Environmental Scanning Essay

The environment is responsible for more company changes that the general public often realizes. The future of a company depends on the reaction that the company has to environmental changes. By not adapting to the changes, companies could ultimately end up failing. Recognizing that the environment is changing, businesses need to be able to adapt their products to keep up with new opportunities and balance a strategic fit between the environment and the company (Wheelen and Hunger, 2010). Toyota: A Responsibility to the Environment. Toyota led the revolution on economically friendly vehicles when the Toyota Prius was introduced in the United States in January 2009 (â€Å"The fifth toyota,† 2011). The Prius is the first in a long line of cars since 2009 to be marketing towards not producing dangerous emissions harmful to the environment. Toyota recognized the need for more energy efficient cars to reduce and adapted to meet the need. This quick move resulted in Toyota standing out as a leader within the automobile industry. In 2011, Toyota introduced the Fifth Toyota Environmental Action Plan. This action plan sets the precedence for standards for 2020 through 2030. The three themes throughout the action plan is construction of a low-carbon society, construction of a recycling-based society, and the construction of a society that coexists with nature and environmental conservation (â€Å"The fifth toyota,† 2011). Toyota is committed to developing the next generation of vehicles that rely on clean energy such as electricity rather than fuel. Toyota also will ensure market acceptance of these new vehicles by having these vehicles stand out with different characteristics that customers will want to have (â€Å"The fifth toyota,† 2011). Toyota is seeking to stimulate the hybrid vehicle market by introducing new models and expanding the hybrid vehicle market field (â€Å"The fifth toyota,† 2011). Toyota is also working with consumers directly by implementing initiatives by promoting eco-driving as well as providing traffic-flow improvement using current IT & ITS technologies (â€Å"The fifth toyota,† 2011). By asserting Toyota as an industry leader in hybrid vehicle technology, Toyota has a competitive advantage. Making the action plan public information as well as focusing all future technology around this plan, Toyota is displaying dedication to the environment as well as dedication to what customers want. By making these goals public, Toyota has a responsibility to ensure the effectiveness of their plan. Toyota will measure the effectiveness of the action plan by working with the REACH Regulation to ensure the goals they set forth are being met (â€Å"The fifth toyota,† 2011). The REACH Regulation focuses on minimizing the impact of chemical substances on the environment as well as people and provide corporations with insight on responsibly managing the use of chemical substances (â€Å"The fifth toyota,† 2011). Toyota also plans on working with government agencies to ensure that environmental goals are being met (â€Å"The fifth toyota,† 2011). In 2008, Toyota began the process of registering products either directly or indirectly used in the manufacturing of their vehicles (â€Å"The fifth toyota,† 2011). In 2009, Toyota announced that only 15 supplies used in vehicle manufacturing were substances of high concern, and began to change these products for products that match REACH regulation (â€Å"The fifth toyota,† 2011). By working closely with REACH and other government agencies, Toyota is able to keep constant measure of their success in their environmentally based action plan. Florida Power and Light: Clean Energy for a Clean Future Florida Power and Light is committed to changing based on environmental needs. No longer is it possible for electric companies to operate with fossil fuels alone. Florida Power and Light uses a mix of fuels at their power plants in order to generate clean energy (â€Å"Our commitment to,† 2014). Due to this mix of fuels, Florida Power and Light is recognized as a clean energy company with one of the lowest emission rates (the emission rate is currently 35% better than the industry average) and obtains most energy from clean-burning natural gas (â€Å"Our commitment to,† 2014). This year, Florida Power and Light began operation at three emissions-free solar energy facilities in Florida (INSERT). By using clean energy, Florida Power and Light is number two in the country for energy efficiency and offers one of the lowest energy charges in the state to their customers (â€Å"Our commitment to,† 2014). Florida Power and Light is committed to being held accountable as a leader in energy efficiency. By working closely with the U. S. Department of Energy, Florida Power and Light can stay up to date on how to follow their current plan on power plant modernization process. Florida Power and Energy also updates the Florida Public Service Commission on a regular basis to ensure they are complying with the standards for clean energy (â€Å"Our commitment to,† 2014). The parent company of Florida Power and Light, Nextera Energy, makes their governing documents, policies and procedures public knowledge and files in compliance with government agencies to ensure that they are meeting the environmental needs necessary (â€Å"Our commitment to,† 2014). Since the U. S. Department of Energy must oversee all power plants in the United States, Florida Power and Light will have to successfully maintain effective clean energy to not only operate within standards, but to continue to be a leader in the field of power and energy. Performing an environmental scan is important to companies due to constant change. The environment is in a constant state of change. If companies do not recognize this change, they will fail to adapt to the needs of the current economic conditions. By failing to change, companies run the risk of becoming obsolete in the new environment and are no longer able to operate. By performing environmental scans, companies can gage where changes need to be made and how to be leaders in their field on how to successfully execute making the necessary changes in order to remain relevant. References The fifth toyota environmental action plan (fy2011-fy2015). (2011). Retrieved from http://www. toyota-global. com/sustainability/environmental_responsibility/action_plan/fifth_plan4. html Our commitment to the environment. (2014). Retrieved from http://www. fpl. com/environment/commitment. shtml Wheelen, T. L. , & Hunger, J. D. (2010). Concepts in strategic management and business policy: Achieving sustainability (12th ed. ). Upper Saddle River, NJ: Pearson/Prentice Hall.

Interpreting Poetry Essay

Ballads have been a popular invention of troubadours since the inception of poetry. A ballad is a folksong typically with a tragic ending or a lover’s getting married ending. This paper will break down the ballad of Bonnie Barbara Allen in a stanza by stanza presentation, as well as present how the ballad’s story pertains to modernity through folk singing. Ballads are an interpretation of a common emotion. In Barbara Allen the main characters are Barbara and Sir John Graeme. Sometimes the ballad shifts in the man’s name; in other versions of this same ballad the man is called Willie Grove, sweet Willie Graeme, Sweet William, Jemmye Grove (Diary of Pepys paragraph 4). With such differences in names to describe the man in this ballad, and by use of the adjective ‘sweet’ to describe him, it may be surmised that the sympathies of the ballad-singer as well as the audience, lie with the man in the story and not with Barbara Allen. It is no doubt that in this ballad, the female is given the characteristic of being cruel. This is shown as her eventually leaving Sir John Graeme on his deathbed without returning his love. She spurns him because he slighted her in a public tavern (some versions are different) and it is this slight which makes her maintain her cruelty. Sir John Graeme dies, and Barbara Allen is so stricken with grief that she too dies (in some versions of the ballad, either lovers grave grows a rose and a thorn and they intertwine, and in another version Sir John Graeme dances on Barbara Allen’s grave). The theme of the ballad is quite perceptibly about forgiveness. In essence, as with most ballads, Barbara Allen tries to moralize the story under the cruelest conditions. In analysis the creativity of the ballad through use of word choice, setting and narrative, the reader is bombarded with Old English (for the ballad was created in the 12th century when it was written into Pepys’ Diary of Ballads, but had been travelling through England, Scotland and Ireland via oral tradition hundreds of years prior to it being written down). The first stanza places the listener or reader in a timeframe (Martinmas time, or November 11th (Wollstadt 315)). In the setting of the scene the singer goes on to describe that the ‘green leaves were a falling’ (Pepys paragraph 1). Although the first stanza tells of John’s love for Barbara, there is an immediate swift change of scene from love to death between the 1st and 2nd stanza (Oliver 10-11). Barbara is bid to come to the ‘my master dear’ (Pepys paragraph 1). The symbolism of the green leaves falling and of John’s body being so close to death represents a great use of metaphor by the writer. What should also be noted is that typically when a leaf falls, it is not in fact green, but of various colours including red, yellow, orange. This is because the chlorophyll has been ‘sucked’ back into the tree for the winter (it’s like the tree harvesting health for the upcoming colder months). Thus, for the green leaves to be falling would suggest that the tree has suffered some plight instead of them falling simply because of the season. This allusion of the ballad mirrors John’s broken heart (Oliver 11-12). He is a young man, in the prime of his days, but he dies of a broken heart. What is of further interest is that a tree will keep the green in its leaves, even when the tree is dying of what is called ‘heart rot†. Thus, the reader is prepared for the upcoming scene of sorrow for both John and Barbara. The 3rd stanza reveals a somewhat cold Barbara Allen. She does go to John’s side, on his bequest, and when she arrives, all the ballad says, she says, â€Å"’Young man, I think you’re dying’† (Pepys paragraph 1). The motions with which she uses to go to John’s deathbed are very revealing to the reader. The stanza relays that she slowly (hooly) got up upon being requested to John’s side. We must assume she knew he was dying, or that she was reluctant to see him, because of the way she feels he slighted her. However, upon the true revelation of John’s state of death, all she can say is â€Å"Young man, I think you’re dying† (Pepys paragraph 1). It is in the 4th stanza that the reader is revealed to John’s state: He’s dying of a broken heart. This is an actual medical concern known as of takotsubo cardiomyopathy, or broken heart syndrome. It may safely assumed that this is indeed what is the death of Sir John Graeme, for, upon Barbara Allen leaving him, without returning his love, the death toll rings. In turn then, Barbara Allen may also have died from takotsubo cardiomyopathy. Sir John’s statement further supports this notion as in the 4th stanza he states, â€Å"I’m sick†¦/And tis a for Barbara Allan† (Pepys paragraph 1). If John’s heart truly is breaking, it does so in the 5th stanza as Barbara states that she doesn’t love him (or hides it because she’s angry with him) because of the injustice she feels she suffered at the tavern when John ‘slighted’ her. The 4th and the 5th stanza’s are full of dialogue and not much narrative. This is done in order to get the back story of these two people and to know the emotional reasoning for Barbara’s actions. The narrative of the 6th stanza reveals more the dialogue between the couple as revealed in their actions. John turns his face to the way when Barbara tells of why she doesn’t love him. This action may be interpreted as being shame on John’s part for what he did while drinking at a tavern. The entire 6th stanza in fact reads like a domestic dispute reconciliation (or what may be a reconciliation). What is interesting to note is that John doesn’t ask for forgiveness from Barbara for what he may or may not have done while he may or may not have been drunk. Thus, in turn, Barbara doesn’t forgive him. Thus, the theme of forgiveness comes back into play; meaning, if either one had forgiven the other, perhaps their hearts would not have broken. However, both characters have too much pride to ask for forgiveness and thus they inevitably befall a tragic ending. It is interesting to not however that while John is dying his last request is for people to be kind to Barbara Allen, which signifies his fault as well as her stubbornness. (i. e. because she wouldn’t grant a dying man his last wish). The repetition in the 7th stanza of Barbara moving slowly leaving John was seen early in the ballad when she slowly came to see him. Thus, once she was slow to see him and now she is reluctant to leave him. It is in the 7th stanza that the reader begins to see the human side of Barbara Allen appear. It is with this movement and her statement in the 9th stanza of dying tomorrow, that the reader may begin to sympathize with the woman. Her cruelty can only be redeemed through her dying as well, and it is in her death that the reader realizes that she did love John, but could not forgive a man who did not ask for forgiveness. Works Cited Diary of Samuel Pepys. Barbara Allen. (2009). Online. 29 March 2009. < http://www. pepysdiary. com/p/9570. php> Oliver, Mary. Poetry Handbook. (1994). Harvest Books. New York. Wollstadt, Lynn. Controlling Women: â€Å"Reading Gender in the Ballads Scottish Women Sang† Western Folklore, vol. 61, no. ? (Autumn 2002). Pp. 295-317.

