Federal Bureau of Prisons Essay

The Federal Bureau of Prisons was established in 1930. Its main goal is to provide humane care for Federal inmates. There are 11 Federal prisons in operation. The Bureau consists of 115 institutions, 6 regional offices, a Central Office (headquarters), 2 staff training centers, and 22 community corrections offices. The Bureau of Prisons career opportunities web page is the place where you can learn about BOP careers, the employment process and current vacancies. The BOP career opportunities web page has quick links to: application steps, attorney recruitment, career FAQs, health care careers, job descriptions and job vacancies. The Bureau has approximately 37,700 employees within 115 correctional institutions. The BOP is currently accepting applications for: Chaplain, Clinical Psychologist, Dental Officer, Medical Officer, Nurse Practitioner, Physician Assistant and Registered Nurse. The jobs are accessible through USAJOBS. The bureau has approximately 37, 700 highly motivated individuals working in 115 correctional institutions across the country and a wide range of occupations. Job opportunities within the correctional facilities: automobile, painting, plumbing, carpentry, and electricity. They are always accepting applications for dental officer, medical officer, and registered nurse. Salaries are based on the position and location of the job you are selected to fill. The Law Enforcement Special Salary Rate and Locality pay scale may vary from the General Schedule and Locality pay scale. Salaries for positions such as Electrician, Mechanic, and Plumber, are found on the Federal Wage System pay scale. A variety of health insurance plans are available to Federal employees, with the Government paying about 60 to 72 percent of the cost and the employee paying 28 to 40 percent, depending on the health plan. Basic life insurance is automatic and effective on the first workday the employee is in pay and duty status, unless the employee chooses to waive life insurance coverage. Every employee is guaranteed a life insurance policy. The Government pays one-third of the cost for Basic life insurance. Basic life insurance is the employee’s salary rounded up. After 20 years of service in a position covered by â€Å"hazardous duty† law enforcement retirement provisions is eligible to retire at age 50. BOP has four different work life programs which makes it easier to balance work and family. These programs consist of teleworking, compressed, flexible, and part time work schedules. Under special, limited circumstances, inmates who meet strict requirements may be allowed temporary releases from the institution through furloughs and staff-escorted trips. A furlough allows inmates to be in the community without a staff escort. There are several purposes for furloughs: for example these enable inmates to be present during a family crisis, facilitate re-establishing family and community ties, and allow an inmate to participate in certain activities to help his/her release transition. The Bureau may authorize staff-escorted trips for purposes such as visiting a critically ill family member; attending a funeral; receiving medical treatment; or participating in educational, religious, or work-related functions. The Bureau’s philosophy is to release preparation begins the first day of incarceration, focus on release preparation intensifies at least 18 months prior to release. The Release Preparation Program includes classes in areas such as resume writing, job search, and job retention. The program also includes presentations by community-based organizations that help ex-inmates find jobs and training opportunities after release. The Bureau places appropriate inmates in halfway houses prior to release to help them adjust to life in the community and find employment. Some inmates will be eligible for a release gratuity, clothing, or money for transportation to their release destination. The Inmate Transition Branch provides additional pre-release employment assistance. Many institutions hold mock job fairs to provide inmates an opportunity to practice job interview skills and to expose community recruiters to the skills available among releasing inmates. Qualified inmates may apply for jobs with companies that have posted job openings. This Branch also helps inmates prepare release folders that include a resume; education certificates, diplomas, and transcripts; and other significant documents needed for a successful job interview. Medical, dental, and mental health services are provided to Federal inmates n Bureau facilities. Most Facilities provide one or more primary Physicians who specialize in family practice. Medical officer provide direct service to inmates in Federal prisons (e. g. performance of diagnostic and preventive). Nurses play an important role on patient health, patient safety and patient education. (e. g. observation and evaluation of patients, perform case histories, conduct physical examinations, and order laboratory tests). De ntal officers are responsible for the full range of dental care provided to inmates. Pharmacist provide pharmaceutical care, they are responsible for medication. (e. g. same as nurse). Over 3,000 health care positions are offered. The food service operation within each institution represents a major program area within the Federal Criminal Justice system. The Bureau offers a food service career for correctional cook supervisors in a fast pace and challenging environment. Cook supervisor receive full training and are responsible for serving nutritious meals and provides guidance/direction to inmate cooks, bakers, butchers as well as in sanitation. Meals are served to a population of several hundred to 2,000 per meal depending on size and type of facility. Completion of a 2 to 4 year culinary degree is desirable but qualifying experience in quantity production from the military or food hospital industry is acceptable. Even though cook supervisors are at the entry level position, ambitious and interested individuals can apply for higher positions to Assistant Food Service Manager to the top Food Service Administrator. Each federal prison has its own education department that provides educational and recreational activities to inmates. Inmates are encouraged to adopt a healthy lifestyle through physical fitness, health education and leisure programs. Inmates who participate in industries or vocational training programs are more likely to find and keep a job upon release and less likely to return to prison. The Bureau offers a variety of programs for inmates to acquire literacy and marketable skills to help them obtain employment after release. All institutions offer literacy classes, English as a Second Language, parenting classes, wellness education, adult continuing education, library services, and instruction in leisure-time ctivities. In most cases, inmates who do not have a high school diploma or a General Educational Development (GED) certificate must participate in the literacy program for a minimum of 240 hours or until they obtain the GED. Occupational and vocational training programs are based on the needs of the inmates, general labor market conditions, and institution labor force needs. An important component is on-the-job training, which inmates receive through institution job assignments and work in Federal Prison Industries. Parenting classes help inmates develop appropriate skills during incarceration. Recreation and wellness activities encourage healthy life styles and habits. Institution libraries carry a variety of fiction and nonfiction books, magazines, newspapers, and reference materials. Inmates also have access to legal materials to conduct legal research and prepare legal documents. The Bureau of Prisons has various job opportunities ranging from Automotive to electric and is always looking for professionals in the medical field. There are over 3,000 health care positions available ranging from Dental to nursing. While a job with the bureau of prisons maybe stressful it does offer benefits, such as retirement, paid holidays, flexibility room for growth and retirement options. Each federal prison has its own education department and inmates are encouraged to adopt a healthy lifestyle. It is often found that inmates who participate in industries or vocational training programs are more likely to find and keep a job upon release and less likely to return to prison.

