Lousi riel essays

Lousi riel essays Louis Riel should not have been hung because he represented those who couldnt represent themselves. Louis Riel was disappointed with the way the Mtis were, so he took it upon himself to represent the Mtis and their rights. Even though the actions that followed, such as keeping the new governor out the colony, was illegal and very wrong. Riel risked it for the rights of the Mtis. As for Thomas Scott, Riel has absolutely no legal right to have him shot, but Riel himself never touched a gun for that purpose. He had a firing squad shoot Scott. Although, Riel may have ordered the squad to shoot, but the men could have backed down, no matter how powerful Riel seemed. After the rebellion, he was elected by Manitoba to sit in the House of Commons. Riel went to Ottawa but was not allowed to sit as a member in the House, for he was threatened by many to be shot if he appeared in the House. This was the mistake of the government. They should have sopped the nonsense and threats. For ! Riel was a man of ideas. He was a man who was knowledged in the government. It was obvious since he formed his own government. Riel would have been an asset to the Canadian government. In 1884, Gabriel Dumont rode to Montana and asked Riel to defend the Mtis once again. Riel returned to help the natives once more. Riel was risking capture when he returned. This was a very noble act on his part. Instead of staying nice and safe in Montana, Riel gave up his safety for the Mtis. Riel decided to try an unviolent approach this time instead of starting an all out rebellion. Riel and the Mtis drew up a petition and presented it to the government. The petition, which demanded more food and money for the natives, was looked over but not acted upon. The petition was fair in all parts but the government turned it down. It only demanded that what belonged to the natives be returned. In early 1885, Riel formed another pro ...