Challenges of Youths in Our Contemporary World

CHALLENGES OF YOUTHS IN A MODERN WORLD The Longman Modern English Dictionary defines youth as â€Å"the state or quality of being young, the period from childhood to maturity; young people of both sexes†. A youth is characterized by features such as youngness, restlessness, strength, independence, curiosity; search fro greatness, vigor good, health etc. Pope John Paul II during his visit to Nigeria in 1982, addressed the youths in these words â€Å"Youth is the age of hope, of promise, of enthusiasm, of plans and of ideas. Youth does not want to give up in the face of difficulties†¦ Youth believes in a better world and is determined to do something to help bring it about†. ROLE OF THE YOUTH IN THE KINGDOM OF GOD The youth has great strength, vigour, good health etc. These features should be channeled towards the propagation of the gospel. Let the children come to me, do not hinder them, for such belongs the kingdom of God (Lk. 18:16). In the church, the youths have the responsibility of evangelizing. It is their duty to witness Christ to their peers and to the remotest areas where Christ has not been preached. Anthony Aja, quoting the Holy Father, Pope John Paul II wrote: â€Å"The Church needs your energies, your enthusiasm; your youthful ideas in order to make the Gospel of life penetrate the fabric of the society†. â€Å"Besides, the Pope re-emphasized the part that youth can play in the call to evangelize the world as he addressed them in these words. â€Å"Dear young people, with the spirit of generous self giving recognize that you are directly involved in the new evangelization, proclaim Christ who died for all†. Where are our Youths today? Out there in search of worldly pleasure or working for the Lord. (Ref. to the past). To be good evangelizer, witnessing must be accompanied by good example, being like Christ in all ramification. The bible recorded many dynamic youths worthy of emulation. Two of such youths will be considered in this text. They are Joseph and David. Joseph had an encounter with God. He reverenced God. The fear of God was in his heart. Portipher’s household prospered because of the presence of Joseph. How about you? He hated sin. He successfully resisted the temptation from his master’s wife. To the sin-laden wife of his master Portipha, he asked, â€Å"how can I do this great wickedness, and sin against God†? (Gen. 39:9). To escape the wrath that might befall him as a result of this great sin, he ran and fled from this great evil, sin of fornication. Godless youth would take advantage of this immoral opportunity and yield to the temptation. It takes a heart that has been washed by the Blood of The Lamb, a youth who has experienced the salvation of the Lord Jesus Christ, a sanctified person and Holy Ghost filled to overcome such temptation. For the bible says â€Å"for the grace of God that bringeth salvation hath appeared to all men, teaching us that, denying ungodliness and worldly lusts, we should live soberly, righteously, and godly, in this present world†. Titus 2:11-12. David the son of Jesse, the youngest of the eight sons of Jesse, rose and worked marvels for god right from his youth. He killed a lion, a bear and conquered the veteran warrior Goliath. He overcame the evil spirits that tormented Saul by his anointed fingers on the musical instruments. He was able to do all these exploits for God because of his personal knowledge of God and the power of the Holy Ghost that was upon him. Through the youngest of Jesse’ sons, his fear of the lord and his close relationship with God, made him to do the chosen one of God. †Then Samuel took the horn of oil, and anointed him in the midst of his brothers, and the spirit of the Lord came mighty upon David from that day forward (1Samuel 16:13). Above all learn from Jesus Christ, who from childhood went about doing the father’ business, â€Å"I must preach the good news of the kingdom of God to the other citizens also, for I was sent for this purpose? Make yourself available for noble use. Challenges Facing the Youth Today The general state of youth reveals spirituals, social and psychological crises and confusion. They are being affected by the effects and influence of the society, peer groups, parental neglect and the evil one. Many of our youths blindly follow the dictates of the secularization of Western culture. The effects of secularism on most people have even made them argue that churches should accepts the society’s new directions. To them, if the society accept the society’s new directions. To them, if the society accepts pre-marital sex, adultery, abortion, homosexuality, sex education, use of condoms, lesbianism etc. hey cannot see why the church has to keep calling them sins. The youth sees the youth state as a period of fun and freedom. However, they forget to recognize that this stage is important and transitory – a stage between childhood and adulthood. Mistakes youth make at his stage in life could be detrimental bearing with it a lifetime consequences. For example, Youths who take to armed robbery, prostitution, drug trafficking, political thruggery, and a ll manner of violent practices carry over such nefarious activities from their youthful stage into adulthood. At adulthood they become a problem to themselves, the society and invariably their children who may take after them. What a wasted life! In fact, they are unable to build a worthwhile foundation on which to rest their future. Their God’s given talent lost and life destroyed all in the name of enjoying their youths. In Paul’s letter to Timothy, he admonished Timothy in these words: Flee the evil desires of youth and pursue Righteous, faith, love and peace, Along with those who call on the Lord Out of a pure heart† 2Tim:22 The youthful stage when properly managed can lead to disaster. All youths should heed to Paul’s admonition to timothy. Flee from all evil desires and run after righteous. Many of our youths are compromising with worldly ideals. Compromise with the world brings corruption. It destroys the child of God’s testimony and makes his light grow dim. Learn from David and Joseph, the way to upright living. The youth is being influenced and challenged today in the following areas: 1. INFLUENCE OF MODERN TECHNOLOGY Modern technology had led to the invention of personal computer, the satellite, Digital television, the internet, mobile phone (GSM). These devices had in no small measure made the world a global village. However, the challenges facing our youths (Christian youth) is how to use them without abusing them. The truth is that these devices rather then being used for the advancement of knowledge which is capable of making the world a better place have become powerful tools in the hands of Satan for the perversion of morals. For example, the computer has both simplified and speeded up the operation in many fields of human endeavor – data storage, medicine, architecture, music and broadcasting industry. These are interactive computer software for learning of virtually any subject. The mobile telephone has made communication easy. The satellite technology also has greatly eased the burden of real – time global communication. The internet is a great source of information, Books; encyclopedias on any subject, theses, revise, online news, libraries are now available on the internet. Various school activities which were manually carried out in the past, such as purchasing of admission forms, payment of school fees, access to course outlines, result etc are now done online. Sources of information and different educational operations are now available on the internet. However, one must not lose sight of the evil associated with these devices (internet, GSM and computer). Many (including children, youth and even older people) are introduced to do world of deceit, indecency, immorality crime, sexual perversions, violence and many other vices through the use of these inventions of modern technology. The computer and the internet have more damaging influence on the youth. Youths spend long hours watching digital videos (DVD) or playing violent, even bloody and demonic computer games. Some youths spend hours or the whole night browsing forbidden site on the internet thereby getting exposed to inappropriate materials, such as pornographic and erotica because some youth get initiated into Satanism, Spiritism and other esoteric region. The TV and internet have taking over the place of the bible and prayers in a good number of homes. Youth treasure their wide exploration of the internet in place of reading their books and other intellectual activities. This a leading to a dramatic decline in the academic performance of the youth and a high rate of unproductively of the youth in all spheres of life. Wise parents should rise up to this challenge, and set up corrective measures to arrest this trend of self – destruction of the youth. 2. THE FILM INDUSTRY Many youths spend long hours watching the television denying themselves of meaningful activities that will promote heathy living and advancement in life. The danger of the film industry today is that it present a distorted African culture which negages godly virtues. For example, pre-marital sex is against God an abominable thing in African culture, but the film industry today presents it as the norm and what must follow or be part of a relationship. Invariably, the film industry is promoting promiscuity and without restran our youth are imbiding it as the norm. Similarly, traditional idol worship and allegiance to the devil which have been overtaken by Christainity is gradually being brought to light and encourage by the film producers. What about movies dominated with violent operations?. This negates God peaceful co-existence among men. Parents must therefore rise up to control what their children watch on the television. 3. NEGLECING OF HARD WORK Many youths want to go the easy way of life. No work but wants to be rich. They wish for success in life without paying the price of diligence. You need to see the coutless number of youths at the cyber cafe, browsing the internet looking for innocent preys to devour of thir hard earn money. Some Pentecostal pastors are not left out in the craze for prosperity through miracle galore at the expense of diligent labour. 4. SEARCH FOR GREENER PASTURE Many youths run the risk of searching for illegal means to go out of this country for better life. Experiences of those who attempted leaving this country reveal the agony many had to go though traveling through waste land to cross over to their â€Å"promised land†. In the process many had lost their lives and their sense of value of life. Those who made it to their dreamed land are out their doing menial jobs and worst still are out into crimes of various degrees. 5. Domestic Problems Many youth are confronted with Domestic problems ranging from hostility from parents, strife between their fathers and mothers, parents inability to provide the basic necessities of life. Youths from such homes run away from home, get involved in all forms of crimes such as 419, armed robbery, thuggery, prostitution or hired assassions. Parents should wake up to their responsibilities and make sustainable plans for their children. 6. INDECENT DRESSING AMONG YOUTHS We have been wonderfully made by God. Praise the Lord! Let us trace our dressing to the Garden of Eden. When Adam and Eve sinned against God, they realized that they are naked. They sewed fig leaves together to make themselves aprons (Gen3:7). This covered only a part of their bodies. This is fact was not proper clothing and so the Lord God made for Adam and his wife garments of skins and clothed them. This implies that the lord God covered their nakedness. Therefore, any clothing that does not cover the body fully is an indecent cloth. Let us also consider the demoniac in St. Luke’s gospel Chapter 8 ;26-35). The demon possessed man was naked. The bible described him as â€Å"a man from the city who had demon; for a long time he had worn no clothes, and lived not in a house but among tombs’. With encounter with Christ Jesus, he was delivered from the legion of evil spirit, he was clothed and he was in his right mind† (Luke 8:35). This implies that only people who are not in their right mind would go about without clothes not big enough to cover their nakedness. The modern day christains especially youths are without estrain imbiding and embracing worldly principles, values, culture and customs without making refence to the word of God. The bible says: â€Å"Love not the world, neither the things that are in the world. If any man loves the world, the love of the father is not in him. For all that is inworld, the lust of the flesh and the lust of the eyes and the pride of life is not of the father, but is of the world†. I John2:15. Unholy attitudes or worldliness has become the culture of the church. Some church members tell you what you wear does not matte, after all religion is in the heart. However, they forget that there is a link between the state of man’s heart and the outward appearance. In fact, one’s outlook is greatly influenced by the condition of the heart. It is not uncommon today to find different kinds of immodest and indecent dressed worn by the majority of young people and some older people in the society, even in the church of God. These ladies wear transparent and body hugged clothes under the guise of fashion and civilization. In fact, you see girls of cheap and easy virtue wearing provocative or seductive apparels that partially expose sensitive reas of their bodies such as breast, navels, abdomen and thighs, such youth are not left out in their heavy make-ups. Their make-ups are so excessive and outrageous that the girls are not less than masquerades and cannot but be mistaken for prostitutes. Why would a Christain woman or lady imitate Jezbel? â€Å"When Jehu came to Jezreel, Jezebel heard of it and she painted her eyes, and adorned he r head and looked out of the window† 2King9:30. Some ladies dress in such way that they stimulate lustful desires in men. The harlot dresses shamefully only to advertise, comete and seduce the opposite sex. They wear revealing clothes which create in men some immoral desires. Mini-skirts are symbolic of those ladies who want to seduce men. Every mini-skirt is a fuel that sets the mind of a man to imagine the most debased thoughts. On the other hand, ladies who are seductively dressed are more likely to be harassed by men. In the actual sense, a lady who is immodestly dressed is simply adverstising herself, telling the male folk that she is available. No wonder, today that the rate at which women are raped is exceedingly alarming. The men folk are not left out of this craze for fashion. They fry their hair (jerry curls or perm0, weave their hair, wear earring, leave their shirits unbuttoned, exposing their beareded chest, have funny styles of hair cut, apply make up just to prove themselves as â€Å"senior guys†. 7. Sexual Immorality/ Fornication Many youths do not see sextual immorality/formation as sin. They see it as a way of expressing their love to a person of the opposite sex. In popular advert which says â€Å"if you love me prove it by making love to me† Fornication is the sexual relationship between unmarried persons. God condemns fornication; Do you not know that your body is a temple of he Holy spirit, who is in you whom you have received from god? You are not your own, you were received with a price. Therefore, honour god with your body (1cor 6:19-20) Anyone who destroy the temple of the Holy spirit which you are will face wrath of God. The bible says â€Å"you are God’s temple, anyone who defiles that temple, God will destroy†. Some youth who engage in fornication (pre-marital sex) tell you they are in search of happiness, pre-marital sex has brought shame, disgrace and to many, unfulfilled destiny and untimely death. According to Ibid: Pre-marital sex has many adverse effects surrounding it. By so doing expose themselves to many risks such as: pregnancy, abortion, death, death, veneral disease, fear, shame, disrespect, sterility, uncompleted career are grievous sins against God, your creator. These are what we risk ourselves for, Just a mere pleasure which does not last. Similarly, punch Newspaper had on one of its publication pointed out that †Pregnancy is just one of the ways one can reap on unpleasant harvest from fornication†¦ It is better to avoid pre-marital sex†. 8. Wild Ambition Youths, no doubt are very ambitious. Being ambitious itself should be commended. But when the ambition becomes obnoxious, wrong signals are elayed. It is not uncommon today to find youhs engage in all manner of nefarious activities that are opposed to Christain virtues in a bid to acquire great wealth, fame and success. They are usually recruited as political thugs, fake drug peddlers, armed robbers, hostage takers, murderers, assassins while others become cultists, prostitutes and so on. Some become involved in dubious and undefiled business. The bible tells us to flee from all appearance of evil. Whatever you do, do all to the glory of God. Finally, brethren, whatsoever things are true, whatsoever things are honest, whatsoever things are pure, whatsoever things are good report; if there be any virtue and if there be any paise, think on these thing (1 Cor10:31. Phil 4:8) Do not get involved in any activity that is contrary to the tenents of God. Anything contrary leads to hellfire. 9. Peer Group Influence Many Youth have been led astray by those they regard as friends. The influences of peers can bring about a positive or a negative change in one’s life. But today, such influences have been found to destroy the lives of those who keep had company. Thomas Martin as reported by Stan Ilo had this to say â€Å"What can be more dangerous to youth than bad company; what more fatal to all moral rectitude and feeling than influence of bad example. Bad company ruins good moral. It will be highly recommended youths can be involved in authentic friendship. John Chidi once classified friendship into 3: 1. Friendship based on unity 2. Friendship based on Sexual pleasure 3. Good griendship Youth should be encouraged to get involved in good friendship I =n which a man and a woman can be close friends without any sexual intercourse whatsoever. 0 Foul Language, noisy Music, Obscene Dance, pornography Music is an ancient means with which God’s people adored, exalted His Holy name and praised his majesty. This is still God’s expectation from us today. However, Christain music of today has assumed a new dimension from what obtains in the bible. Most Christain music today are emotional, sensual and noisy. The musical instrument soun d than the wordings as obtained in worldly music. Such songs do not give any inspiration, and it lacks modesty and moderation. So also is the obscene dance that accompanies the music. Flee from such music and from every apprearance of evil. 11. UNEMPLOYMENT There is a high rate of employment in this country. Many youths who had managed to go through thick and thin to obtain a university degree or other degrees are out there on the streets roaming about in search of anything to do for living. His has been the concern of both youths and their parents. Many parents have lost inetrest in investing into education of their children. This has increased the number of youths without any formal education or vovational training. One sees them in high dense areas/cities milling around motor parks, marj=ket places, in hide outs, practically doing nothing meaningful. Their daily existence depend on how much they can steal, extort from people or just waste away. Some engage in menial jobs that can hardly take care of them, while others become preys in the hand of evil men who take advantage of them by providing debase jpbs such as drug trafficking, prostitution. The self employed are faced with problems of generating power for tjose whose jobs require electricity. The question is, for how long then can we watch the leaders of tomorrow waste away. We all must rise up to this challenge and fight corruption, injustice that have premeated into the whims and caprices of this nation. 12. Marriage Many youths today are faced with the problem of getting a wife or a husband. This could be attributed to a number of factors such as parental influence or control, self, sin and the devil. Youths becomes so obsessed with their inability to be married that they now abadom God. To every man there is a wife and to every woman there is a man. Therefore wait on the Lord, and He will provide. THE WAY FORWARD In handling the problem of our youth and the difficulties confronting them in this perverse generation, parents, churches, society and the youth themselves have specific roles they must perform to bring sanity to our world. Let us reflet on the role of the youth themselves. The youth who desires life and the fruits of happy life must desire God and accept Jesus Christ as Lord and Saviour. Seek first the kingdom of God and all its righteous and all other things will be added unto you (Matt. 6:33). To the youth who had turn away from the Lord, I say â€Å"come back with a repentant heart and the Lord will receive and have you back as his own. Repentance involves: a) Admitting your weakness, being sorry for your weakness b) Renouncing your weakness The Lord tell us in Issaiah, â€Å"come now let us reason together, says the Lord through your sins are like scarlet, they shall be as white as snow. Though they are red like crimson, they shall become loke wool† (Is. 1:18) Go for sacramental reconciliation. Having regained your relationship with God, He wants you to live a spotless life even in this era of godlessness. You are to stay unpolluted and unperturbed in the constantly changing world where you dwell. The unchanging God will substain you, for he has said. :For I am the Lord, I change not† (Malachi 3:6). This implies that God’s children have no excuse to allow themselves to be swayed by the rapidly changing world around them. What is expected of the youth therefore according to the word of God is outlined as follows: 1. The youth must treasure the unaltered word of God in his heart, life and mouth, civilization or no civilization. 2. He must constantly and diligently with prayer guard his soul so that he is not overtaken bythe whirlwind of globalization and modernization. . Must be resolved to live a holy life. This involves daring to be different with a resolution not to look back. 4. Depend on the grace of God. Paul tells the Ephesians, â€Å"for it is by Grace you have been saved through Faith and this is not from your selves, it is a gift of God (Eph 2:8) In the sane vein, Jesus tells us in Jn15:16 not to rely on our own strength but yo abide on the Vine 5. Invite the Holy spirit, the sanctifying power of God into your life. It is the spirit that gives life. In all thid fullness, live in the spirit. So I say, live by the Spirit and you will not gratify the desires of the sinful nature. For the sinful nature desires swhich is contrary to the spirit and the spirit which is contrary to the sinful nature. They are in conflict with each other, so that do not do what you want† (Gal5:16-17) 6. Associate with thos who love and fear God. Meditate on the passage â€Å"Do not be yoked together with unbelievers. For what do righteousness and wickness have in common? Or what fellowship can light have with darkness? What harmony is there between Christ and Belial? What does a believer have in common with an unbeliever? What agreement is there between the temple of God and Idols? For we are the temple of the living God. As God has said: I will live with them and walk amongthem, and I will be their God, and they will be my people† 7. Plunge into unlimited opportunities: The Lord urges us to plunge ourselves into unlimited opportunities that he has set us. Like Joshua, He was to be strong, courageous and to observe the word of God. Joshua did as God commanded and he prospered. Today God is saying to us that he has given us great opportunities to succeed in life and have all our needs met. However, many go through life dejected, defeated, defrauded, dominated and at the end doomed. you are a child of God. For success to come your way, start now. Do not be idle. You can still go back to school and get education; you can re-write your papers and improve on them. Are you unemployed, apply to place no matter how little, or you can create a job yourself. You need not suffer, the sky is the limit. Finally, do not stay away from sacraments (Eucharist and the Sacrament of Reconciliation). Heaven is real. What shall it profit a man if he gains the whole world and suffer the loss of soul.

