Essay Immaturity Makes Differences - 1025 Words

â€Å"Immaturity Makes Differences† Back in my home country, I had a small conversation with my old friend Abdo after geography class in high school. I was looking on the geography book’s cover with its earth image, and I told him, â€Å"I don’t see any boarders, do you?† He replied, â€Å"of course not.† Then I asked him, â€Å"I wonder, why we have them?† Then, he started blaming other countries, ethnics and cultures. I agreed with him at that time, I don’t know why, but maybe because I was plagued with the hate poison that still flowing in my culture. After few years, I finished high school and I arrived to America. My mind grew more, and what was on my brain is the ideas of that we can all agree on one plus one equals two or that the color of darkness is black, but can we agree that we are all humans? Unfortunately, I do not think so, even if we say that. Personally, I was one of those who people who just say the words, but my brain was identifying the world in black and white. I didn’t see the grey between them until I took my sociology class in America. Professor Mike, the multi-cultural class and the class’s book all helped to cut ignorance lines about other individuals. After a small discussion with people from different countries, religions and races, we quickly understood that we were humans after all, and what they had told us about each other in our birth place was totally wrong. Maybe there they didn’t have that chance to meet and talk, so they just stereotyped each other.Show MoreRelatedEnlightenme nt Essay example532 Words   |  3 PagesWhat is enlightenment? Immanuel Kant attempts to clarify the meaning of enlightenment while composing the essay, What is Enlightenment?. The goal of Kants essay was to discuss what the nature of enlightenment was. It also taught one how enlightenment can be brought about in the general public. Kant explains that, enlightenment is mans release from his self-incurred immaturity. Immaturity is mans incompetence to have direction for oneself. In other words, enlightenment is the progress of aRead MoreThe Opening Sentence Of Immanuel Kant s Essay1060 Words   |  5 PagesIn the opening sentence of Immanuel Kant’s essay, â€Å"What Is Enlightenment?† he answers the question quite succinctly. In brief, Kant believed that â€Å"enlightenment is man s emergence from his self-imposed immaturity.† Furthermore, he added that â€Å"Immaturity is the inability to use one s understanding without guidance from another.† I considerably agree with his definitions, yet his annotations on immaturity in relation towards religion, the government, and the way people should live their lives areRead MoreThe Ways Juliet Changes in Romeo and Juliet1017 Words   |  5 PagesEnglish Prep Explore the ways in which Juliet changes in the Play Will Allen Juliet changes a vast amount during the play. In this essay I am going to explore the following points: 1. How her maturity level changes. 2. How she obeys her parents at the beginning and then disobeys them at the end. 3. How her perception of Romeo changes through out the play. 1. The way in which her maturity level changes is extreme. In the 3rd scene in act 1 it shows how young she is (13) asRead MoreWhat Is a Well Spent Semester? Essay1048 Words   |  5 Pageshis time exploring what he is curious about. In order to pursue his passion he must have determination and freedom. The willingness to be curious is his personal choice and his actions are based on his personal reasonings. In his essay, â€Å"What is Enlightenment?†, Immanuel Kant, one of the greatest philosophers of all time, calls the Enlightenment an important stage of human history, which marked a fundamental change in the relationship of humanity to the inherent ability of reasoningRead MoreKant’s Enlightenment Essay a Call to Democratic Thinking2200 Words   |  9 PagesImmanuel Kant’s essay An Answer to the Question: ‘What is Enlightenment?’ is a work that creates a sense of dependence and independence.† The motto of the Enlightenment is therefore: Sapere aude! Have courage to use your own understanding.† (Kant 54).Kant plainly tells the audience that we as human beings aren’t able to function in society properly and yet dares us to go out of our comfort zone. Kant presents the problems with society and the people within then encourages the people to better peopleRead MoreOpposite Sex1076 Words   |  5 PagesNaidalys Saez Professor Fernandez Enc 1102 13 September 2011 â€Å"The opposite sex† In this story, it is about â€Å"a professor who assigned an in class essay on how each would spend a day as a member of his/her respective opposite sex† (Steven 742). When he assigned this essay to the students the females took it immediately, while the male students were dazing around and procrastinating on the subject (Steven 742). Throughout the whole story, as the reader you see it falls down to the categoryRead MoreAnalysis Of Laura Bobnaks The Price Of Silence1386 Words   |  6 Pagesâ€Å"Now that I am in college, however, I see the situation differently.† In her essay â€Å"The Price of Silence,† Laura Bobnak explains an experience from school in which she learned a valuable lesson. At first, she did not recognize what she had learned in high school, but upon entering college, Bobnak became aware of the influence of her peer groups. She also became conscious of the way those at school influenced her moral judgement. In these situations, an individua l must question his or herself, andRead More Was The Enlightenment Really The Age of Reason? Essay1569 Words   |  7 Pagesever-evolving and constantly building on previous insights. The Enlightenment is a historical period referring to the intellectual movement that swept across Europe in the 18th century. To tackle this question, I will be looking at two texts. The essays, ‘An Answer to the Question: What is Enlightenment’ by Immanuel Kant, an 18th century philosopher, and ‘What is Enlightenment’ by Michel Foucault, a 20th century philosopher. The texts show that the Enlightenment was the age of reason because it allowedRead MoreStudents Expect High Grades Essays1425 Words   |  6 Pagesconsidered irrelevant, even less than worthless, because of the long hours and hard work required† (Wiesenfel). Colleges are providing chances that not everyone in America can attain, but students still do not find it a reason to go through tedious essays, proje cts and studying. The author even calls the acts of college students as â€Å"not only self-destructive, but socially destructive† (Wiesenfel). Since today’s pupils are Americas future, we cannot just prestige them if they received a C- in math andRead More Women Have the Right to Abortion Essay1603 Words   |  7 Pages(Websters 1988; Pps. 3- 4). Assuming the reader of this essay agrees with the above definition, I will explore the following thesis, and support my answer with appropriate, adequate documentation, from Conversations: Should abortion be legal? At what point in time, and under what criteria should it be restricted? Let me begin with a rather neutral source. Sallie Tisdale, a registered nurse and writer (Tisdale, 737) in her essay, We Do Abortions Here, states: Like many women my

Essay on Common Issues in Romanticism - 1475 Words

The key figures in Romanticism addressed many of the same issues. Such connectivity is marked in William Blake’s poems â€Å"Infant Sorrow† and â€Å"On Another’s Sorrow†, and Mary Shelley’s Frankenstein. Shelley, like Blake, argues for continual development of innocence to experience, and through the character of Victor Frankenstein’s creation, Mary Shelley suggests the equilibrium of innocence and experience offers insight into the human condition. The shift is distinguished by what Blake states in plate 3, stanza 2 of â€Å"The Marriage of Heaven and Hell†: â€Å"Without contraries is no progression† (112). Any event, idea, or emotion that is contrary to the innocent human conscience is a progression to experience. In Frankenstein, the balance and shift of†¦show more content†¦They are malleable and in Blake’s world of experience, subjected to face the world and its inhabitants. The creature himself remarks ab out the significance of his first human contact apart from his creator: â€Å"Perhaps, if my first introduction to humanity had been made by a young soldier, burning for glory and slaughter, I should have been imbued with different sensations† (116). The sensations felt by the creature can certainly be considered benevolent. He continues: â€Å"I felt the greatest ardor for virtue rise within me, and abhorrence for vice, as far as I understood the significance of those terms, relative as they were, as I applied them, to pleasure and pain alone†¦ the patriarchal lives of my protectors caused these impressions to take a firm hold on my mind† (116). The De Lacey’s offered Frankenstein’s creation with an education in speech and human society. They also unknowingly left the creature with so many unanswered questions. Left to his own devices, brooding and pensive, the creature began to realize his naà ¯vetà © with a bold proclamation of â€Å"I was absolutely ignorant† (109). No longer in the blissful state of child-like ignorance, the creature experienced events so contrary to his being it caused immense turmoil. Each negative experience brought the creature closer to a human condition capable of murder. The creature saw the kind interaction of the De Laceys, did good deeds as their â€Å"spirit of the forest†, and longed for the love of another, evenShow MoreRelatedRomanticism1649 Words   |  7 PagesRomanticism in the Nineteenth Century The Romantic period followed the era of logical, philosophical, and social movement in the 17th to 18th century. However, as the 19th century began, Romanticism came into the light with a new perspective that intrigued the people. It stressed emphasis on emotions and imagination while also helping to realize the importance of self-expression. The American Romanticism movement illustrated inspiration, bias and predominance of individuals in the nineteenth centuryRead MoreThe Similarities Of Transcendentalism And American Romanticism1386 Words   |  6 PagesTwo of the most prevalent literary eras were Transcendentalism and American Romanticism . Both of these movements occurred in the mid 1800’s. Although they occurred during the time period they do have their differences. Contrasts can be seen in their authors’ purpose and in their beliefs, but Transcendentalism and American Romanticism do hold many easily comparable similarities. Transcendentalism and American Romanticism authors wanted to discover themselves and lead their readers to the same epiphaniesRead MoreEssay on How Romanticism Changed Societys Way of Thinking922 Words   |  4 PagesTo understand how Romanticism changed the way society thought, you must first understand the meanings and reason behind the movement. The Romantic Movement in the late 18th and early 19th centuries was described as a movement in the history of culture, an aesthetic style, and an attitude of mind. (Fiero) Romanticism provided expression of their thoughts and ideas toward their own societies, which was in effect predominantly in Europe and in the United States. The movement was a reaction to the EnlightenmentRead MoreCompare and Contrast the Romantics: William Blake and Mary Wollstonecraft1041 Words   |  5 Pagesrevolutionary as Blake’s â€Å"The Chimney Sweeper,† â€Å"Holy Thursday† and â€Å"The Little Black Boy† and so is the epitome of Romanticism.† Wollstonecraft and Blake set the tone for Romanticism through the use of simple and common diction within their literary forms. This shift in conformity from the Age of Reason allows both Wollstonecraft and Blake to directly address the unjust social issues at hand. In Vindication, Wollstonecraft directly addresses men and their selfishness in regards to the standardsRead MoreRomanticism Essay1493 Words   |  6 PagesRomanticism Romanticism is a movement in the arts that flourished in Europe and America throughout much of the 19th century from the period of the French revolution in 1789. Romantic artists’ glorified nature, idealized the past, and celebrated the divinity of creation. There is a fundamental emphasis on freedom of self expression, sincerity, spontaneity and originality. The movement rebelled against classicism, and artists turned to sources of inspiration for subject matter and artisticRead More Comparing Romanticism in Plymouth Plantation, Birthmark, and Rappaccinis Daughter1140 Words   |  5 Pages   Ã‚     Puritanism and Romanticism differ in style, religious references, and plot content. Puritanism began to flourish with strict God-fearing Calvinists who had fled to America to escape religious persecution in Europe. With writers such as William Bradford and Edward Taylor, Puritan literature focuses on Gods role in the lives of the people and adopts a simple religious style of writing. Romanticism was introduced to Americans in the nineteenth century, delivering a fresh literary and artisticRead MoreWashington Irving and Romanticism Essays1611 Words   |  7 PagesThe short stories of Washington Irving are examples of the literary movement of Romanticism and its characteristics which are evidenced in this author’s works. These characteristics are sometimes found in abundant quantities or limited amounts in each of his short stories. However, no matter what short story Washington Irving wrote, the Age of Romanticism and its defining characteristics are found in each of his selections. So, too, do each of the author’s short stories present a unique study aboutRead MoreAnalysis of Mary Shelleys Frankenstein Essay1720 Words   |  7 Pagesneeds to be discussed that is called Romanticism. Romanticism dealt with simplifying things as a break from the previous age which deal with grandeur. Romantics highly valued nature as well as isolation for salvation and healing. Frankenstein has all of these elements but some are more muted than others. There are also subtle nods to other works or the Romantic era throughout the book. However, lets start with obvious examples of Romanticism. Romanticism deals a lot with elements and how theyRead MoreClose Critical Analysis of Coleridges Frost at Midnight1716 Words   |  7 Pagesrevealing how the key concerns of Romanticism were communicated through the poem. The Romantic period in English literature ran from around 1785, following the death of the eminent neo-classical writer Samuel Johnson, to the ascension of Queen Victoria to the throne in 1837. However, in the years spanning this period writers were not identified as exponents of a recognised literary movement. It was only later that literary historians created and applied the term Romanticism. Since then, a further distinctionRead More Romanticism and Mary Shelleys Frankenstein Essay1531 Words   |  7 PagesRomanticism and Mary Shelleys Frankenstein Romanticism is a philosophy that has played an important role in the development of western culture. This philosophy also had a great effect on Marry Shellys famous novel, Frankenstein. Though it is easy to find its influence in the story, it is unclear whether or not Marry Shelly supported the movement.. Marry Shelly lived through the height of romantic belief. In 1797, when Shelly was born, there had already been several decades for the