Things a Successful School Principal Does Differently

Things a Successful School Principal Does Differently Being a principal has its challenges. It is not an easy profession. It is a high-stress job that most people are not equipped to handle. A principal’s job description is broad. They have their hands in virtually everything related to students, teachers, and parents. They are the chief decision-maker in the building. A successful school principal does things differently. As with any other profession, there are those principals who excel at what they do and those who lack the skills necessary to be successful. Most principals are in the middle of that range. The best principals have a particular mindset and a leadership philosophy that allows them to be successful. They utilize a combination of strategies that make themselves and others around them better thus allowing them to be successful. Surround Themselves with Good Teachers Hiring good teachers makes a principal’s job easier in virtually every aspect. Good teachers are solid disciplinarians, they communicate well with parents, and they provide their students with a quality education. Each of these things makes a principal’s job easier. As a principal, you want a building full of teachers that you know are doing their job. You want teachers that are 100% committed to being effective teachers in every aspect. You want teachers who not only do their job well but are willing to go above and beyond the core requirements to ensure that every student is successful. Simply put, surrounding yourself with good teachers makes you look better, makes your job easier, and allows you to manage other aspects of your job. Lead by Example As a principal, you are the leader of the building. Every person in the building is watching how you go about your daily business. Build a reputation for being the hardest worker in your building. You should almost always be the first one to arrive and the last one to leave. It is essential that others know how much you love your job. Keep a smile on your face, maintain a positive attitude, and handle adversity with grit and perseverance. Always maintain professionalism. Be respectful to everyone and embrace differences. Be the model for fundamental qualities such as organization, efficiency, and communication. Think Outside the Box Never put limitations on yourself and your teachers. Be resourceful and find creative ways to meet needs when issues arise. Do not be afraid to think outside the box. Encourage your teachers to do the same. Successful school principals are elite problem solvers. Answers do not always come easy.  You have to utilize the resources creatively you have or figure out ways to get new resources to meet your needs. A terrific problem solver never dismisses another person’s idea or suggestion. Instead, they seek out and value input from others cooperatively creating solutions to problems. Work With People As a principal, you have to learn to work with all different types of people. Each person has their own personality, and you must learn to work effectively with each type. The best principals are able to read people well, figure out what motivates them, and strategically plant seeds that will eventually blossom into success. Principals must work with every stakeholder in the community. They should be skilled listeners who value feedback and use it to make recognizable changes. Principals should be on the front lines, working with the stakeholders to improve both their community and school. Delegate Appropriately Being a principal can be overwhelming. This is often amplified as principals by nature are typically control freaks. They have high expectations on how things should be done making it difficult to let others take the lead role. Successful principals are able to get past this because they realize there is value in delegating. First of all, it shifts the burden of responsibility from you, freeing you up to work on other projects. Next, you can strategically make individuals responsible for projects that you know fit their strengths and will help build their confidence. Finally, delegating reduces your overall workload, which in turn keeps your stress level at a minimum. Create and Enforce Proactive Policies Every principal should be an adept policy writer. Each school is different and has their own unique needs in terms of policy. Policy works best when it is written and enforced in such a way that very few want to take the chance to receive the attached consequences. Most principals will spend a large part of their day dealing with student discipline. Policy should be seen as a deterrent to distractions that interrupt learning. Successful principals are proactive in their approach to policy writing and student discipline. They recognize potential problems and address them before they become a significant issue. Look for Long-Term Solutions to Problems A quick fix is seldom the right solution. Long-term solutions require more time and effort in the beginning. However, they typically save you time in the long run, because you won’t have to deal with it as much in the future. Successful principals think two to three steps ahead. They address the little picture by fixing the large picture. They look beyond the specific circumstance to get to the cause of the problem.  They understand that taking care of the core problem may head off several smaller issues down the road, potentially saving both time and money. Become an Information Hub Principals have to experts in many different areas including content and policy. Successful principals are a wealth of information. They stay up-to-date on the latest educational research, technology, and trends. Principals should at least have a working knowledge of the content being taught in each grade for which they are responsible. They follow educational policy at both the state and locals areas. They keep their teachers informed and are able to offer tips and strategies concerning best classroom practices. Teachers respect principals who understand the content they are teaching. They appreciate when their principal offers well thought out, applicable solutions to problems they may be having in the classroom. Maintain Accessibility As a principal, it is easy to get so busy that you shut your office door to try and get a few things done. This is perfectly acceptable as long as it isn’t done a regular basis. Principals must be accessible to all stakeholders including teachers, staff members, parents, and especially students. Every principal should have an open door policy. Successful principals understand that building and maintaining healthy relationships with everyone you work with is a key component to having an outstanding school. Being in high demand comes with the job. Everyone will come to you when they need something or when there is a problem. Always make yourself available, be a good listener, and most importantly follow through on a solution. Students are the First Priority Successful principals keep students as their number one priority. They never deviate from that path. All expectations and actions are directed to better students both individually and as a whole. Student safety, health, and academic growth are our most fundamental duties. Every decision that is made has to take the impact it will make on a student or group of students into account. We are there to nurture, counsel, discipline, and educate each and every student. As a principal, you must never lose sight of the fact that students should always be our focal point.

Reward and Performance Essay Example | Topics and Well Written Essays - 3000 words

Reward and Performance - Essay Example In contrast, survey carried out by Kenneth Kovach depicted that employee's ranked good wages fifth among their top ten job reward factors. Therefore, there appears to be a difference in ideology of what motivates employees (Kovach, 1995). Motivation revels when in an organisation considers all factors affecting performance. (Ruebusch, 2003). These factors include individual needs, nature of the job i.e. degree of job challenge and goal clarity, job design, job security, organisational climate, a sense of personal significance, stability of expectations, recognition, trust, honest communication, dignity and respect, as well as an equitable reward system which will be discussed in great detail in the proposed thesis. The exigency to motivate employees with desirable rewards has hitherto salvaged a significant level of importance; this is because rewards can serve as motivators but could also have negative reactions should that supposed merit falls below employee's expectations. Therefore, this thesis seeks to examine the impact of valued rewards on performance in the banking industry utilizing the expectancy theory and two factor theory of motivation framework, while introducing other factors that influence the activity levels of performance. From my critical research on the literature on motivation, as well as the growing need by managers to find solutions to the question how do they motivate employees, I discovered a few conjectures that need to be addressed and elaborated upon in this dissertation. One aim is to ascertain the impact of valued rewards on individual and organisational performance and its effect on productivity and profitability. Then, conjuring strategies that improvises and sustains performance through the establishment of feedback channels, employee training and a friendly work environment can provide a breeding ground for trust. The examination of other variables besides rewards that affect performance such as the aforementioned job security and recognition among others must be in order so that variables can withstand and make a difference through the test of time. Finally, the determination of what rewards employees consider valuable enough to influence behaviour will allow management to be very sel ective to rewards that can profit the workers. Business organisations still face a lot of difficulties in the area of employee motivation. This poses a dilemma for employees' control of other factors of production in order to achieve goals, greater productivity and higher profits. In order to motivate people you must appeal to their deepest desires (Ruebusch, 2003). Managers should not expect a standard compensation plan or incentive program to have the similar effect on every employee. To procure top performance, compensation plans and incentive programs must be deftly tailored to meet the specific needs of each employee because employees of different ages and generational cohorts have varying needs over time (Jeffords et al, 1997). It has also been observed that extrinsic rewards have effect on employees to work proficiently. Therefore, this study will provide managers within the banking industry with a deeper insight into the needs of today's employees and rein them towards other reward trends which appear to boost employee mo rale and productivity. As highlighted by Herrera (2002), managers need to be concerned of the creation of workplace culture that