Organisational Behaviour in an Engineering Company Case Study

Organisational Behaviour in an Engineering Company - Case Study Example In 2009, Ronald retired and Christine took over as Managing Director. The company had gone through rough weather with an impact on profits though there had been no reduction of staff. Markets had stagnated and certain conditions had reduced the need for new grain silos. Christine’s vision was one of economic survival through expansion and diversification based on the existing competencies of the company. Existing resources may be made available for diversification projects without an increase in the outlay of the company. An understanding of Christine from the standpoint of Maslow’s model brings out the fact that she is keen to prove her capabilities. Recognition from colleagues and her peer group, she is keen to show her individual ability to manage new important projects without consulting employees who can add value to her decisions. She tries to get involved in projects that will bring her into the limelight and feed her need for prestige and status. She is at the Ego stage of the hierarchy. This is the reason she prefers to take independent decisions and shares information on a piecemeal basis. She has adopted a Directive style of leadership with the expectation that output will be produced on the strength of her communication. She derives power from her status of leader and expects staff behaviour to mould itself on the strength of monetary incentives that she introduces to enthuse the staff. There has been a shared sense of pride in the objective of the company. This is brought out by, Dobson’s statement of pride in producing silos for farmers of the country. Dobson is upset that nobody asked about his willingness to manage a new challenge since he is used to being involved in key decisions about the company. Dobson is conscious of his seniority and is used to being consulted as brought out in the comment about his age and  experience with the company.  

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

History and Development of Corrections - Essay Example According to Ignatieff (1978), when U.S. attained independence from England in 1776, The Britons did not have a foreign protectorate where they could imprison people without costing a lot of money. Hence, the convict system started in 1776 as a backslash to the loss of American protectorates. It was essential to find an intermediate punishment, incorporating correction of the body and mind. Publication of The State of Prison in England and Wales- a book written by John Howard- in 1776 offered a significant information on the conditions of prisons and the prisoners contained there (Ignatieff, 1978). The public’s concentration turned towards the penal condition in England after reading this book. Howard had stumbled upon something that was significant in the eyes of public. In the 18thC, there were two types of prisons: the house of correction and the jail. The 18thC’s jail was almost similar to the one in the late 20thC. Furthermore, it also housed people waiting for tri al. This group of people included those who could not afford bail and those sentenced for a short period (Barnes, 1972). The prisons or jails were used mainly for the detention of those accused of crime awaiting their trial and for the imprisonment of debtors and religious political offenders. A true account is that they were hardly ever used for the imprisonment of the criminal classes. Semple (1993) asserts that a health reformer called Jeremy Bentham stepped into the prison debate using Howard’s work as a basis. He had concluded that there were three kinds of prisons. His concepts had developed upon what was initially thought of as the status quo. These three kinds of prisons included the Black Prison, the House of Safe Custody, and the Penitentiary House. The House of Safe Custody was similar to an 18thC jail (Semple, 1993). Bentham believed that its main function was to house those waiting for trial and debtors. Nevertheless, the difference between the two was that, unli ke a jail, the House of Safe Custody did not imprison people sentenced for a short period. Penitentiary House was the second prison. It was a step above the House of Safe Custody. This is where temporary incarceration took place. In order to differentiate roles of the jail, these roles were divided between the Penitentiary House and the House of Safe Custody (Semple, 1993). The last type of prisons established by Bentham was the Black Prison. This prison provided longer stays compared to the Penitentiary House (Semple, 1993). In the Black Prison, two skeletons were to lie together either side of an iron door so as to strike terror into the hearts of the inmates since it reminded them that they were certainly a house of death from which there was no escape. According to Pollock (2005), there were several alterations made within the convict system in England shortly after Bentham published his concepts of what a prison must be. The first, main change was the silent system’s tri al period in 1834. The silent system offered slightly more liberty to prisoners, but any form of communication was totally prohibited. Prisoners were not imprisoned to cells though they worked together on different outside projects (Pollock, 2005). A harsh punishment would be issued in the event that the silence was broken. This system finally paved way for the popular separate system. The introduction of the separate system was the second significant change. The separate system

