Room 203. Researchers such as Jonathan Kozol (2008) and Berliner (2006) record startling correlations between the achievement gap and which are directly linked to economic prosperity. According to a Trends in Mathematics and Science Study TIMMS (2003), â€Å"American schools with the most wealth possess the highest test scores†. Conversely, American schools with the highest levels of poverty achieve the lowest test scores. Hodgkinson (2008) reports even more startling statistics: the United States has the largest total number of children living below the poverty line. In this demographic, 33% is African while only 14% is Caucasian. Hodgkinson asserts that long term investment from government and non-governmental agencies would be the best way to alleviate the problem of student performance in underperforming schools. Investment like this would have a ripple effect in the larger society by breaking the cycle of poverty. However, the issue is far t oo complex to be solved by a simple injection of financial capital into poor performing schools. A collaborative effort is needed where students, parents, teachers, school administrators, and teachers converge as a single entity to combat this issue. Initially, Ms. G’s students resisted her attempts to educate them, because they had been socialized to think of Caucasians as â€Å"them†: racially oppressive forces that historically have undermine and disenfranchised minority races. Their attitude toward her was based on their previous experiences with â€Å"white teachers† and other privileged members of a racially oppressive system, who do not understand the struggle that they had experienced as minorities: poverty, discrimination, crime, drugs, racism, and death. In fact, for these oppressed students, these individuals are actually part of the machinery designed to perpetually oppress minorities. With her constant smile, her high minded ideals, and her feeble, misguided attempts to save the minority students from their own lives, she fit perfectly the stereotype of â€Å"white privilege†. The author of â€Å"Race, Class, and Oppression: Solutions for Active Learning and Literacy in the Classroom† explains this in terms of a â€Å"matrix of domination† where the achievement gap between minority students and their Caucasian counterparts has led to the marginalization of many students by social class and race†. The students refuse to or cannot respect her as a teacher or even as a human being because she is one of â€Å"them. They fail to acknowledge the possible positive ramifications of being educated by her. The movie provides an in-depth exploration of the complex dynamics of expectations. Historically, low expectations were routinely assigned to lower class or minority populations by teachers and the students themselves. The academic downgrade of Woodrow Wilson High School after integration â€Å"proved† that minorities are not as academically capable as students from other privileged backgrounds. The poor performance was further exacerbated by the students’ lack of discipline which in turn confirmed teachers’ negative attitude and low expectations. Perhaps the worst consequence so such attitudes is that they creates a sense of inferiority in these students who now internalize these low expectations of others now manifest them as low expectations of themselves. Clearly, expectations are a double edged sword. Positive expectations are a major contributor to student success, while negative expectations have the opposite effect. Over the last several decades a number of researchers have shown that irrespective of whether the teacher or students have high or low academic expectations, self-fulfilling prophecies assure that those expectations will be met. The results of a study of 30,000 minority students by Harvard University economist and researcher Ronald F. Ferguson discovered â€Å"the distinct importance of teacher encouragement as a source of motivation of non-White students†. Both Mr. Gelford and Ms. Campbell, and the rest of the staff, had low expectations of the â€Å"unteachables† in Room 203. From the onset, Ms. Campbell indicated that Ms. G’s objectives in her lesson plan were pitched above the students’ ability and advised her to simplify them. She also dismissed the idea that the student should be provi ded with rich, stimulating material. Mr. Gelford refused to entertain the idea that the students would be able to appreciate the novel The Diary of Anne Frank and sneered at the idea that they had the intellectual sophistication to draw parallels between their lives and Anne’s life. Ms. G’s kids were not expected to achieve as much as the students in Mr. Gelford’s advanced class so they were held to a different, albeit lower, standard. The solution for counteracting the damaging effects of low expectations is not merely to dispel low expectations or to declare a belief in high expectation. Teachers must believe that students have to potential for unlimited success. Rosenthal and Jacobson’s 1968 experiment indicated that students showed remarkable academic success simple because their teachers thought they would. Had Erin attended to the advice about the achievement potential of the students in 203 would never have achieved their remarkable academic performance. What drove them to achieve was her simple belief that they were just as capable of the levels of achievement as their Caucasian counterparts. Despite all odds, Ms. G was able to achieve what the two teachers before her had been unable to. She was able to get the students in Room 203 to take an active interest in their own education. Despite all odds, and with great personal sacrifice, she showed the students what it really meant to have an education in an oppressive world. She gave them hope for the future. Once she shifted the focus from her teaching to the students learning, she was able to recognize that the racial stereotypes, low teacher and student expectation, poor discipline, socioeconomic and historical restraints, and limited bureaucratic policy are real restraints that compromise the educational process. The film Freedom Writers inspires me as a teacher. Students today are much more difficult to manage, but as the film shows, management difficulties are rooted in social, economic, political, and historical factors that the students internalize and consciously manifest in ways that compromise them. It takes enormous dedication, patience, and conviction to help students break through whatever constraints the students are struggling with. Ms. Gruwell’s experiences remind me of my first days as a teacher with typed lesson plans and a thousand misconceptions about how students should be taught. Ultimately, we have to understand out roles as facilitators of learning, and more broadly, life. Our jobs—vocation—as teachers is not merely to broadcast facts. Rather it is to educate students in the sense of helping them to gather and construct relevant information that will help them to evolve as creative individual thinkers. Teachers need to find catalysts that generate the fire for learning in their students. We need to strive daily to find creative and revolutionary means to get students to achieve way beyond their wildest expectations. If Ms. G, inexperienced and idealistic as she was, inspired 150 at risk students to persevere and graduate, then so can any teacher. She truly is an inspiration for us all. References Carbone II, S. A. (2010). Race, Class, and Oppression: Solutions for Active Learning and Literacy in the Classroom.Student Pulse,2(01). Retrieved fromhttp://www.studentpulse.com/a?id=113 Laurier. J. (2007). â€Å"Freedom Writers: Truly no child left behind† Retrieved from http://www.wsws.org/en/articles/2007/01/free-j27.html O’Hara, M. (2009). â€Å"Freedom Writers: Their Story Their Words. A Study Guide†. Retrieved from http://www.metromagazine.com.au/freedom/downloads/freedomwriters_sg.pdf Teach for America. (2011). â€Å"Diversity, Community and Achievement†. Retrieved from http://www.teachingasleadership.org/sites/default/files/Related-Readings/DCA_2011.pdf