The Turnaround at Ford Term Paper Example | Topics and Well Written Essays - 750 words

The Turnaround at Ford - Term Paper Example From this paper it is clear that in the case of Ford, it was tougher because it was faced with two pronged issue, first is the harsh macroeconomic environment wrought by the financial crisis, second is the aggravation of competition that compelled auto companies to streamline their operations to remain competitive. In Ford’s case, their market share declined from 26% in the 1990s to a mere 14.8% in 2007. During the crisis, demand for high ticket items declined of which auto industry were among the worst hit and this resulted to the large-scale labor surplus at Ford because the demand significantly declined. During the precipitous decline of demand, Ford has to cut its production to avoid waste with the same manpower it had when it was operating in full capacity. Also, the decline in demand resulted in decline in sales that could no longer sustain its overheads in manpower.  Ford has decided to pursue employee buyouts and attrition in an attempt to shrink its workforce to mat ch its productivity demands. Why do you think Ford is using these two tactics? Do you think these are the best options for Ford to achieve its goals? Ford has to use this tactics because the demand declined. This is evident with their shrinking market share of a mere 14.8% from a 26% in the 1990s. They just cannot maintain the same overhead cost in terms of manpower when sales is declining. This is evident with their losses of $12.6 billion in 2006 and $2.7 billion in 2007. If they will not cut down their manpower according to the manpower requirement of the demand, loses will continue and it will not be long before Ford will get bankrupt. If that happens, Ford will instead have to let go all of its employees.

Walking to improve your health Essay Example for Free

Walking to improve your health Essay Hi, my name is Peter Dong. Today, I would like to share guys about using mobile phones while driving. I think we all have a cell phone. Before I get started, I would like to ask you guys this question, how many of you use mobile phone while driving? Not long ago, my friend, who lives in CA, had a fatal accident caused by phone while driving. So, I decided to share about you, what are the use of mobile while driving, the causes or problems using it, and how to prevent using mobile while driving. According to National Safety Council Study, about every 26 seconds a crash caused by drivers using phones while driving. What is distracted driving and how cell phones distracted drivers? Distracted driving is driving while doing another activity that takes your attention away from driving. Distraction occurs any time you take your eyes off the road, your hands off the wheel, and your mind off driving. According to Centers for Disease Control and Prevention, each day in the United States, more than 9 people are killed and more than 1060 people are injured in crashes that are reported to involve a distracted driver. 2012 Cell Phone and Driving Statistics In 2012, 3,328 people were killed in distraction-related crashes. About 421,000 people were injured in crashes involving a distracted driver. In 2012, 11% of drivers under age 20 involved in fatal accidents were reported to be distracted at the time of the crash. One-fourth of teenagers respond to at least one text message every time they drive and 20% of teens and 10% of parents report having multi-message text conversations while driving. How to prevent driving while using cell phones? Cell phone distracted driving has captured the attention of nation’s political leaders and employers and they are taking action: †¢ In December 2011, the National Transportation Safety Board recommended that all 50 states and the District of Columbia enact complete bans of all portable electronic devices for all drivers – including banning use of hands-free devices. †¢ While no state yet prohibits all drivers from any cell phone use, as of March 2012, 31 states prohibit teen drivers from any cell phone use,  including handheld and hands-free. †¢ The Federal Government has taken action. President Barack Obama issued an Executive order banning federal employees from texting while driving.16 Rules about employee use of cell phones while driving have been issued by the Occupational Safety and Health Administration, Federal Motor Carrier Safety Administration and Federal Railroad Administration. †¢ A National Safety Council membership survey showed employers of all sizes, sectors and industries are implementing employee policies banning talking and texting while driving. †¢ Public opinion polls show a majority of the public support these efforts.