Ethics memo Essay Example | Topics and Well Written Essays - 500 words

Ethics memo - Essay Example -mail, instant messaging and internet use to employees include increase in work efficiency since time on the internet can give them break to reset employee’s motivation to further work. Another reason is as an emergency form of communication to the employee’s family. But if these reasons were analyzed, one can consider the fact that these are just excuses to allot less time for work. As an administrative assistant, I have a continuous access to the internet but based on my personal experience it is more distracting to have an office access to personal internet application. Honestly e-mails and instant messaging can be sent through the use of an employee’s mobile gadgets such as phones, tablets and laptops. If these are allowed, then emergency cases are covered. The disadvantages of using the internet for personal use primarily include the lack of demarcation between work and personal issues. By allowing personal use of the internet, the employer sends a message that it allows all forms of non-work related activities such as playing games, online shopping and even sending work-related materials through personal channels. It also exposes the company to different forms of virtual and cyber attacks. The extreme repercussions of this cannot be advantageous to the company in any perspective. In the perspective of human resource management, there should be a consensus regarding issues that can affect the quality and efficiency of work of the employees. On the personal note, I can accept a scenario wherein it is restricted since I can do personal matter in my own time. But for the benefit and concern to my officemates and co-workers, the middle ground should be reached, although it would be an effort and great challenge to the company. If the internet access shall be allowed for personal reasons, it is my personal view that every process should be monitored by the employer. Thus, more efforts are needed since monitoring software needs to be installed. Based

My life five years ago Essay Example | Topics and Well Written Essays - 500 words

My life five years ago - Essay Example The aspects that have changed in me include my maturity levels exceeding my thought boundaries. I never thought in my early teenage years that I would get matured this quickly. In just 5 years time I look like a young adult. I can sense things around me in a better manner than I was able to when I was just a kid. My personality has molded in such a manner that I have started to like it more and more. I have appreciated the difficulties of life now with my chin up and I seldom cry in the face of adversity. I can stand up and be counted – which was not the case some 5 years down the road. I have traveled far and wide with my parents. Europe is a continent that I have explored with my loved ones in my early teenage years. I remember each and every moment of my visits with my parents and I cherish everything about those journeys that we had. I can still remember the talks and conversations we had in those times with my parents and how we ended up laughing at the end of each debate and friendly mocking. We enjoyed different sceneries together and looked to find out about nature more and more. I remember my parents guiding me through thick and thin in those formative years of a kid’s life and I believe I am pretty lucky to be blessed with such loving parents. A lot in me has changed all this while. Though I lived in Egypt for the better part of my life, I feel that my upbringing has been affected in a positive fashion after I went to United States. I explored a new world and thus tried to comprehend things in a wholly new way. I aim to become a successful businessman just like my father who I believe is my living inspiration. I draw my encouragement and inner motivation from him and thus I believe I am what I am because of my father. I would do anything to go back in those times – 5 years back to be precise. I absolutely adore each and every second of that life which I had. Now life has become more sober and demanding. Earlier it used to be all fun and play.

Compare how the Union and the Confederacy represented their causes Essay

Compare how the Union and the Confederacy represented their causes. What were their respective ideas of freedom - Essay Example imary cause of the American civil war that saw a massive loss of life and destruction of property, through efforts of separation on one hand and unity on the other (Foner, pp. 49-61). In an effort to understand the American civil war and the issue of slavery, this paper will the union and the confederacy through a comparison of how the two factions represented their course before as well as during the civil war. Additionally, the paper will analyze the ideas that both the unionists as well as the Confederacy had on freedom. The southern and the northern sections of the United States were economically developed along different lines. The southern states were predominantly agrarian states with agriculture being the main economic activity while the northern states turned to industrialization. Due to differences in the economic system of the two sections, different political and social structures developed which led to disagreement among the politicians of the southern and the northern sections on several issues such as tariffs, international improvements and taxation. The differences resulted to the civil war where the Confederates and Unionists tasseled over the issue of slavery as one of their main course of the war. According to the Confederates, slavery was a traditional institution in their social culture and a very significant one in the realization of economic benefit for the South. At the beginning of the civil war, the south had about four million slaves thus the idea of freedom of slaves as proposed by the unionist would interfere with the farming activities of the south. In support of their course of the need for slavery abolition, the unionist pointed at the need to hire slaves and not own them a move that was rejected by the South resulting in the civil war (Foner, pp. 45-53). States’ rights was another are where the opinions of the unionists and the Confederates differed. States’ right was the struggle between the states and the federal

Should Colleges have Child Care on Campus Essay

Should Colleges have Child Care on Campus - Essay Example The seemingly minute family concern is getting much attention from school administrations and law-makers because of the domino effect the situation can bring not only to the family but to the nation as a whole, affecting its economy and success. Looking at the situation, the individuals who have potentials which are supposed to be nurtured through higher education are forced to drop out in favor of taking the responsibility of being a full time parent. On another angle, when students are able to find child care centers for their children, the centers are usually underrated that the welfare of the children is sacrificed (McBride). For the aforementioned circumstances, it is essential that schools offer child care centers in the campus, enabling students to acquire affordable assistance with high quality performances that caters to the different schedules of students. Every parent wants to provide quality care to their children so that one of the basic considerations in choosing child care centers is the atmosphere the children are exposed to. Statistics shows that children who are given quality early childhood care are more likely to succeed in life (Anderson & Dektar). Therefore, high performance levels of child care centers need to be considered in establishing them inside the school campuses. To ensure this, having the child centers accredited should be a must. One of the accrediting bodies is the National Association for the Education of Young Children (NAEYC) which aims to strengthen the operational aspects of early childhood systems for the benefit of the children. Such accreditation will provide peace of mind to the parents, knowing that the child care centers they are entrusting their children to are efficient because they are conforming to the requirements demanded by the accrediting body. Simply having one’s child in the care of people who are not able to provide the basic needs of a child would not be sought for as parents will always be parent s, valuing more the safety and care of the children rather than their own education. However, with the accreditation of child care centers in schools, parents would be sure that the staff are well qualified and have the necessary education and training (naeyc.org) to look after their children at affordable prices. Speaking of prices, it is also to be thought of because the people the center services usually come from low-income students who are at the brink of dropping out if they do not find affordable, quality based centers for their children. Affordable prices of course, do not mean they are to be very cheap wherein the child care center will not be able to fund itself and pay for its employees anymore but that the payment should be comparable to the services. This might bring the school child care center to have two or more categories where a cheaper plan would provide the most basic care to the children like feeding, changing diapers and the like. For growing up children who ne ed more attention like being taught how to speak, walk and others, they will be given higher fees. Probably, if there are parents who would like more services to be offered to their children like being taught how to write and read, such can avail of the services at a higher rate as well. In addition, wanting more use of facilities and materials like television, computer, and toys will have to demand additional fees for

How Exterior Environments Effect The Home Depot Corporation Term Paper

How Exterior Environments Effect The Home Depot Corporation - Term Paper Example vironments, since the challenges brought in by these environments are sometimes considered instrumental in making organisations devise mechanisms of overcoming the challenges. The facet of any business operations is to make profit. However, for any organisation to maintain competitive advantage, several factors dictate the success of developing and maintaining competitive advantage. According to Aquinas (2008), one of these factors is the external environments such as social, cultural, religious, legal and political environments. This paper will articulate on these factors and outline their influences on businesses and particularly on The Home Depot Corporation. Apart from internal operations of an organisation, each of the above mentioned external factors have been identified as potential influences of the business. Each of these factors affects businesses in different ways. Nevertheless, the line of business and market determines the level of control that these environments have on the business. For instance, a fast food business would be influenced differently by culture as opposed to how a clothing business would be influenced by the same. In some sit uations, the external environment has been argued to have configured the internal operations of an organisation, something that leads to slow development or boosts organisations returns (Markham, 2011). For instance, cultural factors may force an organisation to design or come up with new products that suits the culture of the target market. Political factors may force organisations to operate under the current political environment, something that may end up affecting the business operations that can lead to losses or slow development. Hatch & Cunliffe (2013) argued that organisations that want to maintain competitive advantage must show their willingness to participating in corporate social responsibility (Parboteeah, & Cullen, 2013). Social responsibility entails handing back to the society by supporting