Pension Plan Paper Free Essays

The Post Retirement Benefit of Pension Plans Marcus Womack Intermediate Accounting II (ACC 306) Professor Rick Kwan September 29, 2010 There are several different types of employment compensation. Salaries and wages that people earn while they are working provide immediate compensation for services provided and are a key factor in managing one’s day to day life. However, there are also various types of compensation that one can earn from employment after they have retired from a company. We will write a custom essay sample on Pension Plan Paper or any similar topic only for you Order Now The purpose of these post-retirement benefits is to ensure livelihood for a person when they are no longer able to work. A pension is one such plan. A pension is an arrangement—paid in regular installments–to provide people with an income when they are no longer earning a regular income from employment. The goal of pension plans is accomplished by setting aside funds during the years that an employee is working and making those funds along with earnings from investing those funds available when retirement occurs. A pension created by an employer for the benefit of an employee is commonly referred to as an occupational or an employer pension and for tax reasons, are usually advantageous to the employer and employee. Favorable tax treatment is an added benefit of pension plans established under specific guidelines. Employers earn special tax deductions while employees are only taxed on the fund contributions after retirement occurs. There are other mutual benefits as well. An employee with a pension plan often feels a sense of retirement security that will cause them to work harder and stay at their job longer. Increased productivity and decreased turnover as a result of sufficient retirement plan offerings enhances a company’s competitive ranking in the labor market. Pension plans may be classified as either defined benefit or defined contribution plans depending on how the benefits are determined. Defined contribution plans are plans in which the employer agrees to contribute a fixed amount to the employee’s pension fund each year that the employee is employed. Retirement benefits are contingent on how much money the plan accumulated during employment and the return of investment of those funds. Employers offer designated options for employees to choose where their funds are invested such as stocks or fixed income securities. 01(k) plans offered by private sector employees and 403(b) plans offered by public and non-profit employers are two types of defined contribution plans. In a defined benefit plan the contract between employer and employee states that the employer contributes a specific amount to a pension fund and at retirement pays the employee a fixed monthly income for life. The benefit on retirement in this plan is determined by a set formula. This formula is usually either a dollar times service or final average pay calculation, or a combination of both. Sometimes the age of the employee is a factor as well. In this arrangement, it is up to the employer to ensure that the funds are available to provide the benefits to employees once they retire. In addition to the burden of being completely financially responsible for funding this type of plan there are other reasons for which defined benefit plans have lost their popularity. Three main reasons are the fact that government regulations make administering the plan costly and cumbersome, employers have become more interested in attracting new talent as opposed to building long-term loyalty and there are several market risks that go along with the company’s obligation to contribute to the plan. Kilgour (2007) discussed many of the issues surrounding pension plan funding and the creation of the Pension Protection Act of 2006. The Bush administration proposed an overhaul of pension law that served to strengthen pension plan funding and protect the Pension Benefit Guaranty Corporation (PBGC) by increasing the cost of employer contributions. The requirements outlined added significant costs, risk and complexity to defined benefit plan sponsorship and is a contributor to the fact that today more than two-thirds of workers are covered by defined contribution plans. The market risk that exists is associated with the changes in the value of investments with the plans. While both types of plans carry market risks, the risks associated with defined benefit plans lies on the shoulders of the employer while those associated with defined contribution plans are assumed by the employee. During periods of economic growth the cost of maintaining a pension fund decreases due to the rising values of investments. Employers are able to contribute less and still meet future pension obligations. However, when markets go down the employer has to contribute more money to the plan to ensure that they are able to pay retirees their promised funds. Retirees receive the same dollar amount of income regardless of market conditions. With defined contribution plans the risks and rewards are reversed. Since the retiree both assumes risks and reaps benefits, periods of economic growth cause the retiree’s wealth and income to increase and negative market changes cause the opposite to occur. Employers have agreed to a fixed amount and are unable to adjust their contributions downwards. In essence, with this type of pension plan the employer does not take on the risk of their obligation changing unexpectedly, the pension funds being inadequate to meet their obligation or any added periodic expense of carrying a pension plan. Once retirement occurs, the company’s financial commitment ends. The pension obligation is defined as attributable to retirees and other employees entitled to benefits and current employees depending on their service to date. In regards to pension accounting, there are three different ways to measure the pension obligation. Accumulated benefit obligation (ABO) and projected benefit obligation (PBO) are two of these methods. The accumulated benefit obligation is the estimate of the total retirement benefits (at their discounted present value) earned by employees so far. It applies the pension formula using existing compensation levels. The ABO assumes that the employee is fired or retires on the date that the calculation is performed and is therefore what the pension fund must pay the employee should the employer and or employee make no further contributions and the employee retires immediately. It is the present value of the future liability of an employee’s pension. In contrast, the projected benefit obligation is the estimate of the total retirement benefits earned by the employee so far and applies the pension formula using estimated future compensation levels. The PBO assumes that the employee will continue to work and make contributions to the pension plan. It also assumes that the contributions to the fund will increase as the employee’s salary increases. While the ABO’s objective estimate of benefits is reliable it does not take into account that between the present time and retirement there will likely be increase in salary so calculating the benefits and taking this increase into consideration may offer a more realistic picture. The projected benefit obligation is an estimate of the present value of the future liability of the pension. When examining a calculation of the PBO, substituting the employees existing compensation in the formula for their projected salary at etirement would result in the accumulated benefit obligation. Pension plan reporting is an often-changing and complex topic of discussion. The funded status of a pension plan is one such aspect. This is the status of the pension plan that has accumulated assets that have been set aside for the payment of retirement benefits. It is defined as the difference between the projected benefits obligation and the fair value of plan assets—employer contributions and accumulated earnings on the investment of those contributions to be used to pay retirement benefits. In Reilly’s (2006) article he discusses the fact that for almost twenty years companies have been required to include the amount owed to employees based on the PBO in the footnotes of financial statements. Even though neither the PBO nor the plan assets are reported on the balance sheet, in 2006 it became a requirement that companies report the difference between these two values on the balance sheets rather than just showing them in the footnotes. Reporting of the funded status sparked debate because moving this information to the balance sheet could force companies to recognize a large liability, which could possibly cut their net worth, hinder dividend payments or jeopardize lending agreements. Reilly argued that this change could prompt more companies to freeze pension plans. Pension obligations change from year to year for several reasons. These reasons include the performance of investments, switching methods and assumptions and changes in benefits. To help provide greater transparency of assets and related liabilities of post-retirement benefits The Financial Accounting Standards Board (FASB) has established rules for reporting benefit plans in accounting statements. There are several steps companies must take in this reporting in addition to disclosing the funded status of their plans. First, companies must â€Å"recognize as a component of other comprehensive income, net of tax, any gains or losses and prior service costs or credits that arise during the period but are not recognized as components of net periodic benefit cost† (Reinstein, 2007). Amounts of comprehensive income are reported on a cumulative basis in the balance sheet. Companies must also measure defined benefit plan assets and obligations as of the date of the employer’s fiscal year-end balance sheet. In their financial statements companies must disclose certain information about effects on net periodic benefit costs for the next fiscal year that arise from delayed recognition of the gains or losses, prior service costs or credits and transition assets or obligations (Reinstein, 2007). Companies are required to report pension assets for overfunded benefit plans and liabilities for underfunded plans. An actuary, a professional trained in the particular branch of statistics and mathematics to assess the various uncertainties and to estimate a company’s obligation to employees in connection with its pension plan, plays a vital role in post-retirement benefit reporting. Actuaries use skills in mathematics, economics, computer science, finance, probability and statistics to help companies assess the risk of certain events occurring and to help formulate policies that minimize the cost of that risk. In regards to pension benefits, actuaries also address financial questions involving the level of pension contributions required to produce a specific retirement income and the different ways that companies should invest their resources to maximize the return on investments despite the potential risks. Many events, such as death, are inevitable so the role of the actuary is to help a company minimize the financial impacts of those events when they occur since these events can affect both sides of the balance sheets. Managing these risks requires asset and liability management and valuation skills. In conclusion, pension plans are a very important aspect of post-retirement planning which can be beneficial to both employer and employees. To maintain the integrity of their financial statements, it is important for companies to adhere to proposed guidelines for post-retirement reporting and manage their benefits plans wisely. Likewise, it is important for employees to gain full understanding of their companies post-retirement plans before and during employment so that they are adequately prepared for life after their working years. References Kilgour, J. G. (2007). The pension plan funding debate and PPA of 2006. Benefits Quarterly, 23(4), p7-20. Lacomba, Juan A. ; Lagos, Francisco. (2009) Defined contribution plan vs. defined benefits plan: reforming the legal retirement age. Journal of Economic Policy Reform, Mar2009, 12(1), p1-11 Reilly, David. (2006) Pension reporting sparks debate. Wall Street Journal, 248(3), pC3. Reinstein, A. (2007). New accounting rules for entities offering post-retirement benefits: some implications for bankers. RMA Journal Spiceland, J. D. , Sepe, J. F. Tomassini, L. A. (2007). Intermediate accounting (4th ed. ). New York, NY: McGraw-Hill Irwin. How to cite Pension Plan Paper, Papers