Essay --

Commentary on Paul’s Epistle to the Ephesians 2 Kyle Camerlinck Jupiter Christian School Mr. Bryan White Bible 9 Introduction Author Paul, also known as Saul, was an apostle of God who wrote the book of Ephesians and was sent to set up churches for Him. He changed his name from Saul to Paul because he wanted to start his life over, follow God, and live for Him. He wanted to start over because he was known as a man who persecuted Christians. Saul did not even notice he was doing wrong until he started to reach Damascus and a voice yelled from the Heavens saying, â€Å"Saul, Saul, why are you persecuting me?† Saul answered back, â€Å"Who are you, Lord?† then the Lord answered, â€Å"I am Jesus whom you are persecuting. But, rise and enter the city, and you will be told what to do.† For three days Saul was made blind by Jesus and did not eat or drink. Then, Ananias walked into where Saul was staying and restored his sight, something like scales fell off his eyes and he could see. After being in Damascus with the disciples he proclaimed that Jesus is the one true God. Then, he fled to Jerusalem w here he joined the disciples with the help of Barnabas, changed his name to Paul and became a missionary to Christ. He set out on three missionary journeys where on his third, he was put under house arrest in Rome for two years where he wrote the book of Ephesians. After his release, he left, went to Spain, and was eventually persecuted and martyred by Nero. Date and Place of Writing Paul wrote Ephesians when he was in prison in Rome. He was there because Jews attacked him after his third missionary journey, but he was the one that got arrested. The epistle was written to the church in Ephesus, to help them with their unity. Thychicus deliver... ... showed all this and rewarded us so that one day we would be notice his kindness. The Christian is made alive in God and does good works for him. He does this to show his everlasting grace to everyone. Ephesians 2:8-9 For by grace you have been saved through faith. And this is not your own doing; it is the gift of God, not a result of works, so that no one may boast. (ESV) In verses 8 and 9 of Ephesians 2, Ephesians 2:10 For we are his workmanship, created in Christ Jesus for his good works, which God prepared beforehand, that we should walk in them. (ESV) In verse 10 of Ephesians 2, Application Ephesians 2:1-10 is basically saying not to over use God’s grace. The verses say that God’s grace is a gift and even though every time you sin God gives you grace, you should not over use it. God wants you to good for Him, after all that is what he created you for.