Gender Differences in the Use of Technology Essay Example for Free

Gender Differences in the Use of Technology Essay At the center of 21st century culture is computer technology which presence and use just decades ago, were limited for the government and some institutions. Today, computer technology steps out from such isolation pervading all institutions, industries, commerce and other areas of life at what appears to be logarithmic speed, making its mastery or at least working knowledge an essential requisite if one is to keep pace with time. The ubiquity of technology, continuous rise in the demands for technologically-advanced workforce combined with the application of basic economic principles make one think whether the study on gender differences as it relates to technology is really a matter worthy of anyone’s attention. Statistics say it is. Generally, in a technological workplace, women are still underrepresented: only five percent of computer programmers, ten percent of system analysts and ten percent of electronic technicians are females (Statistics: Women in Technology, 2008). In major companies in Silicon Valley, only 5-6% is led by females (Statistics: Women in Technology, 2008). There has been a decline in the number of females pursuing careers related to science and technology. According to the National Center for Education Statistics, the number of women who earned a bachelor’s degree in computer science has decreased from 37% to 28. 4% from 1984 to 1995 (Statistics: Women in Technology, 2008). Female students who took the advanced placement computer examination comprised only 17% (Statistics: Women in Technology, 2008). From these statistics, one may speculate that females’ future career choices still fall along traditional paths. This was confirmed by a study done by Lupart and Cannon (2002) on students’ perceptions on desirable career characteristics and career choices. With the rising demand for high-tech jobs (Statistics: Women and Technology, 2008), knowledge and use of technology become an essential condition to improve women’s participation in the workforce and to enable them to pursue higher status and better-paying jobs in the future. However, the general belief is that not only are women underrepresented in the technology-related industry; they are also considered to be less interested, less confident and less skilled in this area. These three factors affect their usage of technology. Still, underneath these factors, women’s computer usage can be traced on socialization and upbringing. Boys and girls do not play the same games during childhood. While boys are usually made to play video games or games that promote problem-solving, hands-on skills and spatial-relationship skills, girls play with dolls, which tend to develop their value of relationships (Milgram, 2007). Problem-solving, hands-on and spatial-relationship skills are critical to the study of computer and technology-related subjects. As a result of this discrepancy in development, males become more interested in technology and become better-equipped with the necessary skills as they reach adulthood (Milgram, 2007). The males’ generally higher interest in technology, however, does not affect the possibility of improving females’ perception and attitude towards technology. The effect of ubiquitous computing on gender differences was examined in a study done in 2006. Here, the participants were given access 24-hour access to a laptop. Gender differences were observed in behavioral attitude towards future use of computers before the laptop program. Prior to the laptop program, males were more inclined to use computers. This changed after the laptop program. No significant difference was observed in the attitude towards the use of computers after the program (Kay, 2006). Before the program, males were observed to be more skillful in computer abilities compared to females. No significant difference was observed in computer abilities between males and females after the program, except for the skill in programming (Kay, 2006). In central Georgia middle school, the study on 8th grade students showed a statistically significant difference between achievements of males and females. In this experiment, the participants were instructed and given an exam both written and applied on two modules, information and broadcasting. A greater improvement was seen in females for the information module while the males showed greater improvement in the broadcasting module. This study partially debunks earlier findings that males generally show higher achievements compared to males, in the study of computer technology (Hale, 2005). These studies suggest that females’ do not have an inherently unfavorable computer skill, interest, and attitude which affect computer use. Provided with the right tools and knowledge, females may do as well or even better than males (Milgram, 2007). The comparatively lower use of technology by females can be attributed to the differences in perceptions on technology between genders. While the females see technology through its social function, the males’ perspective is more focused on the hardware itself (Brunner, 1997). Males, therefore, are more likely to study more on the intricacies and technicalities of the use of technology compared to females which in effect allows them to maximize its use. Meanwhile, the females’ perspective of technology limits their use to only a number of functions.. According to Milgram (2007), â€Å"[females] are much less likely to retain interest if they feel they are incapable of mastering the material. † Also, males tend to exaggerate their accomplishments while females tend to feel less comfortable even when they do well in tests (Milgram, 2007). The females’ initial lack of skill in technology affects their confidence and perception towards its use. However, like interest and attitude, these may be changed upon exposure. Nicolino, et. al. (2006) measured the confidence gain of male and female respondents in the frequency of use of computers at home and at work. No significant difference in computer use was observed between males and females. Significant differences were observed in the only in the applications used by the two genders. The possible change in perceptions and confidence which may affect usage is evidenced by the study by Wong and Hanafi in 2007. In this study, the attitudes of male and female student teachers in Malaysia towards exposure and use of Information Technology were measured in terms of usefulness, confidence and aversion. No significant differences were seen between the two genders were observed during the pre- and post IT course. Both genders showed improvement in their appreciation of IT usage after the IT course. Females exhibited greater confidence in IT usage after the course compared to their male counterparts (Wong and Hanafi, 2007). Given the males’ higher degree of confidence towards technology, the question now is whether such confidence really translates to increased use of technology. In a study on some 6,800 fourth and eighth grade students, it was reported that males significantly increase their use of technology with age while no such significant increase was seen in females (Barker and Aspray, 2006). It has been established that the males have a more positive attitude and higher degree of confidence towards technology. These, however, are not solely gender-based but more importantly, based on their differences in upbringing, with males having more background in problem-solving and spatial-relationship. Based on the general principles derived from studies on gender-gap in technology, strategies can be employed to address such gap, improve computer attitude, increase computer use and create a culture where everyone can participate and take advantage of the benefits of technology, regardless of gender. Milgram (2007) lists some of such strategies targeting the middle school where attitudes in computer use start to emerge. These strategies include the creation of same-sex groups in classrooms, the integrated and meaningful use of technology, the improvement of teachers’ computer skills, the use of gender neutral softwares, simulation games for all genders, and the discouragement of using technology and computers as a reward. Common among these strategies is their focus on building the confidence of females who often have less experience than males. Simulation games, for example, ensure that not only males are given the opportunity to develop problem-solving and spatial relationship skills. Simulation games also promote hands-on proficiency which is necessary in developing technological skills and use. The creation of same-sex groups in classrooms and the discouragement of using technology and computers as reward minimize the males’ aggressive, assertive and self-assured behavior which stem from their confidence in their skills. In sum, it is by simulating the environment that contributed to the development of males’ skills that the gender gap in the use of technology can be significantly reduced. The fact that females respond to technology more positively if given the right building blocks, as shown by previous studies support this. Works Cited Barker LJ and Aspray W. (2006). The state of research on girls and IT. In J. M. Cohoon and W Aspray (eds. ), Women and information technology (pp. 3-54). Cambridge, MA: MIT Press. Brunner C. (1997). Technology and gender: Differences in masculine and feminine views. NASSP Bulletin, 81(592), 46-51. Hale, KV. (2005). Gender differences in computer technology achievement. Meridian, 8(1). Kay R. (2006). Addressing gender differences in computer ability, attitudes and use: The laptop effect. Journal of Educational Computing Research, 34(2), 187-211. Lupart J and Cannon E. Computers and career choices: gender differences in grades 7 and 10 students. Gender, Technology and Development, 6(2), 233-248. Milgram D. (2007). Gender differences in learning style specific to science, technology, engineering and math. SelfGrowth. com. Retrieved 27 April 2008 from http://www. selfgrowth. com/articles/Gender_Differences_in_Learning_Style_Specific_to_Science_Technology_Engineering_and_Math_STEM. html. Nicolino, P. , Fitzgerald, B. , Maser, K. Morote, E. (2006). Gender Differences in Confidence about Using Technology: An Introductory Course. In C. Crawford et al. (Eds. ), Proceedings of Society for Information Technology and Teacher Education International Conference 2006 (pp. 3544-3549). Chesapeake, VA: AACE. Statistics: Women in Technology. (2008). DeVry University Website. Retrieved 27 April 2008 from http://www. phx. devry. edu/outreach/her_world_stats. asp. Wong, S. L. , Hanafi, A. (2007). Gender Differences in Attitudes towards

Terrorism Essay Example for Free

Terrorism Essay Given the growing global threats of terrorism, it is significant that an understanding of the history, nature and mechanism-premises under which terror operates is obtained. This is significant as it would shape the perspective of policy makers when addressing issues of this nature. Terrorism, as it is understood is the action of none-state weak actors, individual or groups, who for some reasons feels suppressed, marginalized and, or denied what they may view as the basic human right. All terrorism has political objectives, even though the perpetrators may use religious relics to appeal to a wider existing audience, and invoke a response through violent act to prove or propagate their point. Yoram Schweitzer in Suicide Terrorism Development ump; Characteristics, Mark Sedgwick in Al-Qaeda and the Nature of Religious Terrorism, and Dr. James Armstrong, all demonstrates that suicide terror attacks are politically motivated even though the perpetrator may use religious symbolism to justifies their acts. Observing areas in the world where terrorism is frequent, especially in the Middle East, it can be argued that groups that engaged in terrorists activities are those that feel suppressed and taken advantage of by a much greater power. Thus, terrorism, particularly suicide terror is prevalent in areas where systems of gross injustice seem to exist. Therefore, the actual use of terrorism by non-state actors is a tactic aimed at polarizing the population in their favor. By killing people in mass number, they are attempting to take away the view that only the state can legitimately kill – thus undermining the state authority. As Armstrong, Sedgwick and Schweitzer exemplify, suicide terrorism is not a new happening, but an old historical phenomenon. And that just as modern day terror organizations, particularly Al-Qaeda, uses religious concepts to motivate its actions (though their immediate goal is political), various old terrorist groups have used similar approached to achieve their political end. To understand the history of suicide terrorism and how terrorist groups in the past have used religious tone to propagate their political course, Armstrong pointed out the Zealots-an extremist Jewish sect that opposed Jesus. The Zealots engaged in political assassinations of their political foe, knowing that they would be killed in the process. Even though their ultimate goal might have been religious, the Zealots immediate aim was political. In the same way, during the third century, the Assassins- a notorious terrorist wing (similar in nature to Al-Qaeda) in modern day Syria, assassinated many of their political opponents in order to establish their own form of Islam. In this case, although their ultimate goal was religious, their immediate objective was political. They wanted to institute a government that would represent their view. According to Armstrong, these were the first sets of suicide terrorism. Besides their used of terror, these two groups share other things in common. They both resorted to suicide terrorism based on the situations they find themselves. As indicated, they both feel suppressed or taken advantage of, and consequently wanted to turn their situation around through the use of suicide terror. Armstrong cited that the first wave of modern day suicide terror occurred in Lebanon at an American embassy in Beirut 1983, and was carried by Hezbollah (meaning the army of God). The formation of Hezbollah and its used of suicide terrorism came about as a result of Lebanon being under foreign occupational forces from Israel, France and the United States. The second suicide terror attack by Hezbollah was against the U. S. Marines headquarter, which was followed by an attack on the French multinational force. The last two, as Schweitzers (2000: 2) implies, resulted in the death of 300 personals and dozens injured. These events led to the departure of Western forces from Lebanon. Having two more enemies to face, Hezbollah redirected its suicide terror attacks against South Lebanese Army and Israeli military positions. Hezbollah suicide terror attacks forced the Israeli army to pullout from their heartland of central Lebanon, and caused the UN peacekeeping force to withdraw completely. Observing such occurrence, one could notice that Hezbollahs actions were mainly political. Even though they may glorify and promote martyrdom to achieve their course. Also Schweitzers demonstrates that Hezbollah tends to use suicide terror against Israel as a deterrent and retaliatory apparatus. He exemplify for instance, that after an Israeli air force assassinated Abas Musavi, secretary general of Hezbollah in February 1992, Hezbollah retaliated by carrying out suicide bombing against Israeli embassy in Buenos Ares, in March 1992 injuring 250 people and killing 29. In addition, Armstrong forwarded that, terrorist organizations tend to decrease their terror activities whenever they seem to achieve a political objective. For instance, he reasoned that in Lebanon, suicide terror increased when the Israeli army arrested top Hezbollah leaders, but decreased when the prisoners were released. These indicate that the primary goal of suicide terrorist organization is political, not religious. Also, because the dominant religion in the Middle East is that of Islam, terrorist organizations use this to their advantage. By using religious tone to propagate their course, they are effectively communicating to an audience that understands them in that term, which helps to promote their political agenda. To illustrate that the main objective of suicide terror groups is not religious, but political, Armstrong cited the Tamil separatist group in Sri Lanka-the LTTE as another example. The LTTE is a secular nationalist group that seeks to establish an independent state in Sri Lanka that is occupied by the ethic Tamils. The LTTE has engaged in conventional, guerrilla, and terror campaign, with over 200 suicides bombing (more than any other terrorist group) since the late 1980s. The carnage has lasted for two decades now and has resulted in the deaths of 60, 000 people. Although the LTTE gained some of their inspiration from Hezbollah, they are clearly a secular group with no religious claim to back or color their course; but have so far committed the greatest number of suicides terrorism in history. The popular image of Muslims Arabs in the Middle-East shouting God is great in the wake of terror attacks might have blinded some scholars into concluding that the main motivation for terrorism is religion. Suicide terrorism spreads to Israel in 1993 by the Islamic Resistance Movement (Hamas) and the Palestinian Islamic Jihad (PIJ). Hezbollah also influenced both of these two groups with regard to the uses of suicide terrorism. Because their audience is predominantly Islamic, they have been successful in exploiting just that in propagating their course against Israel. In essence, what Hamas is doing is what any other group (terrorist or non-terrorists) would do – speak in the language that their audience would understand the most. In this case Islam. Secondly, it has been argued that the practical existence of the day-to-day Palestinians lives-living under constant occupation by a much greater power, Israel, created a condition for suicide terrorism to strive. The pervading view is that Israel, being a super military power in that part of world has used and continues to exercise absolute military superiority over the Palestinian people with the backing of the United States. This, most scholars argued, have created enormous amount of anxiety, desperation and anger between Palestinian and Arabs alike all over the globe. Since 1993, Hamas has carried out numerous of suicide bombing against Israeli claiming that they have no interest in politics and that their main objective is based on moral grounds-aimed at avenging the death of their loved once and to create a stable social situation for the Palestinians. Armstrong (2006) argues that this may be partially true because over the years, Hamas embarked on many social programs, health care, education and various construction projects to better the lives of the Palestinian people. But as evident today, Hamas has transformed its movement into political stage in its quest to institute a system or government that would represent their view. Armstrong (2006) attests that this new wave of religious terrorism might have derived from the fall of the Soviet Union. The fall of the Soviet, which also marked the end of colonial outposts in most of the Middle East, created a vacuum in anti-colonial terrorism, resulting in religious suicide terror. Thus, most of what Middle Eastern terrorism is about today is anti-imperialism. They view western way of life as suppressive and corrupt and wanted to create a state or government that would protect their culture. This view is illustrated in most of Osama bin Laden’s (head of Al-Qaida) demands – that the United States should pull out all its force from Middle Eastern lands. His main goal is to create a system of govern with very little or no western influence. This brought me to the question as to whether the U. S. war on terror has been effective. Most scholars have argued that the United States has fashioned conditions in the Middle East, especially in Iraq that would precipitate the creation of more terrorist activities than existed there before. All together, Armstrong (2006) argues that the U. S. war on terror is equivalent to waging a war on global warming by producing high fuel machinery that doubles the amount of carbon dioxide in the atmosphere. You cannot fight a successful battle against problem by creating conditions that caused it in the first place. But this is exactly what the U. S. is doing. By invading Iraq and deploying our forces there, we are unconsciously proving the points or propaganda of terrorist organizations that, the U. S. is this evil country that is taking over or occupying Arab lands and is suppressing Muslims all over the world. They are not aware that the US main interest is to protect freedom and liberty of all people, regardless of their ethnic or religious affiliation. Also, as Armstrong exemplify, one cannot fight against terrorism because it is a tactics, a strategy of non-state weak actors. Thus, in order for terrorists groups to get what they want, they need all the strategies they have employed this far – invoking response that would prove their point through violent theater, solicit mass organization to achieve their goal, polarization of the population and the use of symbolism and exploitation of religious tones to justify their course even though their immediate goal might be political. Absorbing both the intellectual and moral realm of this argument, terrorism of any kind is unacceptable. By engaging in terror activities, the propagators inexplicable invalidate whatever moral argument they might have had. People should follow the examples of Mohammad Gandhi and Martin Luther King’s Jr. , non violence approach to fight for a course they believe is just.