Human Rights and World Wide Web free essay sample

These findings lend support to research showing a negative correlation between corporate social responsibility and profitability. Introduction We are witness to the metamorphosis of late capitalism, the interpenetration of postindustrialism with postmodern culture. Spectators (consumers and investors) are given only narrative fragments to construct worker and ecological stories from the vantage points of entry authored by corporate public relations. Corporate authorial-power becomes hegemonic as narrative plots script actions and perception in ways unseen or taken for granted. Consumers in the first world cannot see the ecological or work conditions because these locations are kept as strategic secrets. All one ever hears are stories directly authored by corporate interests acting as gatekeeper, authoring ventriloquist stories on behalf of workers and ecology. What is the relevance of this to Tamara? The play, Tamara, written by John Krizanc (1981, 1989) entraps us as spectators in a maze of story and character choices where our own complicity in civic responsibility stares back at us. Some characters have a voice and access to any spectators; others have either a weak voice or limited access. In Tamara Manifesto (Boje, 2001), there was a call to heed the interpenetration of postindustrialism and postmodern culture, the intertextuality of production, distribution, and consumption. Manguel (1988:1-2) gives us a starting definition of traditional theatrics: Theater, the representation of events as if they happened before your eyes begins with the convention of all spectacle: a division of reality. One space allotted to the audience, the passive viewer, seated to observe; another to the play, the actors, moving to perform. In one space theater, spectators and performers must follow the linear storyline of authorial authority and view the performance from the viewpoint the playwright has determined will be seen by the spectators. In Tamara, the barrier between spectator and actor spaces has been breeched; the spaces co-mingle and spectators become actors on many stages. My theory is that there are three divided spaces with narrators telling stories that connect them operating in a kind of Tamara interconnecting three theatrical spaces: 1. First, a consumptive space of spectators, the consumers and investors from the first world; 2. Second, a distributive space is reserved for performing executives, PR managers, and consultants, who mediate stories performed to the first space on behalf of those in a third space; 3. Third, a productive and ecological space, of the Third World where mostly young women toil and where environmental laws are more lax; workers and forests can not be seen or heard by those in the first space (and maybe not the second). We will look to see how in one industry (athletic apparel) spectators are given a few more choices, in what we call the Athletic Apparel Industry Tamara, to accompany whatever character and story they choose, masters or servants from country to country (or factory to showroom), knowing that there are simultaneous performances and they can not be in every place at one time. In short, consumers and investors rely upon the sharing of stories to construct their image of what is going on. Past examinations of the connection of storytelling and corporate strategy have focused on content analysis and a recent call has been to examine events or texts from a storytelling perspective (Barry Elmes, 1997). Some recent research recognizes that strategic orientations change over time (Black Farias, 2000) and/or may be simultaneously present (Ashmos, Duchan, McDaniel, 2000) and/or may be emergent (Mintzberg, 1987, 1990,1994; Mintzberg McHugh, 1985; Mintzberg Waters, 1985). Ways to determine changes in strategic orientation have included inference from actions (Grimm Smith, 1997) and the examination of archival documents, such as letters to shareholders (Landrum, 2000). We suggest that a more inclusive or Tamara approach is needed to show the complexity of forces that cause the ground to move. We assume there is something about the movement from a divided space in modern theater to the interpenetrating one of postmodern theater that makes Tamara a fit metaphor to analyze the Athletic Apparel Industry. In the past decades, the corporate forte was to sustain the modernist barrier between spaces, as in contemporary theater the spectators sat in their respective spaces and did not question the veracity of the performed narratives. In the last decade, as consumers and investors (first space) visited the stage themselves and entered the third space, or when the workers of the Third World were transported to the first one, then a more democratic theatrics of story production, distribution, and consumption became enacted on the global stage. The power of the corporate gatekeeper was dissolved. This study presumes that storytelling is useful in revealing corporate strategic orientation and in revealing when complexity forces changes and disrupts their orientations and postures. Stories are particularly useful in showing how individuals or corporations make sense of the world. Stories are sensemaking narratives of an organization (Boje, 1991, 1995; Czarniawska, 1998; Frye, 1957; Lieblich, Tuval-Mashiach, Zilber, 1998; Riessman, 1993; White, 1973). To explore storytelling and strategy intertextuality, we review an industry context that has been changing drastically over the past decade. The athletic shoe industry was chosen because it is a mature industry and has undergone many changes since the 1980s, such as the movement toward overseas production, increasing globalization, and involvement of activists over labor and environmental issues (Choe, 1999; Shetty, 1996). But it is the decade of the 1990s that has seen the most turbulent and complex changes, and its two most active players have been Nike and Reebok. For example, in 1998 Corporate Watch decided to turn their Greenwash Award into a Sweatwash Award and gave the prize to the Fair Labor Association, newly created by the White House Apparel Industry Partnership. They stated that, The Association will have the power to grant companies the right to sew no sweat labels in their clothing in return for what labor activists fear will amount to cosmetic improvements in sweatshop conditions. (Light, 1998:1) Corporations led by Nike, Reebok, Liz Claiborne and Phillips-Van Heusen (then L. L. Bean and Patagonia) joined with some unknown human rights groups on the taskforce to propose the creation of the Fair Labor Association (FLA). The more radical contingent, UNITE, (the Union of Needletrades, Industrial and Textile Employees), the Retail, Wholesale and Department Store Union, and the Interfaith Center on Corporate Responsibility-were taskforce members who resigned their White House Apparel Partnership positions to protest the weak monitoring practices, no living wage and no right to organize provisions of the FLA. Sweatwash was a reaction to watching two decades of corporate environmentalism become a full court PR press with slick advertising to present a green corporate image to the global stage while co-opting both the human and environmental rights movements. UNITE (1998) argues the FLA was created by a subgroup of the White House task force, consisting mostly of industry representatives from companies such as Nike, Reebok and Liz Claiborne and a few human rights groups. The FLA Clean Clothes/ No Sweat tag was the next industry strategy to mollify consumer and investors who were hearing more stories of exploitation; corporations feared their public image was tarnished by increased activism. In 1998, Nike announced plans to phase out PVC plastics in its shoes and other products and painted its web sites with plans to certify all of its 600 subcontract factories in IS014000 environmental standards. (This followed the 1997 release of the Ernst Young audit showing violations of Vietnamese environmental laws. Reebok, on the other hand, uses part of its advertising budget to give out Human Rights Awards (since 1992), while pretending to consumers and investors its products are `Made in the USA rather than being mostly made in China. Both firms did not just become enlightened one day to environmentalism and human rights, they are responding to public opinion and to amateur actors who are taking the global stage, entering the board room and shareh older meeting asking for independent monitoring of corporate claims (Introductory Guide To Unplugging Corporations, 2001). This study will examine the letters to shareholders of the top two firms in this industry, Nike and Reebok, to trace their environmental and social responsibility rhetoric (Landrum, 2000). To focus exclusively on the environmental and social responsibility narratives, we review Bojes (1999) model and classify the rhetoric in the letters to shareholders following his classification system. We follow with examples of Nike and Reeboks use of each type of rhetoric in their letters, showing the frequency of use of each type of rhetoric, and making some observations regarding Nike and Reeboks environmental and social responsibility rhetoric. Rhetoric in Use Boje (1999) offers a model to classify the environmental and social responsibility rhetoric of corporations. He identifies classifications ranging from a denial of responsibility for environmental and social problems to the embracing of green goals as central to the mission of the organization. These levels of response are: Denial Response One, the first response, is Denial. In Denial, the company denies accusations and ignores problems in their environmental and labor practices. Our hypothesis is that this can work when the three theatrical spaces remain bounded and divided, so that only the corporate executive or PR staff mediates what is going on to the other two spaces. In the Nike (1990-1999) and Reebok (1990-1999) letters, we looked for evidence of denial of problems or for evidence of ignoring problems related to environmental and labor practices. Nike Denial This section will provide some examples of passages coded within the Denial genre of environmental and social responsibility rhetoric. We offer our rationale for coding the passage within this genre. In the following 1994 passage, Nike chooses to criticize the media for their coverage of Nike problems. I coded this passage as denial since Nike refuses to acknowledge the problems that have been exposed by the media. 118: The blinder mentality is bad enough when judging the business world, but 119: it is characteristic of a more serious virus that is affecting the 120: coverage (or non-coverage) of significant cultural and political 121: stories. The sad truth is, as television news in general, and CNN in 122: particular, becomes ncreasingly invested in our lives, the print media 123: are pushed to greater extremes, forced to choose survival over 124: integrity, the most entertaining story over the real story, until we 125: come to this: The New York Times reduced to Vecsey on NIKE. The following passage from the 1995 Nike letter shows Nike again criticizing the media and Wall Street for failing to recognize Nike as a sound investment. Nike neglects to make any mention of the parti cular media exposes that have uncovered Nikes poor labor practices; thus, I have coded the passage as denial. 8: This brings us back to my frustration and, I am sad to say, the 89: futility of this document. It simply does not matter what we say in 90: words or put in numbers in the annual report. This poor little binder 91: is simply overwhelmed by electronic and print sound bites, or ignored 92: by the show biz-oriented media who convey a point of view in conflict 93: with sound investment. 94: 95: As Director John Jaqua says, This has reached the point of 96: ridicularity. 97: 98: So how, in that world, can you understand the who, what, when, where 99: and why of any company, especially one as controversial as NIKE? 00: 101: The sad answer: Cant really. It would be easy if we could bring 102: everybody to the NIKE Campus, or take everybody to 103: the Final Four, or the Olympic Trials, or the World Cup, or a Nebraska 104: high school football game, or a pick-up game on 125th Str eet. Thats 105: the world NIKE lives in. But, we cant do that. 106: 107: Instead, well send our managers back to do what they do: develop and 108: grow the best global company possible, and let the hurricane of media 109: hype blow on around us. The following Nike 1996 passage blames the media for blasting their overseas practices. Even though they have finally acknowledged this particular problem exposed by the media, they choose not to discuss it within the letter to shareholders or within the body of the annual report. Still, Nike did publish a 10-page supplement defending Nikes position; however, it only further exemplifies their denial of the problem. 9: Yet no sooner had the great year ended than we were hit by a series of 10: blasts from the media about our practices overseas. 11: 12: So I sat with a dilemma: Use this space to answer our critics 13: isrepresentations, which would leave little room for anything else, or 14: try to give our owners the bigger picture of their company. 15: 16: I decided to do the latter with, like Roger Maris home run record, an 17: asterisk. We answer the overseas questions in a supplement that is 18: included in the annual report mailing. The following 1997 Nike passage continues to suggest that Nike is failing to acknowledge the problems associated with their overseas lab or practices despite the fact that they have been repeatedly detailed in the media. 3: To do that, I first have to take a second to talk about the filter 34: obstacle, that haze we have to fight through to explain what goes on 35: around this company. 36: 37: NIKE (and the entire industry) tends to be a bit misunderstood. The 38: media prefer to treat us all as the entertainment portion of the 39: business world. So, they feel free to exaggerate, to interpret, to 40: extrapolate. To say they are prone to hyperbole would be an 41: understatement. To say that is how they make their living would not. Reebok Denial No Reebok letters were coded in this category. Green Gloss/Green Wash Response Two is Green Gloss or Green Wash. During this phase, the company launches public relations campaigns to counteract negative publicity or accusations of activists. Nike Green Gloss/Green Wash In the following 1998 Nike excerpt, the company finally begins to acknowledge that labor practices are affecting their bottom line; however, I view this acknowledgment as more of an effort to discontinue denial and patronize the public rather than to make a meaningful effort to change the situation. 