Assignments Essay

Choose one scientist involved in formulating the modern periodic table and describe why their work made a significant contribution to the development of the periodic table. Dmitri Mendeleev’s contribution to the modern day periodic table is widely renowned in the history of chemical science. Mendeleev was the creator of the periodic table; arranging 63 known elements in order of their atomic mass. His discovery made a significant impact in the development of the periodic table as it set the foundation for further progress to occur in the future. Dmitri Mendeleev anticipated the existence of new elements to be discovered, therefore leaving gaps in the ascending order of elements. Mendeleev was the notable discoverer of isotopes and rare gasses. In summary, science is a blend of logic and imagination and Mendeleev demonstrated these attributes through developing the periodic table (Western Oregon University, 2012). Dmitri Mendeleev’s creation of the periodic table was considered one of the greatest triumphs in chemistry history as it allowed for further exploration to begin. Why do you think the development of the periodic table required input from a range of different people? As many are aware, the development of the periodic table required numerous scientists such as John Newlands and Julius Lothar Mieyer. If not for these men, Mendeleev’s table would not be as accurate as it is today. As time progressed, technology advanced scientists’ discovered noble gasses and determined each elements atomic number. Many scientists played a vital role in developing our modern day periodic table as each person had a different knowledge and understanding of chemistry. To conclude, the periodic table was never one man’s discovery, but the result of numerous scientists’ explorations and experimentations. Each played a vital part in challenging/confirming the theories of their predecessors, recognising different patterns and properties between different elements. How did improvements in technology influence the development of the periodic table? With the improvement in technology from the 1800’s through to present day the development of the periodic table has undergone significant changes. Since the development of the table by Dmitri Mendeleev in 1869, scientists have utilised new technologies to produce a more accurate representation of the chemical elements. Scientists such as William Ramsay, who discovered noble gasses, drastically changed the periodic table adding a whole new group. In 1913, Henry Mosely significantly affected the periodic table with his discovery of nuclear charge. Ultimately, the most technological change is attributed to Glen Seaborg in 1940. His work on the discovery of atomic number reconfigured the periodic table, awarding him the noble prize in chemistry in 1951. Without technological advancements such as nuclear reactors, telescope and the chemical bonds system (Alexander Crum Brow)). Seaborg possibly would not have been able to discover what he did. In summary, the advancement in technology has importantly altered Mendeleev’s original periodic table and will most likely continue with new synthetic elements being added. Briefly describe information we now have about atoms that was not available to earlier scientists who were identifying patterns and trends within early versions of the periodic table. What trends could they see, compared to what we now know? In the 20th Century, scientists have a greater understanding of atoms and the patterns they follow compared to those who invented the early versions of the periodic table. It was noted in the early 1800’s, that matter consisted of lumpy particles called atoms. Towards the end of the century, J. J Thompson discovered electrons and their negative charge. He hypothesised that atoms would therefore contain positive charged particles. In 1869, scientists began to recognised patterns in properties originating from a number of known elements, eventually developing the classification methods. During the early versions of the periodic table, it was determined by Henry Mosely to arrange elements in order of their atomic number. This pattern followed the periodic table concept more accurately than the arrangement of atomic weight. Another notable trend originated from glen Seaborg in the 1940’s. Seaborg artificially produced new heavy mass elements such as neptunium and plutonium. Thus creating a new block in the table called ‘antinides’. To conclude our knowledge of atoms, their structure and patterns they form in the periodic table originating from the 18th century has developed. Essay Part This essay will provide a clear insight into the element of chlorine. It will include detail on the history of chlorine, its’ structure, position on the periodic table and the ions formed. The element of Chlorine was discovered quite early compared to many other elements. Carl Wilhelm Scheele first produced the element in 1774 in Sweden. Scheele came across this element after combining the mineral pyrolusite and hydrochloric acid together. He discovered that this new gas reacted with metals, dissolved slightly in water and bleached flowers and leaves. At first, Scheele believed that the gas produced was oxygen, however Sir Humphry Davy proved in 1810 that this gas was new. Sir Davy then went on to name the new substance Chlorine after the Greek word (Chloros) meaning greenish yellow. Chlorine’s element structure is similar to other elements that are situated in the halogens group on the periodic table. This element comprises an atomic number of 17 and weight of 35. 5. Chlorine is known to be an extremely reactive gas therefore providing reasons as to why it directly combines with the majority of other elements except for the noble gasses. This element is arranged into three shells. The first two shells are filled with electrons. Meanwhile the third contains only seven electrons. Chlorine is a naturally occurring element, arising in the Earth’s crust and seawater. It’s abundance in the Earth is about 100-300 parts per million (Chemistry Explained, 2013). This element is considerably well known to be a dense gas, containing a density rating of 3. 21g per litre. Chlorine is quite a strong oxidizing agent. In other words, it is notorious for taking on electrons from other substances. Nevertheless, the element chlorine’s specific element structure dictates as to why it is positioned within the halogens group. Chlorine has been specifically positioned within the periodic table situated in group 17 because it belongs to the halogens family. It is known to be the second lightest element in the halogens group. Chlorine is situated in this group because it contains similar chemical properties to other halogen family members. Some chemical and physical properties of these elements are; that are very reactive, they contain seven valence electrons, they are poor conductors and they are brittle when solid. Chlorine has a melting point of -100. 98Â °Cand a boiling point of -34. Â °C. Chlorine is heavier than air and proved very effective as a chemical weapon in the trenches and fox holes dug in World War One. Chlorine has been specifically positioned towards the top end of the halogens as it holds a notably low atomic number compared to other elements that are also a part of the same group. In summary, Mendeleev and Seaborg essentially position chlorine within the halogens group due to its similar characteristics. The elements included in the halogens group are fluorine (F), chlorine (Cl), bromine (Br), iodine (I), and astatine (At). Fluorine and chlorine, both have seven valence electrons in their outer shell. That seven-electron trait applies to all of the halogens. They are all just one electron shy of having full shells. The halogens have the trait of combining with many different elements. They are very reactive. You will often find them bonding with metals and elements from Group One of the periodic table. Fluorine is the most reactive of the halogens and reactivity decreases as you move down the column. Therefore, Chlorine is the second most reactive. As the atomic number increases, the atoms get bigger. Their chemical properties change just a small amount when compared to the element right above them on the table. Chlorine forms a negative ion by reason of a greater amount of electrons than protons. This atom has 17 protons and electrons. Due to the last unfilled electron shell, this element transforms into a negative ion. In simpler terms, a negative ion contains one more electron than proton. In scientific language, a negative ion is otherwise known as an anion. Chlorine is converted into an ion once gaining an extra electron from a different element. This process is essential for creating an ionic bond. Chlorine’s ion is known to be extremely soluble in water, thus giving reasons as to why it bonds with sodium, forming sodium chloride. The ionic bond that forms is measured in terms of valence, meaning how much an element wants to bond with another element. To summarise, chlorine and sodium are a direct example of an ionic bond that forms when two ions chemically attach together. The uses of chlorine in everyday life are vast and continue to be used world-wide specifically for maintaining a clean swimming pool environment and many uses as a cleaning agent.