What Are the Reflective Practices of Teachers?

What Are the Reflective Practices of Teachers? Teachers play a significant role in shaping the quality and effectiveness of the teaching and learning practices. Research on effective teaching has shown that effective practice is linked to inquiry, reflection, and continuous professional growth (Harris, 1998). The professional development of teachers takes many forms ranging from activities set by school administration to personal reflective practices about classroom experiences. Schon (1996) defined reflective practice as thoughtfully considering ones own experiences in applying knowledge to practice while being coached by professionals in the discipline. For teaching, reflective practice refers to the process of the teacher studying his or her own teaching methods and determining what works best for the students. Thus, teachers reflective practices are necessary to teach effectively and they address an important issue in providing meaningful lessons to students. Elementary teachers as well as the teachers of other grades can be supported to be involved in reflective practices on their own experiences. 1.1 Rationale The classroom realization of curriculum reform comes about through the actions of individual teachers (Christou et all, 2004). Teachers beliefs, practices, and working environment shape and direct their implementation. Teachers should be able to understand and appreciate the changes that the curriculum is attempting to implement and not otherwise. (Zanzali, 2003) There is a literature which presents the processes and barriers involved in the implementation of curricular change (e.g. Fullan, 1991; Macnab, 2003). Romberg (1997) showed that the use of a new curriculum in the classroom could create disjunctions between the teachers former knowledge and practice, which require resolution. The development and implementation of any curriculum will affect teachers in significant ways and if teachers are not helped in coping with demands brought about by changes in the content, pedagogical and psychological considerations, the implementation process will not be effective. Experience around the world in developing, industrialized, and information-based countries has shown that professional development is the key determining factor for improved classroom performance. Effective professional development experiences are designed to help teachers build new understanding of teaching and learning (Hea-Jin Lee, 2001). According to Baird and Rowsy (1989), high quality in-service program should be designed if teachers were to benefit from it. Regardless of particular circumstances, an effective curriculum development process usually entails a structured professional development program in order to guide the curriculum development process. The aim of this study is to investigate elementary teachers reflective practices on their mathematics teaching as they are involved in a continuing mathematics teaching professional development program as a consequence of a two mathematics education program integration process at a private elementary school in Ankara. In this study, two elementary teachers will participate in the study and they will be interviewed in order to get information about their reflective practices on their teaching. In addition to this, those teachers lessons will be observed in their classes through the professional development program in order to see their implementation. The participants will also keep reflective journal on their mathematics teaching practices. The findings will contribute to the future in-service training programs in Turkey. 1.2 My motivation for the study As a mathematics teacher teaching grades from 6 to 8, I realized that students have some problems related to mathematics learning and some of these problems are related to their previous learning experiences in early grades. These problems are brought to the upper grades if they were not solved in the earlier grades. It can be said that, students do not learn well and as we desire and I believe that some of these problems are related to the teaching, in other words, it is directly related to the way we teach the mathematics topics. In our country, elementary school teachers are responsible for teaching mathematics as well as teaching other subjects. As far as I am concerned, teaching mathematics especially to 4th and 5th grades is difficult for many elementary school teachers. In this respect, teachers, who are teaching in these levels should be supported by means of continuous program that involves several different components such as seminars, lesson observations, interviews, and reflective practices. By seeing the potential sources of the problem and having some solution ideas, as a mathematics teacher I can provide support for elementary school teachers in my school. Thats why, from my point of view, this study will serve a valuable information in order to understand elementary school teachers way of thinking in teaching mathematics by means of their reflective practices. 1.3 Research Question The research question related to this study is as follows: What are the elementary teachers reflective practices on their mathematics teaching as they are involved in a continuing mathematics teaching professional development program which is developed as a consequence of a two mathematics education program integration process at a private school in Ankara? CHAPTER II:  REVIEW OF THE LITERATURE The goal of this study is to investigate elementary teachers reflective practices on their mathematics teaching as they are involved in a continuing mathematics teaching professional development program as a consequence of a two mathematics education program integration process. This chapter is devoted to the review of literature related to this study. The issues that will be covered in this chapter are the term reflection, reflective practices, and studies on reflection and reflective practice. What you need is a theory which underlines the reflection. Not for this assignment, but for your TIK and dissertation. 2.1 The term reflection: Although the term reflection became popular after the studies of Schon, the roots of the term extend to John Dewey. Dewey (1933) claimed the importance of active and deliberate engagement with problematic situations in providing development. He defined reflection as an Active, persistent and careful consideration of any belief or supposed form of knowledge in the light of the grounds that support it and the further conclusions to which it tends constitutes reflective thought (p. 9). According to Dewey (1933), reflection does not consist of a series of steps or procedures to be used by teachers. Rather, it is a holistic way of meeting and responding to problems, a way of being as a teacher. As he stated, reflection involves intuition, emotion, and passion and is not something that can be neatly packaged as a set of techniques for teachers to use (p.9 you give the page number what where is the quote?). Dewey (1933) believed that an individual should to have three profiles in order to r eflect; being open-minded, responsible and whole-hearted. These imply openness to new ideas and thoughts, being aware of the meaning and consequences of ones actions and the capacity to fully engage with new ideas and actively seek them out respectively. He further stated the four-part experiential-reflective cycle showing the relationship between experience, description, interpretation, and action. Rodgers (2002, p. 845 as cited in Lee, 2005) characterized Deweys four criteria for reflection as follows: Did you take this directly from your second reference? Or did you paraphrase them? Is a meaning-making process that moves a learner from one experience into the next with deeper understanding of its relationships with and connections to other experiences and ideas. Is a systematic, rigorous, disciplined way of thinking, with its roots in scientific inquiry. Needs to happen in community, in interaction with others. Requires attitudes that value the personal and intellectual growth of oneself and of others. Deweys ideas and the idea of professional reflection were developed in the 1980s with the Schons (1983) new concepts of reflection-in-action and reflection on action. Schon stressed the relationship between reflection and experience and distinguished between `reflection-on- action and `reflection-in-action. While reflection in action can be described as the reflection done during the action, reflection on action is done after the action. Griffiths (2000) stated that, reflection both in and after action is important in order to evaluate and moderate intuitive practice. Another distinction about the types of reflection is done by Van Manen (1995). He stated that the simplest forms of reflection that regularly occur in teacher education take place before, during, and after teaching, and Van Manen defines them as anticipatory, contemporaneous, and retrospective types of reflection. 2.2 Reflective Practice Jaworski (1998) defined reflective practice as a rather thoughtful way of teaching, evaluating what occurs and feeding into future planning without a demand for overt, critical, knowledgeable action (p.7). Similarly, Schon (1983) defined reflective practice as thoughtfully considering ones own experiences in applying knowledge to practice while being coached by professionals in the discipline. According to Pollard (2005), reflective teaching implies an active concern with aims and consequences as well as means and technical competence (p15). He stated the seven main characteristics of reflective practices as follows: I think instead of listing them in this way, you should combine these in a paragraph. You may use most of your expressions below, but put them through a flow in the paragraph. Reflective teaching implies an active concern with aims and consequences, as well as means and technical efficiency. Reflective teaching is applied in a cyclical or spiraling process, in which teachers monitor, evaluate and revise their own practice continuously. Reflective teaching requires competence in methods of evidence-based classroom enquiry, to support the progressive development of higher standards of teaching. Reflective teaching requires attitudes of open-mindedness, responsibility and wholeheartedness. Reflective teaching is based on teacher judgment, informed by evidence- based enquiry and insights from other research. Reflective teaching, professional learning and personal fulfillment are enhanced by dialogue with colleagues. Reflective teaching enables teachers to creatively mediate externally developed frameworks for teaching and learning. McKenna (1999 as cited in Jay and Johnson, 2002) listed the characteristics of practitioner who is reflective by saying he; focuses on some dimension of their pedagogy; sees that dimension from a variety of perspectives using techniques of reframing and reflective listening; and engages in dialogue with their peers in order to illuminate the boundaries and frames of thought which limited their current perspective, with the goal being to take action based on a thorough and reflective understanding of events, alternatives, and ethics (p. 13). Again, you have page number but where the quote begins and ends (quotation marks) is missing. Instead, you should write these in your own words in a paragraph. 2.3 Studies on reflection and reflective practice Try to avoid talking about the article. Instead, talk about the study or the ideas presented. Griffiths (2000), discussed the term reflection as it relates to teachers and teacher education. She drew particularly on Schons (YEAR) definitions of two types of reflection, which are reflection-in-action and refection-on-action. In the article, differing definitions of reflection and their inter-relationship are explored, and how these relate to courses of initial teacher education in a variety of countries and cultural contexts is discussed. In addition to this, questions about the value and purpose of reflection were also raised, especially in the context of its practical relevance to teacher education. Another study is done by Jay and Johnson (2002) who explored the facets of reflection. They provided a typology designed to guide teacher educators in teaching reflection to pre-service teachers. After a short review on reflection, they defined the term reflection, reflection process and its content, and the typology of reflection is presented. The profile of typology consisted of three dimensions of reflective thought which are descriptive, comparative, and critical. In her article Frid (2000) discussed that although it has framed many mathematics teacher education practices in the last decade, it has ultimately not had substantial impact on classroom practices yet. Therefore she examined some reasons for this lack of impact. In the article, the stages and foci of teacher development are underlined from the stage of beginning student teacher to an autonomous teacher. In this paper the importance of broadening and embracing constructivist pedagogy more fully were mentioned in order to provide ways for the development of student teachers as professionals who have technical knowledge and skills as well as capacities for life long learning, flexibility and autonomy. Jaworski (2006) defined teaching as learning practice and she addressed the challenge of developing theory in relation to the practices of mathematics teaching and its development. She specially dealt with inquiry in mathematics learning, mathematics teaching and the development of practices of teaching in communities involving teachers and educators. Jaworski handle the inquiry as a tool which can lead to developing inquiry as a way of being when practiced as part of a community, in which members collaborate, as learners to develop their practice. The paper offered some ways for mathematics teaching development. In his writing, Farell (2008) described the foundations and components of reflective practice to facilitate the use of this approach among educators who work with adult English language learners. He firstly defined the reflective practice by giving briefly the related research and then he mentioned about practice, by discussing some techniques and tools such as action research, teaching journals, teaching development groups. He further discussed the continuum of reflection and how can teachers engage in the reflective practices in order to make continuous development in their career. As Frid (2000) and Jaworski (2006) mentioned, it is easy to set relationship between constructivism, inquiry method and reflective practices. The importance of reflective teaching is a central component for designing teaching and learning experiences for teachers. (Lowery, 2003, p.23). According to Van Manen (1995) in everyday life, the practice of pedagogy can only be reflective in a qualified and circumscribed sense (p.35). Reflective practice occurs when teachers consciously take on the role of reflective practitioner, subject their own beliefs about teaching and learning to critical analysis, take full responsibility for their actions in the classroom, and continue to improve their teaching practice (Farrell, 2008; Jay Johnson, 2002). Teachers can engage in these reflective practices in a constructivist manner in any time they need to develop themselves. 