24: So, what knocked us down in 1998? 25: 26: Asia brown shoes labor practices resignations ayoffs 27: boring ads. Also, we have been criticized for our headquarters 28: expansion. But understand this: We need a much bigger place to house 29: all our troubles. I have also coded the 1997 Nike passage, mentioned previously (lines 33-41), as another example of green gloss/green wash. The companys defense of themselves in a 10-page supplement not only represented a denial of the problem, but also a public relations effort to justify their practices. Reebok Green Gloss/Green Wash No Reebok letters were coded in this category. Strategic Awareness Response Three is Strategic Awareness. During this phase, there is minimal compliance yet awareness exists of the need for change. Nike Strategic Awareness In the following 1998 Nike passage, the company suggests that the media is slowly becoming more knowledgeable of its questionable overseas labor practices. However, this ostensible change in media attitude is due to the fact that Nike has put forth a good-faith effort to improve their labor practices, and in turn, the media has simply begun to report these changes. 93: On our labor practices: Our friends in the media are slowly becoming 94: more knowledgeable. This is good. It means that consumers are 95: actually getting informed rather than just alarmed. This, too, will 96: take time. Meanwhile, the contrasts between us and our competitors and 97: other companies in the needle trade will show more each year. The following 1998 Nike passage suggests that it realizes that Americans are aware of their overseas practices, and accordingly, that Nike should be credited for this shift in public consciousness. 99: There is an interesting relationship going on between the Asia economic 100: crisis and the labor practices issue, which would take many chairmans [sic] 101: letters to cover. Instead, let me cut straight to the moral of the 102: story: It is simply not acceptable for America to continue to be 103: moated Reebok Strategic Awareness No Reebok letters were in this category. Strategic Acquisition Response Four is Strategic Acquisition, or a voluntary move toward environmental audits and social responsibility. Although Nike makes no mention of their environmental audits, 1997 marked their first voluntary, environmental audit and was conducted by Ernst Young. Nike Strategic Acquisition No Nike letters were coded in this category. Reebok Strategic Acquisition Throughout their letters, Reebok makes reference to the fact that they seek to help make a better world and to make a difference. This is evidenced by the following passages from 1990 (lines 47-48) and 1991 (lines 59-60). The company has made a voluntary movement toward being socially responsible. 47: a high level of consciousness and a sense of responsibility to help 48: make a better world. 59: to make a difference for our consumers 60: and ourselves. Flagship Implementation Response Five is Flagship Implementation, in which the firm makes proactive moves to change their core mission and to include green goals. Nike Flagship Implementation No Nike letters were in this category. Reebok Flagship Implementation In the following passages, Reebok makes mention of the various programs and initiatives they started in order to become a socially responsible company. 1992 60: Our push for success, however, has not lessened our desire to make a 61: difference in the larger world. Reebok is unique in its dedication to 62: human rights. Through our Human Rights Awards Program, which just com 63: pleted its fifth year, we strive to bring attention to young people 64: around the world who advance the cause of human rights. This year, 65: through a grant from The Reebok Foundation, a new human rights program 66: began. WITNESS, a program providing video cameras, facsimile machines 67: and computers to human rights organizations, allows human rights acti 68: vists to document abuses of justice for the world to see. 1993 61: Finally, let us note that the aspirations of Reebok extend beyond the 62: bottom line. Our commitment to the pursuit of human rights continues. 3: Once again, we recognized brave young people for their stand on human 64: rights one each from Belgium, Brazil, Egypt, and the United States. 65: Our Reebok Foundation helped inner city young people in United States 66: urban areas. Our Human Rights Production Standards, in place throughout 67: the world, helped assure that workers manufacturing Reebok pr oducts 68: benefited from quality conditions and fair labor practices. 1994 117: Another dimension of Reebok that enhances our global brand image is our 118: goal to be in the forefront of the corporate movement toward social 19: responsibility. We are the acknowledged corporate leader in promoting 120: human rights. Young people around the world, we believe look to 121: companies that stand for more than their great products. We 122: established the Reebok Human Rights Awards program in 1988, and we 123: continue to support it. This commitment led us to establish the Reebok 124: Human Rights Production Standards, through which we strive to improve 125: labor practices in overseas factories that make our products. This 126: commitment also is why we are working to make products that are 127: environmentally sound. We believe that companies should stand for 128: something. We believe our brand should stand for something. Personal 129: athletic achievement is a powerful message, but it is not enough on its 130: own. Reebok does stand for something, and as a result a new generation 131: of young people are able to see that a company can be a source not only 132: of exciting products, but of social good. 1996 55: Our Company continued its long-held commitment to human rights with the 56: Ninth Annual Human Rights Awards in 1996, honoring young activists in 57: their struggle for human rights around the world. Our efforts in this 58: area extend beyond this recognition program and include our 59: establishment in 1992 of human rights production standards that we hold 60: our factories accountable to follow. Most recently, in 1996 in 61: response to the problem of child labor widely utilized in the stitching 62: of soccer balls, we entered into an agreement with our supplier to 63: build a soccer ball manufacturing facility in Pakistan that will allow 64: us to guarantee that all Reebok soccer balls will be made without the 65: rise of child labor. 148: we will continue to focus our efforts 49: on making a difference to our customers to our employees and to our 150: shareholders. 1998 42: I believe that the values that Reebok International stands for 43: as a company are precisely those values that consumers are looking for in todays marketplace. 84: One of the crucial elements of this plan is the repositioning of Reebok Unlimited based on the 85: concept of humanity. Actually, this is not so much of a repositioning as a rediscovery of the 86: values of creativity, free-spiritedness and individualism that we have always represented as a 87: company, but have deviated from recently in our advertising and marketing. Based on a return 88: to these universal human values, we believe Reebok Unlimited is in a unique position to appeal 89: to both the authentic performance and casual lifestyle markets at the same time. Table 1 Table 2: Figure One: Frequency of the use of environmental narratives by Nike and Reebok over the tenyear period, 1990 to 1999 134: WE STAND FOR DOING THE RIGHT THING. 135: 136: Over the past year, a lot has been written about our industry and the issue of human rights. 137: We have been a leader in this area for more than a decade. Running a company involves a lot 138: more than crunching numbers and whatever else gets in your way. It involves a commitment 139: of equal respect and fair treatment for all people. Simply put, this is the Reebok way. It will 140: always be the Reebok way. As concern for human rights issues grows among consumers 141: particularly younger consumers we believe our leadership and reputation will translate into 142: greater preference for our brands and products. Although Nike makes little mention of their environmental practices, labor practices, or social responsibility, those passages included in the letters primarily engage in denial, green gloss, and strategic awareness rhetorical styles. Nikes main response mode during the 1990s was denial. Reebok, on the other hand, mentioned their social responsibility efforts in many of their letters and were primarily engaged in strategic acquisition and flagship implementation rhetoric. Reeboks main response mode was flagship implementation. The companies were at opposite ends of the spectrum in their primary response mode during the 1990s. Both companies, however, were engaged in poor labor practices in their overseas operations (Baskin, 1996; Ernst Young, 1997; Fireman, 1999; Manning, 1997a-g; Nguyen, 1997; Reebok, 1999). The difference is that Nike was denying the problems while Reebok was trying to be open about the problems and address them. Interestingly, we can conclude that being socially responsible and environmentally aware did not result in increased market share or profitability for Reebok. They continued to lose sales and market share throughout the 1990s (Figures 4 and 5). Reebok expected that their social responsibility stance would differentiate them from the competition. Rather, research and development and marketing are key success factors for this industry and Nike outperforms Reebok in both areas. Conclusion Boje (1999) puts forth a model of stages of environmental and social responsibility rhetoric. He suggests that rhetoric falls somewhere in a continuum ranging from Denial to Flagship Implementation. On one end of this continuum, companies may deny any responsibility for or ownership of their negative actions. The next stage of this continuum reflects rhetoric that glosses over issues and uses public relations campaigns in response to negative publicity. The third stage of Bojes (1999) continuum is rhetoric that acknowledges a need for change and puts forth gestures of minimal compliance. The fourth stage on this continuum is rhetoric that shows voluntary movement toward social responsibility and the last stage on the continuum is flagship implementation of environmental practices and embracing social responsibility. This article has shown that rhetoric is a useful way in which to understand and interpret a companys strategy. We have shown a more penetrating, or Tamara, view of the rhetoric of the athletic apparel industry leaders. Through analysis of letters to shareholders of Nike and Reebok over a ten-year period, we have shown Nike and Reeboks use of environmental and social responsibility rhetoric. The results show that Nike has engaged in Denial as their primary rhetorical style and Reebok has engaged in Flagship Implementation as their primary rhetorical style. The companies are at opposite extremes of this continuum. In spite of Nikes denial and Reeboks engagement of social responsibility, Nike revenues have skyrocketed and Reebok sales have plummeted (Figure 4). Figure 2. Figure 3. Figure 4. If rhetoric indeed reveals strategy, these findings suggest that social responsibility and profits are negatively correlated for these two companies. In both Figures 2 and 3, we see the frequency of nvironmental and social responsibility rhetoric used by both companies increased. Nike engaged in rhetoric on the negative end of the continuum, suggesting denial of social responsibility; Reebok engaged in rhetoric on the positive end of the continuum, suggesting implementation of social responsibility. Also near this time, revenues and market share of both companies began to move in a dire ction negatively correlated with the level of social responsibility (Figures 4 and 5). The empirical evidence has been mixed on the relationship between corporate financial performance and social performance. Some researchers (Preston OBannon, 1997; Roman, Hayibor, Agle, 1999) have found a positive relationship between corporate social performance and financial performance and other researchers (Ingram and Frazier, 1983; Freedman and Jaggi, 1982) have found a negative relationship. In the case of negative correlations between financial performance and social performance, it is argued that the costs associated with social responsibility put the firm in an unfavorable financial position compared to firms that are not socially responsible (Aupperle, Carroll, Hatfield, 1985). Clearly the relationship between corporate financial performance and social performance is not fully understood. Nonetheless, rhetorical analysis is a useful postmodern tool in revealing a companys strategy and in revealing when changes or shifts in strategy occur. Figure 5 [Reference] REFERENCES Retrieved May 28, 2000, from the World Wide Web: http:// www. netadvantage. standardpoor. com/netahtml/ IndSur/apf/apf_0999. htm Czarniawska, B. (1998). A narrative approach to organization studies. Thousand Oaks, CA: Sage Publications. [Reference] Ernst Young (1997, January 6). Environmental and labor practice audit. Retrieved May 28, 2000, from the World Wide Web: http:/ www. corpwatch. org/trac/nike/ernst/audit. html Fireman, Paul (1999, October 17). Steps we must take on third-world labor. The Washington Post, p. B7. Freedman, M. Jaggi, B. (1982). Pollution disclosures, pollution performance and economic performance. Omega, 10, 167-176 Frye, N. (1957). Anatomy of criticism: Four essay . Princeton, NJ: Princeton University Press. [Reference] Grimm, C. M. Smith, K. G. (1997). Strategy as action: Industry rivalry and coordination. Cincinnati, OH: South-Western College Publishing. Ingram, R. Frazier, K. (1980). Environmental performance and corporate disclosure. Journal of Accounting Research, 18, 614-622. Introductory Guide to Unplugging Corporations (2001) Retrieved March 3, 2001 from the World Wide Web: http:// www. georgiastrait. org/Unplugging%20Corps. 3. pdf [Reference] Landrum, N. (2000). A Quantitative and Qualitative Examination of the Dynamics of Nike and Reebok Storytelling as Strategy. Doctoral dissertation: New Mexico State University. Lieblich, A. , Tuval-Mashiach, R. Zilber, T. (1998). Narrative research: Read analysis. and intc=tation.