Discrimination at the Workplace Essay

Discrimination is described as an illegal treatment because of prejudices based from a number of factors, such as gender, sex, religious beliefs, disabilities and many more (Goree, 2007). In the case of Julie’s friend, Bandu, the prejudice and discrimination given to him was based on his ethnic roots, being an Indian-born in an American region. The application was then rejected without him being called for an interview or a test of some sort. For someone like Julie, an employee who knows the capabilities of her friend, her boss’s decision is something that is unethical and inappropriate for the present day of the employment world. But there are many factors that should be considered before deciding the appropriate action for a case like this. There are two sides, that of the employer and the about-to-be employee that should be understood and thought over. Each has their own points and thesis that must be incorporated to get a win-win situation. Firstly, Julie should be as professional as possible and not be biased just because the rejected applicant is her friend. There should also be no trace of favoritism on Julie’s side, because that would just add another unethical instance. Favoritism happens when a certain advantage is held by someone having an edge because of certain factors (Goree, 2007). Bandu is Julie’s friend, and even though Julie is not the employer, there is still that possibility that she might influence the decision of her boss in favoring her friend. This potentiality of favoritism can be avoided by marking the line between referencing and heavy influencing. References are people which the employer can call or talk to ask information about the employee (Doyle, 2008). In the case of this event, the connection is strictly professional and the information relayed would be useful in deciding whether the application would be rejected or given a chance. For the company, it is obvious that they must start to be open to diversity and begin to embrace the thought of hiring people from minority groups. To do this, they must first learn more about the advantages of diversity. These concepts, such as friendly competitions between employees, exchange of ideas or information, and total growth of the company have been proved by many researchers (Goree, 2007). It is therefore something worth trying for a company that hasn’t got any bad feedbacks from this technique. The employers can then begin by accepting applications from any group and giving equal chances to all. If the company’s employing division is really that picky, then they could schedule pre-interviews to applicants. Additional interviews or pre-tests can then be administered to further filter down the applicant. The important thing is all applicants, regardless of gender, race, or affiliations, must be allowed to join the preliminary screening procedures that is of course once they reached the required qualifications. One possible problem that Julie’s company might experience is the difficulty in hiring employees of a minority group because they haven’t done it in a long time. Referencing, as discussed above can be a lot of help in here. The information taken from the listed references must be included in the criteria of selecting new applicants, not just their background race. In order to be effective, the company must also demolish any style of stereotyping based on races, or any variables that could affect the connotation of a group of people. This would ensure that there will be no discrimination in the workplace itself, not just on the application and hiring process. The rest of the employees must accept each other freely and avoid negative outlooks on the newly hired minority workers. By following these steps, one can guarantee a healthy workplace, where diversity becomes a great help in improving the company as a whole.