2.4. Developing a reflective practice-empirical research studies It is evident that there is an emphasis on the literature that reflection is strongly related with experience, in other words practice. Van Manen (1995) raised some questions about the meaning and place of practical reflection in teaching and about the relation between knowledge and action in teaching. He underlined the importance of reflective thinking which has a complex array of cognitively and philosophically distinct methods and attitudes. He defined different reflection profiles namely retrospective reflection on (past) experiences, anticipatory reflection on (future) experiences, and contemporaneous reflection. He raised the questions considering different cases, such as for novice teachers, experienced teachers, and explains the different findings in different occasions. In her article Lowery (2003) mentioned the importance of reflective teaching in providing development in teacher knowledge and research results that defines the reflective thinking as distinguishing strategy between experienced and novice teachers. She discussed the importance of teacher reflection; she describes the three-level plan to promote reflective teaching, which are understanding the importance of reflective thinking, implementing reflective strategies the reflective cycle and developing a reflective venue. Another study was performed by Loughran. Loughran (2002) examined the nature of reflection and to suggest how it might become effective reflective practice that can be developed and enhanced through teacher preparation programs, He underlined the inefficiency of experience alone is mentioned and importance of reflection for learning. The main message he gave in the article that, if learning through practice matters, then reflection on practice is crucial, and teacher preparation is the obvious place for it to be initiated and nurtured (p.42). 2.4.1. Reflective Practice among Preservice Teachers In their article, Harford and MacRuairc (2008) reported on the study they performed among twenty preservice teachers with the aim of examining the use of peer-videoing in the classroom as a tool to promote reflective practice among student teachers. The pre-service teachers who were participated in the study were from a variety of subject disciplines participating in a Post-Graduate Diploma in Education program in an Irish university. They defined the purpose of this paper as to contribute to the international debate over best practice in supporting, encouraging and scaffolding reflective practice. The findings of the study indicated that the use of peer videoing in the classroom has a powerful function as a catalyst for reflection and critical dialogue among teachers. In another study, Kullman (1998) focused on what transpired during a mentor training course in Hungary. This mentor training course involved prospective mentors and student English Language teachers. In the course, role plays proved to be the stimulus for an exploration of how far the model of mentoring commonly promoted takes sufficient account of contextual factors. He discussed the mentors roles, the ways in helping student teachers reflect on their classroom experience and how to promote reflection in relation with the contextual factors. The study of Lee (2005) has the purpose of investigating how the process of reflective thinking develops in preservice teachers and reviewing the criteria for assessing reflective thinking. Lee performed the study with the participants who enrolled as juniors in a secondary mathematics program in Korea. The data were collected by interviews, observations and written documents such as survey questionnaires and journal entries. Reflections of preservice teachers are assessed from two perspectives, one of them is content and the other one is depth. In the study, it is found that reflective thinking depends on personal background, field experience contexts, and the mode of communication. The criteria for depth of reflection are defined as recall, rationalization and reflective levels. In her article McDuffie (2004) reported on the study which has the aim of investigating the pre-service teachers thinking with regard to reflective processes and how they use their pedagogical content knowledge in their practices. The case study was done with two elementary preservice teachers during their student teaching internship program. She found that the pre-service teachers use their pedagogical content knowledge in anticipating problematic events and in reflecting on problematic events in instruction. She further founded that the limited amount of pedagogical content knowledge and lack of confidence had effect on the pre-service teachers reflection while in the act of teaching; therefore they were more likely to reflect on their practices outside of the act of teaching. 2.4.2. Reflective Practice among Novice Teachers In the literature, the amount of studies done with expert teachers and preservice teachers is greater than that of novice teachers. In one of these studies Roehrig et. al. (2008) conducted a grounded theory analysis in order to explore the potential for mentoring to support novice teachers use of effective teaching practices. The study was conducted with six beginning primary teachers in the US, and with their mentors. The data were collected by means of survey, interview, and observation. The results of data analysis revealed that some factors, other than type of mentoring program were related to beginning teachers success in improving classroom practices. It was found that more effective beginning teachers mentors had more experience as mentors and were more effective teachers than other mentors. In addition to this, more effective beginning teachers communicated more with mentors, more accurately self-reported use of effective teaching practices, and were more open to mentoring. Another study with novice teachers was performed by Cavanagh and Prescott (2010). They reported on their study that was conducted with three beginning secondary mathematics teachers. The aim of the study was to interpret how beginning teachers reflective practices developed during a one-year university teacher education program and concurrent professional fieldwork experience or practicum. The data were collected through the interviews during the practicum and once more in their first year. A three-stage, hierarchical model of reflective practice of Lee was used to interpret the interview responses. Results of the study revealed that the participants showed improvement in their ability to reflect on their teaching during the practicum. 2.4.3 Reflective Practice among Expert teachers One of the studies performed with expert teachers is done by Curtis and Szestay (2005). They reported on the learning outcomes of experienced teachers who attended a program designed to enable them to come together and engage in professional development through structured and systematic reflective practice. They used both qualitative and quantitative data collection and analysis methods. As a quantitative data collection method, they used questionnaire and as qualitative methods, they used one-to- one, face-to-face audio recorded interviews. They interviewed with seven past seminar participants, three primary school teachers, three high school teachers and one middle school teacher. Six themes emerged from the teacher responses. These are, renewed enthusiasm for teaching, looking at teaching with fresh eyes, shifts in understanding teaching, becoming more reflective and aware as teachers, enhancing the quality of student learning and building professional communities. As another study, Jaworski (1998) discussed the study of teacher researchers undertaking research into their own mathematics teaching at the secondary level. The study used qualitative methods to explore the processes and practices of Mathematics Teacher Enquiry (MTE) project research. Two important considerations were the special nature of mathematics in this research, and the role of external researchers in the MTE project. In this study, the teachers were seen as reflective practitioners, who develop knowledge and awareness through enhanced metacognitive activity. Their research was characterized as evolutionary, in contrast with established patterns of action research. This study reveals the fact that, teachers researches have commonalities and some differences, and these results provide potential for the development of mathematics teaching. In her article, Walshaw (2010) dealt with the ways of understanding what structures a teachers narrative about his practice. This study was a part of the larger project that represented the New Zealand component of the international Learners Perspective Study (LPS) and on one teachers reflections on a sequence of algebra lessons at the secondary school level, in a larger project. The data were collected through classroom video records, interviews with and classroom researcher observations. As a result of the project, Walshaw pointed out that reflections are more than instruments of change; they are also instruments of social reproduction. Zaslavsky and Leikin (2004) performed a study with junior and senior high school mathematics teachers with the aim of analyzing the processes encountered by the teacher educators, as members of a community of practice, which contributed to their growth as teacher educators. In addition to this, thy aimed at testing their theoretical three-layer model of growth through practice in special context, which is professional development of mathematics teacher educators. The study was conducted as grounded theory approach within in-service professional development program. In another study, Farell (2001) reported on the study that he performed with one non-native speaker, a teacher of English as a foreign language in Korea, during a 16-week period with the aim of understanding what the teacher talked about in the three modes of reflection: group meetings, individual meetings and what she wrote about in her journal; and what was the level of her reflection in each activity: descriptive or critical. The results of the study revealed that the teacher shows a clear preference for group discussions as her method of reflection over the other two activities: journal writing and classroom observations. 2.4.4 Summary of literature review on teachers reflection and reflective practice From the literature review, we can summarize the following statements. To begin with, the theory and practice division is dominant in the literature related to the reflection and reflective practice. Secondly, it is learned from literature that, reflective practice is a valuable and important component in teacher development. It is promoted to be included in preservice teachers education program as well as in-service teacher development programs. Thirdly, when we look at the literature from the aspects of tools and methods in order to promote reflective practices, we see that reflective journal writing, use of videos, observations, peer observations, reflective dialogue are the most common preferred ways. Another thing that attracts our attention in the literature review is that it relates constructivism and inquiry with reflective practices of teachers. As a last statement, we can mention on the literature which emphasize on the social aspect of reflections. The literature review on reflective practices of teachers revealed some further research needs. First of all, studies are needed regarding how the incorporation of effective ways in a continuous development program be achieved so that teachers benefits from these practices. In addition to this, some research would be beneficial on collaborative reflective practices of teachers on their teaching area as well as on teaching in general. Further, the role of scaffolding in developing teachers reflective practices can also be a study area. Some research on assessing the effectiveness of reflective practices would be beneficial. From the literature review it is seen that that reflection is a hallmark for development of teachers and for providing quality in teaching; it should be given importance to provide development of teachers both in undergraduate programs and continuous education programs. CHAPTER III:  METHODOLOGY 3.1 The research site The present research is a qualitative study using elementary teachers reflective practices. The study will be conducted with two elementary teachers in one private elementary school in Ankara. Two mathematics programs, namely Primary Years Math Program (PYP-math) and mathematics program designed by Ministry of National Education (MoNE) have been integrated in this school in 2010. There are approximately 100 staff including coordinator, principle and vice principals, teachers, counselors, program development expert, and measurement and evaluation expert in this school. The school has approximately 700 students from kindergarten to 8th grade. There are four sections at each grade level. The school starts at 8.30 in the morning and finishes at 15.35 and teachers are to be at school during whole week between these hours except for one half day in a week. In addition to these, for Tuesdays and Thursdays the working time extends to 17.00 and all the meetings and workshops are planned in this period. The school is implementing a new program for two years for K5 grades. This program is called Primary Years Program (PYP), which is a part of International Baccalaureate Program (IB) developed by International Baccalaureate Organization (IBO). The International Baccalaureate Organization (IBO) was established in 1968 and is a non-profit, international educational foundation registered in Switzerland. The PYP is based on the inquiry and thematic in nature. Teachers teaching the same grade level come together and develop six transdisciplinary thematic units to be covered during whole year. 3.2 The Overall Research Design of the Study The data will be collected by means of reflective journals, in-depth interviews and lesson observations. When we look at the literature from the aspects of methods in order to be used for data collection for teachers reflective practices, we see that observations and interviews are very commonly preferred (Cavanagh and Prescott, 2010; Curtis and Szestay, 2005; Lee, 2005, Roehrig et. al., 2008). In addition to this, journal writing is found a valuable tool in the literature to promote teachers reflective practices. (Farell, 2001, 2008; Lee, 2005) 3.3 The Participants Two elementary teachers will participate in the study. In the school, one group of elementary teachers teaches to the grades 1-3 and the other group teaches to the grades 4 and 5. The participants of the study will be selected from those who generally teach to 4th and 5th grades since in these grade levels, mathematics content is more intensive when compared to lower grade levels. The participants will be selected according to number of years in teaching in school and teaching experience overall. Teachers having five to fifteen years of experience will be preferred as participants. Classroom teachers are all female in this school; therefore the participants will be female. 