Learning Styles and Pedagogy

Introduction As an individual within the teaching profession, I realise how it is often important to examine myself to determine the effectiveness of my performance. It is an aspect of critical reflection that questions my actual performance, thereby helping me in finding answers to some of the most pressing questions.Advertising We will write a custom critical writing sample on Learning Styles and Pedagogy specifically for you for only $16.05 $11/page Learn More The critical reflection helps in developing the profession because it acts as a building block, enabling the strengthening of weaker areas and enhancing performance even further in best performed areas (Leung Kember, 2003, p. 61). Learning and teaching processes or activities, although conducted differently, are similar in many important aspects (Roxà ¥, Mà ¥rtensson Alveteg, 2011, p. 99). I consider the manner in which I learn fundamentally to have a direct bearing on the way I eventually t each my students. It is impossible to be a teacher without having undergone learning because the two are mutual. This paper draws from the principles of career reflection to reflect on my career as a teacher. The paper explores the learning and teaching processes as a whole. The paper then delves deeper into the numerous factors that are involved before critically reflecting on some of the principle concepts that are involved in both processes. Learning Process and the Factors Involved Learning is a demanding process that evidently depends on the responsibility of the individual to a large extent (Bhusry Ranjan, 2012, p. 313). Unless an individual feels that he strongly owns and is directly responsible for the entire process, learning may never be achieved regardless of how much effort is involved. I practically discovered this during my days as a trainee in graduate school. Although I had very little thought initially about my exact style of learning, I eventually determined my pr ecedence when I gradually appreciated the fact that the entire process depended on my own responsibility and resolve. As a trainee in graduate school, I discovered that three critical approaches of learning were effective in my studies. They involved group discussions and learning, practical presentations and activity, as well as continually tackling assignments (Moores, Change Smith, 2004, p. 77).Advertising Looking for critical writing on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More The results of this experience were manifest in me because my main strategy of learning had initially relied heavily on reading class work and other related texts. There was a clear change in my performance and overall grasp immediately I switched strategies. This assessment has increased my ability to make a substantive and intellectual conclusion regarding my way of learning. I specifically understand what my strengths are and, consequently, rea lise some of the weaknesses that I face. I have a clear knowledge on some of the ways that can help in increasing opportunities for my career growth, including methods and techniques for addressing weaknesses. Nevertheless, as Tomlinson et al. (2003) rightly assert, individuals differ in their learning ways and styles that directly affect their performance. While my strategies of learning paid off substantially, I realised that quite a number of my colleagues had their own suitable methods of learning that did not necessarily resemble one another’s. Some trainees complained that learning in groups affected their concentration so much that there was little learning achieved in the end. They preferred doing studies on their own within very quiet and secluded environments. The process of learning only becomes successful when it transforms an individual in terms of his understanding and knowledge. The basic principle of learning for any student is to begin with accepting and cons idering the need for change (Bellas, 2004, p. 19). This happens from an individual’s point of view where a learner must accept the knowledge acquired to transform him. I have my main conception of learning as a process that leads to the acquisition of facts and procedures needed to achieve an objective. As a learner, I often test the extent to which I have undergone transformation by attempting sample questions and applying the algorithms, skills, and formulae that I have studied before. I use the resultant score to these self-administered tests and sample assessment questions to determine the extent of the transformation undergone.Advertising We will write a custom critical writing sample on Learning Styles and Pedagogy specifically for you for only $16.05 $11/page Learn More Teaching Process and the factors Involved Gurney (2007, p. 89) describes teaching as an educational process that should focus on creating nourishing experiences to enable t he learning process to be natural and inevitable. Teaching should concisely refer to practical actions of expediting learning for the students, instead of focusing on any other related aspect. Quality teaching entails ten basic characteristics that include focusing on the achievement of students, performing pedagogical practices that result in caring, and all-inclusive and unified learning communities. It must create effective links with the school’s cultural context, be responsive to the learning processes of the students, as well as offer sufficient learning opportunities (Gurney, 2007, p. 90). Other quality aspects of teaching include compound tasks and contexts, which help in supporting learning cycles, effectively aligning curriculum goals, and a practice that insists on issuing students with feedback about their task engagement. As Gurney (2007, p. 90) further records, teachers and students must often engage in coming up with goal-oriented assessment and formulate a sys tem that promotes learning orientations, metacognitive strategies, student self-regulation, as well as a thoughtful student discourse. My teaching methodologies have greatly been influenced by my learning styles. I have a greater feeling that encouraging students to study in groups can enhance their academic performance a great deal. However, I also appreciate the fact that students are not all the same. Just like some of my colleagues in college did not approve of group discussion as the best way of studying, I realise that some of my students may also be finding it an ineffective method of studying, depending on their own understanding and belief. Regarding Gurney’s quality methods of teaching (2007, p. 90), I have picked on engaging with my students constructively in order to carry out a comprehensive goal-oriented assessment.Advertising Looking for critical writing on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More I use such sessions to allow the students to determine the kind of difficulties they face in their studies, as well as evaluate their areas of strength. It eventually gives me the leverage to establish the best teaching techniques that suit each of the students, thus avoiding the mistake of using a uniform strategy for the entire class. Teacher knowledge, enthusiasm, as well as responsibility for learning are yet other critical aspects that determine teaching as a process (Eisner, 2002). Because teaching entails passing of knowledge, it will depend with the quality of knowledge that I have as a teacher for a student to learn fully as anticipated. I often go through my prepared notes in advance before I go to class to teach the students. This gives me confidence because it assures me of whatever I am teaching, unlike entering a class without having previously prepared on the subject to be taught. My Personal Learning Style I am an extroverted individual with a strong sensing percepti on. I rely on intuition and feelings to make decisions. My attitude toward the outside world is mainly formed out of my own judgement as opposed to the perceptions that I have. Based on the Myers-Briggs Type Indicator, I am an extroverted, sensing, thinking, and judgement person (ENFJ) (Sample, 2004, p. 67). My extroversion explains why I prefer group work as the best methodology for my studies. During my teacher training session as an undergraduate, my studying was done mostly during the day to allow for long discussion sessions with my colleagues. After realising the fact that I performed well in study groups, we organised ourselves together in a study group of five people comprising of individuals with the same personality types. Learning mainly took place between 8 am and 4 pm, where we took turns in doing short presentations to enforce the transformation process of knowledge. Most of the personal studies in my room in the evenings only lasted for a maximum of two hours as they only entailed tackling of assignments and sample questions. The tackling of self-administered assignments and questions offered me the opportunity to evaluate myself concerning knowledge transformation. My general perception, which is ‘intuition’ as described by Myers-Briggs, had a strong bearing on my learning (Cools Van, 2007, p. 359). This continues to affect my learning process even at present concerning the general life phenomenon. I am fast at learning and gaining general knowledge. I do not necessarily rely on value facts and data to enhance my learning. While attending the study group in college, I would focus all my presentation of ideas and facts that I studied to support myself. Equally, I would challenge other members whenever they made their presentations to support their positions with determined ideas and facts and show the extent to which they had understood a concept. Another critical aspect of my ‘intuitive’ perception that has been criti cal in my learning is a routine application of the facts and skills learned. I insisted on using the exact terms and methodologies used in class by my instructor to enhance my grasping of the knowledge. Honey and Mumford Test As a teacher who has developed great interest in teaching and learning, I have done a Honey and Mumford test to understand my learning style. I have determined that I am an activist from the results. I have personally learned by doing things. I involve myself directly in executing the concepts and ideas as they are established. This gives me first-hand experience to explore on what the knowledge or learning process involves. I am open-minded in my approach to learning. I accept new challenges in learning. My preferred learning activities include brainstorming, where I prefer coming up with new ideas and thinking. I like involving myself in problem solving activities and encounters and participating actively in group discussion. I also prefer taking up roles tha t strengthen my learning by putting studied theories into action. Competitions and puzzles also influence my learning because they offer a basis upon which I can compare with others and evaluate myself. Howard Gardner’s Test I have used Gardner’s multiple intelligence tests to further ascertain my personality