Evaluate two Theories. Piaget and Kolhberg Essays

Evaluate two Theories. Piaget and Kolhberg Essays Evaluate two Theories. Piaget and Kolhberg Paper Evaluate two Theories. Piaget and Kolhberg Paper This assignment will describe and evaluate two theories in developmental psychology. Firstly looking at Piagets Theory then followed by Kohlberg, then an evaluation of the similarities and differences of the two. It will provide evidence of how Piagets and Kohlbergs theory both suffer from the same criticisms as they both use dilemmas with a particular criteria ofa child and culture. The theory only considers a childs beliefs not its actual behaviour. Jean Piaget was born in Switzerland. Piaget used children to assess moral development. He did this by giving the children specific games to play the most opular one being marbles. As he studied he observed the way the children applied the rules and their reasoning to change the rules. In addition to this he also clinically interviewed children and asked hypothetical questions about lying and cheating. This gave him an insight about how children make decisions and what their beliefs consist of. He also learned how they determined knowing right from wrong. To Piaget children are born with very basic mental structure. An example of a story Piaget would give to a child would be there are two children one child has been told not to o into the cupboard to get a biscuit, the child does this and knocks over one cup in the process. The other child accidently knocks five plates off the dinner table, as they have walked through the door. Piaget concluded to the three stages shown below based on the childrens answers from asking questions similar to the above. Piaget hypothesized three stages; Pre Moral; Heteronomous; Autonomous reality. He believed that the pre moral stage children have no concern or awareness of rules; this is age zero-five years. Piaget then moved on to Heteronomous stage, here he oncentrated on children ages five-nine years. He believed that these children had adherence to rules and duties and obedience to authority. The third stage being Autonomous, Piaget concentrated on children who were ten plus years. He found that children were aware of rules and agreements and these can be considered critically, also rules can be selectively applied depending on intention or mutual agreement. The quote below backs up Piagets theory. In accordance with Piagets view a strong relationship was found in Weston cultures between age and childrens level of moral reasoning. Younger children more often display aspects of heteronomous morality and are inclined to Judge the consequences of a deed as more important than the motives of the transgressor when passing moral Judgement. (Hoffman, 1970;Lickona,1976;Surber 1982) Piagets theory has also been criticized According to Authors such as Berk (1994a) and Shaffer (1993) Piaget underestimates the Moral understanding of younger children. They contend that there are indications that children can make moral decisions at an earlier stage than Piagets research. Piagets critics believe that moral evelopment will continue through to adulthood and even then it can still be varied. Lawrence Kohlberg was a Jewish American psychologist. He specialised in moral and expand on Piagets work to form a theory that explained the development of moral reasoning. Kohlberg based his theories upon research and interviews with groups of young boys. He gave them a set of moral dilemmas and then interviewed them to determine the reas oning behind their answers. From doing this research Kohlberg created a model that consisted of 3 levels and 6 stages. Level one is Pre- Conventional. Stage one is Obedience and punishment; at this stage of moral development, children under 9 years old see rules as unquestionable and permanent. Conforming to the rules is important because it means to avoid punishment. Stage two is Instrumental-Relativist and it focuses on individuals point of view and how they Judge circumstances for their personal needs. Level two is the Conventional level; stage 3 is Interpersonal Relationships living up to peoples expectations and being a considerate human being, this will be most adolescents and adults. Stage 4 is Maintaining Social Order all laws should be obeyed and authority must be respected. Level 3 is Post- Conventional. Stage five is Social contracts and individual rights. At this stage people have different values; opinions and beliefs of their people around them. Rules are important in a society but people of the society should agree on these rules. Stage six Universal ethical principles; at this stage Laws should be obeyed, but changed if not ethical and even if they conflict with laws and rules. (Baron 1996) (Active Psychology) Stage six is only ever reached by 10% of adults as operation hinking is needed. The individual must be capable of abstract thought. We are not convinced that many people ever progress beyond stage 4 (Shaver and Strong1976) The best known criticism of Kohlbergs came from Carol Gilligan 1982 who claimed that women scored lower on Kohlbergs tests because those tests were male biased. (EPSA Philosophy of science Amsterdam 2009 Google book) In addition to being questioned about the influence of gender, others have suggested that Kohlbergs theory of moral development is culturally-biased. Specifically, esearchers have posited that the highest stages of his theory reflect a westernized ideal of Justice based on individualistic thought and that it is biased against those that live in non- Western societies that do not value individualism as much ( Shaffer, Wood, Willoughby, 2002) There are many similarities between Piaget and Kohlbergs theories; Children go through different stages of moral development. It is believed that clinical interviews were the best method for studying childrens moral development. Piaget and Kohlberg both gathered data by asking questions based on hypothetical questions. The differences; Piaget believed that moral development had completed by end of middle childhood. Kohlberg believed children continued to develop past autonomous reality. There is evidence that Kohlbergs and Piagets theories are both gender and culture bias. They both use dilemmas with particular criteria of a child and culture. Piaget influenced Kohlberg to research Moral Development and found stages beyond Piagets model. This was also affirmed by Shaffer. Both theories are both gender and culture bias. They both use dilemmas with particular criteria of a child and culture. Piaget influenced Kohlberg to research Moral Development and found stages beyond Piagets model. This was also affirmed by Shaffer. Bibliography A1, D. R. (Eighth Edition ). Deveopmental Psychology . Linda Schreiber . Taylor, l. (1999). Active Psychology. Pearson Education Limited . Cognition and Development . (n. d. ). Retrieved from Psychology4a: http://psychology4a. com/develop10. htm Louw, D. (n. d. ). Human Develpoment . Retrieved from Google Books : http://books. google. co. uk/ sevencounties. org/poc/view_doc. php? type=docid=41174cn=1310