3.4 Data Collection Procedure The participants will be interviewed in the beginning of the process in order to gather general information about them as teachers. After that, their lessons will be observed within at least five whole observation cycles, including five pre-interview sessions, five lesson observations and five post-interview sessions. The lessons will be video-taped and participants will be provided a copy of each observed lesson video in order to make reflection on it before coming to the post-interview session. Each of the observation cycles will be completed in two weeks, therefore the observation cycle process will last about ten weeks. In addition to this, the participants will keep reflective journal during these ten weeks and the journal entries will be checked at the end of each observation period. The general design of the data collection procedure is in the Table 3.1. Table 3.1 Data collection procedure Week 1 Initial General Interview Week 2 3 Observation Cycle 1 Reflective Journal Entries Literature Review: Medical Research on Schizophrenia Literature Review: Medical Research on Schizophrenia Research is a way of developing a better understanding of a specific chosen area which can help improve further studies within the chosen subject. An interesting subject to research is a mental health condition known as schizophrenia and how it affects people within modern society. This specific mental health topic was chosen due to personal reasons and also as a professional interest. This research paper will help gather more information and knowledge toward the understanding of the illness to help progress further within the mental health care industry. In an article published by Medical News Today (2014) Nordqvist (2014) it describes schizophrenia as a mental health disorder which affects the brain and causes delusions, confusions, social withdrawal, psychosis, loss of personality and can also cause the patient to portray some unusually bizarre behaviour. MNT (2014) also states that this disease of the brain will normally hit a person during their late adolescent years or early adulthood years, but goes on to stress that it can affect anyone at any given time of their life. According to research gathered by the National Institute of Mental Health (2014) a person suffering with schizophrenia will have to cope with the symptoms for life but, treatment can relieve many of these symptoms. The research information that was published by NIMH (2014) was secondary data founded and collected by medical professionals that study and research schizophrenia as a profession. The study that was conducted is known as an epidemiology study (a study of patterns of disease within the community or population) and was used to collect the primary data through participant observation and surveys (patient 2014). In recent research studies it is suggested that one in three people to every 100 in the UK suffer with schizophrenia according to statistics provided by Mind (2014). This works out around 220,000 people living in Wales and England and around 24,000,000 worldwide suffer with this illness (RC Psych 2012). These figures founded for this particular research paper are qualitative (open questionnaires) and quantitative (numerical information collected through closed questions) based as they were done through doing surveys and questionnaires on the population of the UK society having home treatment and therapies to help deal with their mental health condition. They are also only based on people living at home with the condition so it excludes people who are confined to prison or within a mental health hospital so as one could imagine the statistics will be much larger in numbers than this. All these statistics come from reliable sources as the figures come from the amount of patients that a re being treated by medical professionals, and they are then reported back to the government so that they are able to collect this information and record the figures accurately through the quantitative data gathered by the researches. In 2009 Gattaz (2009) did a study examining the link between schizophrenia and the sufferer’s urbanicity. This study was carried out during 20 different studies (known as a systematic review, where more than one case is studied, Saha et al 2005) in Western Europe and at the end of it Gattaz (2009) came to the conclusion that the longer a person living in that kind of environment is exposed to urban residence the higher their risk of developing schizophrenia was. This study was ethical in its research as the subjects were all demographically similar with their age, gender, sex and migrant status being within the same range. However during this investigation one of the major methodological (which is the way the researcher would go about discovering the knowledge in a systematic way) (Killam, 2013) implications of conducting the study into the relationship between the neighbourhood and schizophrenia was the timing of the individuals exposure. This was discovered when March et al (2008) assessed and reviewed the study and looked into the validity and the reliability of the study (the quality and the accuracy of the results). This study then becomes unreliable and inconclusive due to the unethical approach which means the hypothesis to this research can be researched again through a more in-depth approach. Kelly et al (2009) conducted research in order to find if there is a link between schizophrenia and urbanity. This was a longitude study spanning over several years. The subjects were identified by attending psychiatric services within an urban catchment of Dublin during the period of 1995 – 1998 where subjects from North East Ireland were also identified. The population used was 171 during the period of 1995 – 1998 and 153 subjects during the period of 1995 – 2001. All cases bar one were ethically Irish and all were male. The researchers collected qualitative data by means of face to face interviews. The research found that males were almost twice as likely to suffer from schizophrenia in urban areas, in comparison to males in rural areas. However, incidences of psychosis were lower in urban areas in comparison to the rural counterparts. This research found that the results suggested that males were 48% more like to suffer from schizophrenia This research did highlight the risks of schizophrenia when living in urban areas. However, this study gives a biased conclusion as all subjects were male and Irish. This research could not be used to generalise the risk cross culturally. Research involving an even ratio of male and female, also an even ratio of ethnicity would probably give a less biased result. One website named as Schizophrenia (2010) Dr Ira Glick breaks down the etiologic pathway to explain the way that schizophrenia sets in. Etiologic is a medical research term, it is important as the collected information gathers evidence for the investigation into the causes of such illnesses and diseases (Miettinen 2011). The research described on the website schizophrenia (2010) goes on to suggest that schizophrenia starts with the early environmental insults which is the genetic predisposition where, this will then lead onto the neurodevelopmental abnormalities and target features. The later environmental insults start with the further brain dysfunction and schizophrenia which will then lead to the onset of psychosis which is the neurodegeneration and schizophrenia. The study shows that ever growing research suggests that schizophrenia could possibly be prevented whilst the mother is pregnant with their child or, in the early stages of childhood. This could be a good thing because a s many other research studies suggest, schizophrenia runs in the family and that deformed genes are passed down hereditary through the family (NHS 2012). RC Psych (2014) online research website has recently been looking into research suggesting that schizophrenia is linked with the misuse of the illegal drug known as cannabis. These studies suggested that there is a clear strong link between the two with the early use of cannabis and the later mental health issues in those with a genetic vulnerability. Not only was it found that schizophrenia is linked with cannabis misuse but also another mental health issue known as bipolar disorder. According to RC Psych (2014) there is now sufficient evidence that the younger the person is misusing cannabis the higher the chances are of developing the condition later on in life. So in other words they are stating that the more cannabis smoked by an individual the more susceptible the individual is in developing the illness. Another research that has been studied between people who suffer with schizophrenia and healthy individuals asks the question ‘Is there a difference between the perception of emotional and non-emotional facial expression affected the same within healthy individuals and those who suffer with the mental health illness?’ The results from this study showed that patients suffering with schizophrenia showed impairments in the recognition of identity compared to the groups of young and old healthy individuals. Similarly though it found that old healthy individuals have the impairment of learning new faces the same as experienced in the ability of patients with schizophrenia recognising the learning of new faces (Silver 2014). The method used in this research was through direct observation where the participant’s behaviour was observed by the person conducting the research. In one of the largest studies to ever be undertaken, scientists believe they are closer than ever before in understanding the complex interplay between a person’s upbringing and their genes that can result in schizophrenia (independent 2014). Within this study the group of Psychiatrists analysed the DNA of 37,000 schizophrenic patients with completely different backgrounds and found that 128 independent genes located at 108 different locations in the human chromosomes significantly contribute the susceptibility of developing schizophrenia, whereas before 83 of these have never been previously linked to the condition. This research study will hopefully prove to be a breakthrough in understanding and hopefully finding a cure one day for the illness. Larsson et al (2012) conducted research into the use of counselling for individuals suffering from schizophrenia. The research methodology was analysing how eight psychologists talk about and around the topic of schizophrenia to patients by using semi structured interviews. This allowed the researchers to gather qualitative data. Each participant signed a consent form to and were fully briefed in regards to what date was being collected for research. This ensured that all research methods were completed ethically. Larsson et al (2012) concluded that the use of psychology in diagnosing schizophrenia is heavily underrated, The diagnosis of schizophrenia is almost unheard of in counselling psychology literature. Researchers stated that â€Å"conflicting, theories about the cause and nature of schizophrenia have arisen as outlined by Geekie and Read (2009). These include evolutionary theories, psychodynamic and psychoanalytical, life event theories, sociological and anthropological and philosophical and existential theories.† The research concluded that counselling along with medication brought something different to the treatment of schizophrenia. However, there was a danger of counselling pathologising the individual further. Counselling has been identified as being underepresented in the treatment of schizophrenia. Counselling was identified as being underrepresented within the NHS in general. Further research using counselling and medication for individuals with schizophrenia could prove to be very informative in treating an individual. However, with NHS budgets getting cut, this could prove to be a barrier in effectively treating individuals with schizophrenia. In the conclusion to the researches named above the most important thing is finding the key main factor that causes the illness to help in finding a treatment to try and prevent it, keep it at bay or possibly cure it. As research is put into place to help improve a better quality of life for persons suffering with conditions such as schizophrenia all the individuals taking part need to be treated equally therefore these studies need to be ethical in their research to help get a better understanding. Correct training of staff in hospitals, institutes, and self help groups would be of a beneficial factor but these are not cost effective and will cause the government to be paying out expenses for all aspects of the path that needs to be taken in getting there. On the other hand if a better understanding and knowledge of the condition was available to the sufferers then this could keep the cost down as the patients may not be afraid to seek help which can result in them leading a normal and healthy life the same as the next person, being able to get an education behind them, work, get a social life without feeling out casted due to the ignorance of mental health within society (Kings College London 2009). There are so many different theories in the causes and implications on schizophrenia there will be researches going on for a very long time in trying to establish the true cause of the condition. From the research gathered above if society and medical professionals were more educated on mental health illnesses such as schizophrenia then there wouldn’t be as many problems and research into the condition would become easier as sufferers won’t feel as though they are being judged because of the condition but will feel more that there is help out there for them. References: Cannabis and Mental health (2014) Available online at: http://www.rcpsych.ac.uk/mentalhealthinformation/mentalhealthproblems/alcoholanddrugs/cannabisandmentalhealth.aspx Accessed on 24/11/2014 Causes of schizophrenia (2012) Available online at: http://www.nhs.uk/Conditions/Schizophrenia/Pages/Causes.aspx Accessed on 25/11/2014 Crawford et al (2012) Report of the National Audit of Schizophrenia (NAS), RCP: London DNA hope on schizophrenia: Research breakthrough points at over 100 genes (20143) http://www.independent.co.uk/life-style/health-and-families/health-news/dna-hope-on-schizophrenia-research-breakthrough-points-at-over-100-genes-9619638.html Accessed on 27/11/2014 Epidemiology (2014) Available online at: http://www.patient.co.uk/doctor/schizophrenia-pro Accessed on 27/11/2014 Kelly, B. OCallaghan, E. Waddington, J. Feeney, L. Browne, S. Scully, P. and Clarke, M. et al (2010) Schizophrenia and the City: A Review of Literature and Prospective Study of Psychosis and Urbanicity in Ireland: Schizophrenia Research 116(1), pp. 75-89. Killam, L (2013) Research Terminology simplified: Paradigms, Axiology, Ontology, Epistemology and Methodology, Sudbury: Author Kings College London (2009) Excellence in Mental Health Care: Putting Evidence into Practice, Achievement of Excellence, London: Kings Health Partners, pp. 1 Larsson, P. Loewenthal, D and Brooks, O. (2012) Counselling psychology and schizophrenia: A critical discursive account. Counselling Psychology Quarterly 25(1), pp. 31-47. Meittinen, O.S (2011) Epidemiological Research: Terms and Concepts, London: Springer Mental Health Problems (2014) Available online at: http://www.mind.org.uk/information-support/types-of-mental-health-problems/statistics-and-facts-about-mental-health/how-common-are-mental-health-problems Accessed on 26/11/2014 Nordqvist, C (2014) What is schizophrenia. Available online at: http://www.medicalnewstoday.com/articles/36942.php Accessed on 27/11/2014 Saha, S (2005) Systematic Review of the Prevalence of Schizophrenia. Available online at: http://www.plosmedicine.org/article/info%3Adoi%2F10.1371%2Fjournal.pmed.0020141 Accessed on 25/11/2014 Silver, H. Bilker, W (2014) Social Cognition in Schizophrenia and Healthy Aging: Differences and Similarities The path to Schizophrenia (2010) Available online at: http://schizophrenia.com/hypo.php Accessed on 25/11/2014 What is schizophrenia (2014) Available online at: http://www.nimh.nih.gov/health/topics/schizophrenia/index.shtml Accessed on 27/11/2014