and how it influences my learning style. The results underscore a low spatial-visual kind of intelligence, with a score of 5. It implies I am poor when it comes to making interpretations of visual images and pictorial imagination. Thus, pictures, shapes, and images are not the best learning tools and materials that I can rely on. I have also scored poorly in physical and aural intelligence areas, meaning that the use of music, rhythm, sounds, touch, feel, and physical experience are not the best learning styles for me. My verbal, social, solitary, and logical intelligences, however, are higher. I scored 16, 15, 14, and 11, in these categories respectively. It impl ies that I have a higher mastery of language and words used in communication, while my ability to socialise and relate with others is also high. On these two accounts, my most preferred learning style is by use of language and words, as well as through human contact, teamwork, and cooperation. The high score in solitary or self-awareness implies that I am aware of my personal objectives and able to understand myself clearly. It also influences my relationship with others and the way I relate to the world. Self-reflection and self-discovery are, therefore, two of my most critical aspects of learning. Additionally, a higher score in mathematical or logical intelligence implies that I am good in mathematical calculations, scientific reasoning, and general analysis of problems. Numbers and logic are my best learning styles because I am comfortable with them and I can easily make interpretations. Piaget and Vygotsky Influence Piaget and Vygotsky have contributed towards the subject of le arning and education by establishing the cognitive development theory. According to the theory, the learning processes and capabilities of mental growth in children influence the way they learn (Pass, 2004, p. 18). Understanding cognitive development, therefore, is crucial for teachers because it provides them with the advantage of treating each child in a unique way. In turn, it provides all the children with the opportunity to acquire knowledge in the best possible way without being hindered by their own integral limitations and barriers. The cognitive-development theory holds that the learning process is affected by the attitudes and beliefs of the learner, as well as the context under which teaching is taking place. How this knowledge influences my teaching style I have learned that the quality of my teaching, which is directly reflected by the individual performance of my students, depends on the efforts I expend with a view of improving performance. Teaching is a process that entails many other factors including my personality and emotions, with the actual interaction with the students in a classroom environment only representing the final stage of the process. Thus, I must build a personality type that will, in turn, sustain learning for my students. I often work on my moods and emotion, particularly when I am feeling low, because I realise this has a negative effect on my teaching. The physical environment, equally, must be made in a way that supports teaching. The presence of features that distract concentration during learning need to be removed and a favourable environment created for the benefit of the teacher. In the school where I teach, I ensure the walls in the classrooms have reading material that students can look at and continuously get the reminder that it is a learning environment. I have also integrated student feedback mechanism into my teaching style. This is something I previously never considered to be important. I discovered that som e students are not bold enough to disclose to me as their teacher some of the issues that are affecting their learning (Alton-Lee, 2003). However, with the use of an elaborate feedback mechanism, such students are confident enough to share some of the issues that they encounter during their learning. They mostly prefer written feedback, instead of direct physical talk that I preferred. I have consequently combined the two systems together such that I employ them depending on the preference of the students. Feedback information gives me a lot of insight into the whole teaching practise. It is almost impossible to succeed in this work without depending on it. It is a two-way system of both communication and evaluation, where I am able to appraise my teaching performance by analysing the feedback I get from the students. On the other hand, I also inform the students of my actual expectation of their performance and point out the exact areas that I expect them to add more effort. Critic al Reflection on the Key Concepts The assessment strategy plays a critical role in the learning process as it helps in the enhancement of skills development. By using assessment, students are continually reminded about the need for them to grasp facts and concepts and be able to apply them correctly whenever the need arises. However, there is also danger in over relying on this strategy. It may easily force students to resort to cramming as a way of learning, thereby defeating the whole logic and intent of the process. As a teacher, I am only impressed when the students I teach learn and understand whatever is taught without appearing to do it for the sake of excelling in their examinations. Although, examinations provide the means for evaluating students and the extent of their learning, they may sometimes provide an erroneous picture about the whole scenario. Critical thinking in learning, on the other hand, is only possible where the learners are transformed through education. Le arning, therefore, represents the extent to which the individual is transformed in the way of his thinking and reasoning. It is possible for a student to attend school, but still fail to achieve transformation. Such a student may score highly on examinations and assignments, but still fail to undergo any form of transformation. It is, therefore, important for other evaluation mechanisms, such as practical execution of tasks and concepts taught, to be used in evaluating students in combination with assignments and examinations. Conclusion Teaching and learning make part of a complementary process that can never succeed without going hand in hand. My teaching style mainly reflects the way of learning that I preferred most while still attending graduate school. I am an extrovert who mainly feels comfortable dealing and working with others. My most preferred style of learning entails using discussion groups to make presentations and exchange ideas with others. I have, however, realised as a teacher that not all students prefer this method as the best for learning. In essence, I use a mixed approach for my student depending on what they consider most appealing for themselves. The feedback mechanism is a critical mechanism for me as a teacher because it provides me with the ability to evaluate the responses of my students, as well as get their appraisal of my teaching. List of References Alton-Lee, A 2003, Quality teaching for diverse students in schooling: Best evidence synthesis, Ministry of Education, Wellington Bellas, MD 2004, How transformational learning experiences develop leadership capacity, Royal Roads University (Canada), Victoria, BC Bhusry, M Ranjan, J 2012, ‘Enhancing the teaching-learning process: a knowledge management approach’, The International Journal of Educational Management, vol. 26, no. 3, pp. 313-329. Cools, E Van, dB 2007, ‘Development and validation of the cognitive style indicator’, The Journal of Psychology, vol. 141, no. 4, pp. 359-87 Eisner, EW 2002, ‘The kind of schools we need’, Phi Delta Kappan, vol. 83, pp.576-583. Gurney, P 2007, ‘Five factors for effective teaching’, New Zealand Journal of Teachers’ Work, vol. 4, no. 2, pp. 89-98 Leung, DYP Kember, D 2003, ‘The relationship between approaches to learning and reflection upon practice’, Educational Psychology, vol. 23, no. 1, pp. 61-71 Moores, TT, Jerry Cha-Jan Change Smith, DK 2004, ‘Learning style and performance: a field study of is students in an analysis and design course’, The Journal of Computer Information Systems, vol. 45, no. 1, pp. 77-85 Pass, S 2004, Parallel paths to constructivism: Jean Piaget and Lev Vygotsky, Information Age Publishing Inc, New York, NY Roxà ¥, T, Mà ¥rtensson, K Alveteg, M 2011, ‘Understanding and influencing teaching and learning cultures at university: a network approach’, Higher Education, vol. 62, no. 1, pp. 99-111. S ample, J 2004, ‘The Myers-Briggs Type Indicator and OD: Implication for practice from research’, Organization Development Journal, vol. 22, no. 1, pp. 67-75. Tomlinson, CA, Brighton, C, Hertberg, H, Callahan, CM, Moon, TR, Brimijoin, K, Conover LA Reynoldsm T 2003, ‘Differentiating instruction in response to student readiness, interest, and learning profile in academically diverse classrooms: a review of literature’, Journal for the Education of the Gifted, vol. 27, no.2/3, pp. 119-145 This critical writing on Learning Styles and Pedagogy was written and submitted by user L1l1ana to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

My Mother essays

My Mother essays The first thing that comes to mind when I think of my mother is her ability to reason. For as long as I can remember, my brother and I have fought. Im not talking about physically fighting, although weve had our share of those, im talking about the he stole my toy, or more recently, Its my turn to take the car out. When a situation like this arises, she is the first to step in and sort matters out. It seems like she always finds a compromise in the mess of arguing. My mother spent the first fourteen years of my life at home taking care of me and my younger brother. A typical house wife, she could cook and clean and pretty much do anything that needed to be done around the house. I was finally old enough to stay at home by myself when this stage of her life was complete. She then started taking night classes at S.I.U.E. to learn how to become a teacher. She has had a place in her heart for secondary education for as long as I can remember. Maybe it was due to the fact that she had spent the last 14 years of her life with me and my brother...maybe not. None the less, she was finally doing something to quench her passion. The teaching certificate came in the mail shortly after she earned her bachelors degree in special education. I was under the impression that teaching would take away her time from me. I was used to her being there when I came home after school to make me a snack, or talk about how my day went the instant I walked through the door. My hypothesis was of course wrong. With me playing basketball until later on in the day, and her staying busy at the middle school, we just had to spend time with each other later on in the day. This was really no problem to anyone though. Since I have moved to Carbondale, things have been a little different. We dont get to see each other every day, but we still stay in touch quite often. Th...