Phrasal Verbs

Phrasal Verbs Phrasal Verbs Phrasal Verbs By Jacquelyn Landis A phrasal verb is one that’s followed by an adverb or a preposition, and together they behave as a semantic unit. (The adverb or preposition following the verb is called a particle.) A phrasal verb functions the same way as a simple verb, but its meaning is idiomatic: The numbers don’t add up. That’s an offer he can’t turn down. Call off the wedding. Phrasal verbs are among the most difficult concepts for ESL students to grasp; the particle changes the verb in a way that’s entirely colloquial. Some phrasal verbs are separable: their particles can be separated from the verb and a noun inserted. Others cannot be separated. Separable: She added up the numbers. She added the numbers up. Inseparable: We have enough to fall back on. He broke into the conversation. Some are both separable and inseparable, depending on their meaning. Separable: She threw the ball up. Inseparable: She was so nauseated, she felt like throwing up. One of the biggest difficulties with phrasal verbs is that there’s no guideline for which ones are separable and which are not. Native English speakers grow up incorporating phrasal verbs into their daily conversation and know how to form them intuitively. Unfortunately, non-native speakers must rely solely on memorization. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Grammar category, check our popular posts, or choose a related post below:Yours faithfully or Yours sincerely?Precedent vs. Precedence10 Tips to Improve Your Writing Skills

Sufficient funding to Hawaii University Essay Example | Topics and Well Written Essays - 1000 words

Sufficient funding to Hawaii University - Essay Example The institutions will encourage their students to participate into such activities in order to nurture the youth’s talents, exploit the available positions in the organization and to encourage the students to utilize their talents, and use it as a source of revenue generation (Benjamin 34). Proper funding to the Hawaii University will ensure the institution builds the required educational facilities such as workshops, the up-to-date reading room and other required facilities to perform research and practical’s. Because of this, the scholars and the personnel of the Hawaii University will be able to carry out their ideas on innovation due to the availability of the required resources to sponsor and make the dreams a reality (Stanton 33). Innovations from the students will act as a major boost to the economy of the country as the students will be able to invest their ideas thus creating employment and generate revenues to the government through the payment of taxes. Labor atories will also enable the practitioners to perform practical’s which intern may help them come up with solutions to long-term problems that have prevailed in the country. The students will also be able to come up with medical problems because of enough fund to cater for the research expenses and availability of required facilities (Jeff 12). Sports do play a healthy role in the development of the youths in the improvement of the academic achievements, their higher esteem increases and they face few behavioral problems. Students mainly are known to focus on sports  to improve their competence, assurance, their character and acquaintances and finally for considerate.