Orphans in 19th Century Victorian England :: Victorian Era

Orphans in 19th Century Victorian England The Victorian Era was a time of social evolution as well as technological and economic advance. A distinct, unique middle class was formed alongside the traditional working class and wealthy aristocracy. However, there were certain individuals that fell outside this model of Victorian society. The â€Å"abandoned child† was society’s scapegoat- a person without a past, without connections, without status. They could appear in any class, at any time. The upper and middle classes often had a somewhat romantic perception of them, due to their prevalence in Victorian literature. Novels like Jane Eyre and Wuthering Heights made heroines/heroes out of orphans, portraying them as respectable yet troubled (Cunningham,â€Å"Orphan Texts†). However, orphans were also often treated with disdain and distrust, due to their reputation as â€Å"criminally prone† individuals. They were a victim of classic â€Å"Victorian contradictions† that characterized most aspe cts of Victorian society. Victorian Definition of â€Å"Orphan† When we hear the word â€Å"orphan† we imagine a child whose parents have both died tragic deaths. Indeed, there were plenty of these pitiable creatures in Victorian society – the living and working conditions of the poor were so unsanitary and crowded that diseases such as typhus and tuberculosis often spread unchecked, sending many of their victims to the grave (Czarnik, â€Å"Living Conditions†). However, children were often considered â€Å"orphans† if they had one surviving parent, had been abandoned by their family, or were forced out into the world because of overcrowding at home (Cunningham, â€Å"Orphan Texts†). In 1861, it is estimated that 11% of children had lost a father by the age of 10, 11% a mother, and 1% had lost both parents (Czarnik). Adoption A very common fate of orphans was adoption. They were often taken in by relatives or neighbors, and even, on occasion, strangers wishing to raise them as their own children. In England, there were no laws concerning adoption until the 1920s, so most adoption was informal. Children who were adopted by their own social class were usually treated fairly and equally†¦ however, if they were adopted by a family whose status was above and beyond their original class, they were frequently mistreated and neglected. Children of different social classes were not encouraged to fraternize, so if an orphan was taken into a household where higher class children lived, they could be forbidden to even speak to them (Czarnik). Education Orphans sometimes met another fate†¦ being placed in an educational institution. Many philanthropists donated money to these â€Å"schools† for the express purpose of boarding and educating orphans.

Death Of A Salesman: Willy Loman Essay -- essays research papers

Willy Loman: Failure of a Man In Arthur Miller’s Death of a Salesman, Willy Loman is an example of a failure as a good father. He did not discipline his sons well by not punishing them. He did not set a good example to his sons by not admitting his faults. He did not make his family his number one priority. Instead, it was his work, coming before his family, his friends, and even himself. Not only is Willy Loman not a good father and husband, but he was a failure by not becoming successful, not achieving the American Dream. Willy is not a good father for many reasons. He made his occupation his number one priority. For years, he traveled for his work many times that he never had the opportunity to truly get to know his own sons. As a result he did not love them as a father should, his love for his son, Biff, was based on his achievements as an athlete. And when Biff was not able to go to University of Virginina, Willy was so devastated that he no longer loved Biff how he once did before. He was disgusted that Biff had become a bum, Biff had different jobs working at farms. Willy wants Biff to be the successful man that he never was and feels that Biff will not achieve success in the occupation he has taken. Furthermore, Willy was unable to admit his faults. His pride was so great that he even lied to his own family, borrowing money weekly from his neighbor, Charley, and then saying it was his salary. He tried to justify his affair with a strange woman when caught by Biff. He...

Why We Study Torism and Hospitality at University

With the considerable growth of hospitality and tourism industry and more governments recognizing the industry’s contribution to national and local economies, a number of academic institutions have expanded degree offerings and started specializing in these disciplines (Garside 1991). Study tourism and hospitality at University are essential not only for academic advances but also for developing practical applications. Wiley (1995) argues that the success of every hotel company is conditioned by the capability of its managers to coordinate the business with the changes that characterize the modern international environment.Marketing is a required course for the University. Through study of the Marketing, the managers of hotel companies can strategically plan to direct the studing constantly searching and choosing ways to be competitive, to decide how to attract new tourists, how to keep the permanent tourists, how product to be more attractive from the competitors ones, how to position successfully on the competitive tourist market. So study Marketing at university is necessary for tourism and hospitality.Furthermore, Langbert (2002) also argues that Tourism in general and food service in particular contribute to a nation's economic development in many ways, in addition to the immediately apparent prospects of creating jobs and boosting overall income. Food and Beverage is interesting course at University. Before go to hotel to practice, students have to pass the test about alcohol and food service. Through study the Food and Beverage, it will be improve the ability of practical, easier get job and adapt to working at hotel. So study this course at University is very important for students.In conclusion, some 6,000 new employees are needed every year to service the expanding hospitality and tourism industry, according to Failte Ireland, the national tourism development authority (Cohen, 2005). From this, it can be seen that Tourism and Hospitality person nel are in the world has been very scarce. Through study Tourism and Hospitality at University, it can be improve students quality, skills, adaptability, communication skills. Thus, students need to study Tourism and Hospitality at University and study it well.