Language and Sources of Mini Arguments Assignment

Language and Sources of Mini Arguments - Assignment Example Examples of the use of questions marks within the mini arguments are; mini-argument #2, which has begun its argument with the question â€Å"Why do certain people think lying is ok?† and also used â€Å"So what is the whole point behind lying?†. Susie, in her mini-argument #4, on the other hand, uses, â€Å"Want to know why people love playing the lottery?† and. â€Å"This candid reality of things necessitates some questions to be asked, is it in actuality that hard to be successful? How does one end up on the road to success?† Mini argument #1 made use of â€Å"What else is the government keeping from us?† and â€Å"I have the right to choose whether I want to read a paper if it does not bother you to read a newspaper and can afford it go for it by all means. The use of such question marks within the argument forces the reader to get involved and absorbed into the argument and to have his or her own opinion before delving deeper into the writerâ⠂¬â„¢s opinions.  Moreover, the arguments have gone ahead and listed these internet sources as references so as to give the source credit for providing the information. Mini argument #4 has exclusively made use of books as source materials, additionally, it has even gone ahead and used a line from John Lenon's song, ‘imagine’ this depicts creativity and the use of a song appeals to a wider audience. All the four mini arguments have carefully chosen their language of use as well as the structure of the essay in terms of paragraphs. The careful selection of particular word choice helps mainly for effect and to connect the reader with the writer. Most of the mini arguments have used simple language, which is easily understandable, as well as a language, which is conversational, it can be referred to as somehow colloquial. The use of such words helps also in passing the argument to the writer. For example, Susie in mini argument #4 writes, â€Å"Anyone can be a success, any Tom, Dick, and Harry has the potential to become prosperous and successful.† and â€Å"Some people have it on a silver platter and some have it rough† On the other hand, mini argument #2 uses the statement, â€Å"Let’s just all be honest with one another.   It makes life so much easier!† This careful choice of words, especially conversational words is effective in passing the message across more effectively.

Transitioning From Closed to Open Systems Research Paper

Transitioning From Closed to Open Systems - Research Paper Example Apparently, the nursing sector has an open and closed system of solving problems. In the open system a nursing facility is at freewill to look for external help from other facilities and organizations. However, closed system perspectives state that a facility will only seek solutions from the internal environment. The latter limits the number of solutions to the existing problems. In recent times, many health facilities have experienced a shortage in the number of nurses that should attend to patients. Nurses are considered vital in ensuring all the patients are recuperating at a desirable rate. This is owing to the basic services that are offered by the nurses which include exercises, administering drugs, feeding and cleaning of patients. Without adequacy in such services patients will not recover in good time. Therefore, shortage of nurses in the nursing sector is a blow as the patients rarely get the services they need (Smith, 2010). One prevalent issue is the lack of sufficient number of nurses, especially in the ICU. Most patients who are taken to the ICU require intensive care that involves various delicate services. Acceptable standards state that there should be at least one nurse taking care of two patients in the ICU. Nevertheless, in most health facilities this is a rare ratio. Most of the nurses have to offer their services to at least three patie nts, which obviously overworks the nurses leading to poor service delivery. In bizarre incidents a single nurse is forced to serve four patients in the ICU. This highly degrades the quality of services offered across the nursing profession. As such, it jeopardizes the health and safety of the patients in the ICU as well as the reputation of particular health institutions. Shortage of nurses is a prevalent problem that risks the lives of patients. There are various ways of solving the problem though. However, it would be a hard task to use a closed

How Should I Judge the Goodness of My Actions Essay

How Should I Judge the Goodness of My Actions - Essay Example Mills contends that individuals who have experienced the two pleasures have a higher preference to how they exist, using higher faculties. He implies that people with more awareness to the world need more for them to be happy. Those who are knowledgeable, while subject to ignorance in enjoying base pleasures, maintain withstanding lower grades of pleasure. Finally, as people, we act in specific ways in order to meet out desires and the decisions made are governed, somewhat, by sanctions. Two types of sanctions exist, i.e. internal and external. External sanctions are outside of the person and are inclusive of such means as the influence from other people; for example, the approval, and disapproval of other people to our actions (Kahn, 2010). It can also be from ideas like the fear of God and punishment from God for acting contrary to his word. Internal sanctions, on the other hand, are equivalent to one’s conscience. These are the inner thoughts resonating in one’s mind with regards to actions or ideas. Internal sanctions have a greater influence since the mind has a consistent presence in one’s lifetime. ... Those who help others in order to be happy do so out of an effort to get personal benefits and not for duty alone. Therefore, firstly, motivation for this type of good will needs to be duty bound and not for the manner in which it makes one feel when showing generosity. Duty’s second characteristic contends that true duty must not be performed with calculated effect (Munzel, 2012). This means that if an individual decides to donate boreholes to a community in Africa he would not desire to get a tax deduction for it. Duty also requires one to act out of respect for morality, where humanity should behave according to duty and its properties, rather than for the self-serving outcome or motivation. Action, therefore, is only taken to be good if its reasoning does not contradict itself and makes sense. Kant is emphatic of this when he discusses lying, questioning whether he would be contented if his lying maxim were a universal law to him and to others (Munzel, 2012). On examining the idea, universal application of lying, would fail with all people practicing and expecting lies. Therefore, reasons governing actions can also be referred to as imperatives. He separates exteriorly motivated duties and pure duty by referring to them as hypothetical and categorical imperatives respectively. Categorical imperatives are concerned with the principle an action follows, unlike hypothetical imperatives. The debate between the two is whether an individual’s sense of duty is compromised by consequential appeal, i.e. where murdering an individual is to the benefit of other many people, is the killing justified? Kant would hold that killing is not permissible in any situation even where the person is a dictator who oppresses and kill

Difference Between Ground Level And Stratospheric Ozone Environmental Sciences Essay

Difference Between Ground Level And Stratospheric Ozone Environmental Sciences Essay Why has one a beneficial and the other a detrimental role in the atmosphere? This essay is going to explain the difference between ground-level and stratospheric ozone; why has one a beneficial and the other a detrimental role in the atmosphere. The troposphere is the lowest layer of the earths atmosphere (Figure 1). It starts at the earths surface extending to a height between 7 and 20km above sea level. The troposphere is the thickest part of the atmosphere in which around 75-80% of atmospheric mass is located. As altitude increases through the troposphere, temperature, air pressure and density of the air decrease. The troposphere is heated from the earths surface; sunlight warms the ground or ocean and in turn, heats the air around which rises into the troposphere. On average the temperature drops around 6.5 degrees Celsius per km as altitude increases. At the top of the stratosphere, temperatures can reach a low of -55 degrees Celsius. As shown in figure 1 there is a layer between the troposphere and the stratosphere this is called the Tropopause, a boundary between the two layers. The altitude of the Tropopause varies with latitude, season, weather and time of day. At mid level latitudes the typical height of the Tropop ause is around 11km whilst near the poles it can drop to a low of 7km. The lowest part of the troposphere is known as the atmospheric boundary layer which is affected by the earths surface, an example of this can be the wind being affected by hitting a mountain. In the polar regions just below the Tropopause is a jet stream which is defined as a belt of powerful upper-level winds that sits atop the polar front (Britannica 2010) (Figure 1 ACCU Weather 2009)http://global-warming.accuweather.com/stratosphere_diagram_sm-thumb.jpg Ozone (O3) is a form of oxygen containing 3 molecules, usually found in the stratosphere, and responsible for filtering the suns ultraviolet radiation (Null, J 2003). Figure 2 shows the levels on ozone present in the earths atmosphere. (Figure 2 NASA 1999) File:Atmospheric ozone.svg According to NASA 10% of ozone (O3) in the atmosphere is found in the troposphere. Ozone in the troposphere is unwanted. Ozone can be found in low concentrations at ground-level. Ground level ozone and stratospheric ozone are two key sources of natural ozone. Ground level ozone are hydrocarbons which are released by soil and plants, whereas stratospheric ozone which rarely migrates downwards to the earths surface. These two natural sources do not give enough ozone to be thought of as a threat to life and the environment. With growing populations, increased transport and high industry has increased the ozone levels in the lower atmosphere. Ozone cannot be traced by coming directly from one source as it is formed by contact between the suns UV rays and hydrocarbons and nitrogen oxides which can be traced back to transport, fossil fuels, power plants and other industries. It can be referred to as ozone pollution or Smog. In urban areas its known as photochemical smog (Figure 3 Environmental Science 2010) http://apesnature.homestead.com/files/fg22_04b.jpg Ozone is a key element traced in smog and as a powerful greenhouse gas. Greenhouse gases are a part of the atmosphere; they are both natural and created from human activity. These gases emit radiation within range thermal infrared radiation which is emitted from the earths surface, the atmosphere and clouds. This causes the greenhouse effect. The greenhouse effect is when sunlight reaches the earths surface and is reflected back into the atmosphere, but it is prevented from escaping by the layer of greenhouse gasses, this in turn heats the atmosphere causing a rise in the earths surface temperature. The rise in temperature causes ice caps to melt, raising sea levels. The four major gases that contribute to the greenhouse effect and their percentage contribution are: Water Vapour, 36-70%, Carbon Dioxide, 9-26%, Methane, 4-9% and Ozone, 3-7%. (Kiehl J, 2003) Ozone levels are found at its peak during the summer months and are usually highest in built up areas. Concentrations are at its highest during the afternoon as the UV rays have had time to react. This causes ozone pollution. Ozone pollution has many negative effects on human life, vegetation and the environment. It can cause health problems such as chest infections, breathing problems, headaches, eye irritation and aggravate pre existing conditions such as asthma, heart disease, bronchitis and emphysema. Ozone pollution according to SEQL damages leaves and crops, which reduce crop production and quality, The United Nations Environment programme estimated a loss of $8.56 billion worth in crops in the European Union in 2000(UNEP 2007) Buildings and decorating materials can be weakened or damaged and paint can fade faster than anticipated. The stratosphere is the second layer of the atmosphere from the earths surface (Figure 1). The stratosphere rises to around 50km above sea level. The lowest part of the stratosphere varies depending on the latitude and the season. It differs at around 8 16km near the equator, around 10km at the mid latitudes and 8km near the poles. The air within the stratosphere is dry and contains small amounts of water vapour. The air within the stratosphere is around a thousand times thinner than that at sea level. Due the lack of vertical convection within the stratosphere, compounds can stay for long periods of time which breaks down the ozone layer. About 90% of the ozone in the earths atmosphere is located in the stratosphere, which is between 15 and 50km above the earths surface. The ozone in the stratosphere forms a layer called the Ozone Layer. This is where oxygen (O2) and Ozone (O3) molecules absorb UV light from the sun protecting the earths surface from UV radiation. Both oxygen and ozone combined absorb between 95 99.9% of the suns UV radiation. Without them UV radiation such as UV-C and UV-B can cause skin cancer and damage eye and plant tissue. The Ozone Layer is being destroyed by chemicals released by humans. An example of this is Chlorofluorocarbons (CFCs) and the Green House Gases which break down the ozone in the stratosphere. Figure 4 that the level that the ozone is having on the stratosphere and the troposphere. It shows that the levels of ozone have been reduced in the stratosphere and the levels of ozone have increased. (Figure 4 Institute for Chemistry) seperated ozone trends To conclude, this essay shows that ground level ozone has a detrimental effect of the earths atmosphere as it causes health problems or aggravates pre-existing problems, damage to natural vegetation, crops and buildings and the environment. It is not ozone itself that damages the earths atmosphere but the interactions between the suns UV rays and hydrocarbons and nitrogen oxides within the troposphere. Whereas stratospheric ozone has a beneficial role to play in the atmosphere. Stratospheric ozone is beneficial to the earths atmosphere as it absorbs UV radiation which prevents health problems such as skin cancer. Bibliography Guy, P, John J, Geoffrey, S. (1999). Tropospheric Ozone. In Birks, W Atmospheric Chemistry and Global Change. 4th ed. Oxford: Oxford University Press 465-486 Guy, P, John J, Geoffrey, S. (1999). Middle Atmospheric Ozone. In Birks, W Atmospheric Chemistry and Global Change. 4th ed. Oxford: Oxford University Press. 487-513 NAS. (2001).  Ozone Layer.  Available: http://www.nas.nasa.gov/About/Education/Ozone/ozonelayer.html. Last accessed 02/03/2010 RSPB. (2001) The Greenhouse Effect. Available: www.rspb.org.uk/ourwork/teaching/resources/science/greenhouse_effect.asp Last accessed 3/03/2010

Multicultural Education Essay -- Schooling Teaching Learning Papers

Multicultural Education The inclusion of multiculturalism into schools has become an increasingly hot topic as of late. Being a future teacher I have taken a natural interest in the topic as well. It seems that most of the push to incorporate the multicultural issue into the school system has been a reaction to the thought that the American â€Å"melting-pot† metaphor is on the decline. Knowing that the demographics of the United States is changing continuously, the main issue about the inclusion of multiculturalism is not whether to place it into the schools, but rather how to position this controversial topic into the curriculum. Many people think that the incorporation of multiculturalism must begin with the teacher education students while they are still in college. Advocates claim that college curricula must institute multicultural studies because as of now there are no requirements of students to seriously study the culturally diverse societies in which they will be teaching. Throug hout the paper I will mainly discuss the responsibility of the school systems to include the multicultural aspect into their various curricula. I will also show how teachers must change and continue to change as the student demographics vary. Finally, I will give evidence of how racism is a large problem in schools when discussing everything from the racial percentages of educators to the segregation of students in various ways. â€Å" The inclusion of multiculturalism in the dominant curriculum in higher education was originally a response to minority student demands of the ‘Sixties and Seventies’†(Kailin, 1998, p.1). This is direct evidence that the topic has been continually pushed aside as time has gone on. Originally b... ...k that this racism would disappear just through teacher communication. In all, school reform for a society full of multiculturalism has to mean sharing power and collectively making decisions. If this is not done, the issue of how to incorporate multiculturalism into schools will never be solved. Works Cited Farris, Pamela J. (1999). Teaching, Bearing the Torch. Boston: McGraw- Hill. Kailin, Julie. (1998). Preparing Teachers For Schools and Communities: An Anti- Racist Perspective. High School Journal, 82, 1-9. Munroe, Maurice E. R. (2000). Unamerican Tail: of segregation and multicultural education. Albany Law Review, 64, 7-63. Sleeter, Christine E. (2000). Multicultural Education And the Standards Movement- A Report from the Field. Phi Delta Kappan, 82, 156-162. Tucker, Michelle. (1998). Multiculturalism’s Five Dimensions. NEA Today, 17, 17-19.

Skin Facts

The skin is the largest organ of the body. On the average person, the skin is approximately 3000 square inches and weighs approximately seven pounds. While the eyes are the â€Å"windows of the soul†, the skin is the â€Å"window to the body† because it is the only organ that can be seen. The skin contains 25% of the body’s blood supply, which flow completely through the skin once every minute. The skin is the body’s largest organ of immunity. It is the body’s first line of defence, the boundary where self is designed from non-self, yet it is highly interactive with the environment. Anatomy of Normal Skin Approximately 50% of the body’s primary cells of immunity are housed in the skin at any minute. After puberty, these cells are matured in the skin. The skin is biodynamic, alive up to the stratum corneum the only barrier the skin has to the outside world. The stratum corneum is less than the thickness of one human hair. In one square inch of the skin there are 2800 openings for sweat and oil glands. Over three million sweat glands cover the body, contributing to one of the skin’s many nicknames, the third kidney. In one day, skin will release one to several millilitres’ of water. As we get older, these sweat glands produce less perspiration. Skin perspires, what some people mistakenly call breathing. It takes in about 2. 5% of the body’s oxygen and releases about 3% carbon dioxide. In general, the skin does not breathe from outside oxygen. It works on anaerobic metabolism through our lungs. The skin is a bio-conversion factory. It is the largest hormone and enzyme producing organ of the body. Two distinct layers make up the skin. The epidermis, which covers and protects and the dermis, supports the epidermis and connects it to the underlying muscles. It acts as a heat regular in conjunction with the blood stream and perspiration glands. When the body is exposed to too much heat, there is a rush of blood to the surface of the skin, permitting it to cool. At the same time, the perspiration glands secrete liquid to aid in the process. Sensory erception occurs in the skin, preventing damage to its ability to feel heat and/or cold, giving pleasure by the same ability to feel such things as the smoothness of satin of the softness of down. There is delayed light screening by means of melanin’s reaction to light. Melanin is a dark pigment found in the skin. It is the area where both sebum and perspiration production take place and where these two combine on the surface to form a protective film (acid mantle) which renders the skin less vulnerable to damage and attack by environmental factors (e. . sun, wind, bacteria) and less prone to dehydration. â€Å"pH† is a chemist’s term standing for â€Å"potential of hydrogen† and is used to describe the degree of acidity or alkalinity in the acid mantle of the skin or in a product. It is measured on a scale ranging from 0-14. The centre of the scale, 7, is neutrality (neither acid nor alkaline). A reading above 7 indicates that the substance being measured is alkaline; below 7, acid. As far as the skin is concerned, a normal pH (or normal Acid Mantle) is in the range of 4. 2 to 5. 6. It will vary from one part of the body to another and generally speaking, the pH of a man’s skin is lower (more acid) than of a woman’s. The Chemical Composition of the Skin: Water70. 0% All percentages are approximate, Protein25. 5%as water may range from 60% to 70%. Lipids2. 0% Trace Minerals0. 5% All Other2. 0% There are three main skin layers: †¢The Subcutis contains fat cells and Lipocytes which make lipids. †¢The Dermis contains nerves, blood vessels, sebaceous glands and sweat glands and consists mainly of collagen & elastin. †¢The Epidermis contains keratinocytes, melanocytes and Langerhans cells. The skin, and in fact our whole body, is composed of many different types of cells. These cells have the same fundamental chemical composition but they vary in size, shape and function. The cells that comprise the outer layer of the skin are themselves a series of many layers that overlap each other, thus ensuring that cellular or other fluids cannot escape from the body via the skin except through a cut or break, or by means of special escape routes: the pore of follicles. The outer surface of the skin is comprised of flattened dead cells. Underneath however, there are living cells, which are somewhat fuller, and the deeper one goes into the skin, the fuller and rounder the cells become. At the bottom of all the layers, there is a row of cells, which are the ones that are always growing and in the process, pushing other cells upward, the cells become flattened as they are emptied of their natural fluid through pressure and dehydration. This normal process of shedding and renewal takes about 30 days (which means that after a cell is born in the bottom layer, it ends up on the surface of the skin, dead and ready to shed). The number of things the skin does for us is incredible. It covers us (epidermis and dermis), helps us keep warm (fatty layer), cools us off (sweat glands), keeps itself supple (oil glands) provides ultraviolet ray protection (melanin cells, registers our sense of touch (nerves), and is ornamental (hair, eyelashes, nails). Over time, dead protein cells can build up and block sebaceous and sudoriferous glands. This causes disturbances in the skins pH levels, normal rhythm and proliferation.