The Importance of Protected Sex

Can you imagine having to urge to go pee 24 7, or what about gaining anywhere from 30 to 60 pounds, or even worse, contracting one of those nasty STD's we've all heard about? Well neither can I. Therefore, when abstinence is not an option, protected sex is a must. In todays world, the image of sex is portrayed everywhere. On TV, the radio, social networking sites, even school and public settings. Teenagers are constantly surrounded by sexual intensions, it’s a part of culture that is truly unavoidable. The media, portrays sex as fun and glamorous in plenty of ways, whether its movies, reality shows, or magazine ads, they never portray sex as something awful that can completely ruin your life, and give you no option but to take a turn for the worst. Teen sex in todays world, is nothing but false advertising. Most teens are not informed and educated on the risks of sex, and that is not entirely their fault. Parents tend to assume that children learn everything they need to know in school, and if they're not asking questions, that they're not even thinking about. That’s where their wrong. Most teens are timid about discussing this subject with their parents and are embarrassed to even bring it up. Studies show that teenager who can talk to their parents about uncomfortable subjects, including sex, are less likely to become sexually active at an early age. When teens turn to their peers about sex, they get sugar coated information that they have developed from the media, which leads them into thinking incredibly false things. Simply talking to your parents, discussing methods of protection, and how to obtain them could save teens lives, not to mention their reputations. Although teen pregnancy rates in Canada have declined greatly, the problem is far from solved. Pregnancy and being a mother is something much too large for any teenager to even grasp. The stress, anxiety, and toll it takes on your mind and body, is something no teen is ready for in high school. Pregnancy is an overall uncomfortable situation, consisting of sickness, weight gain, mood swings, swollen feet, constant urination, increased appetite, and much more. Not to mention, pregnant teens will most likely not want to attend school, with all the stress and sickness, school is just not where they want to be, which will eventually result in poor grades and likely failure. Raising a child, requires money, money requires a job, which most always will require education. Acquiring an education can be near impossible when you have a baby at home, your focus would be all over the place and if you didn't have a good family support system, it would be difficult to complete homework and assignments. Okay, so we have all sat through those nasty sex ed presentations, disgusted at the images of unheard of STD's. Passing up the knowledge from those presentations as something gross that would never happen to you, could be the worst mistake of your life. Teens contract STD's daily, never expecting it.. With Chlamydia becoming a pandemic in our province, it is very important to trust nobody, and use protection every single time you partake in sexual activities. Believe it or not, you can contract an STD from something so simple as kissing, gross right? Before you trust your partner, make sure you are well aware of their sexual history, and make them aware you are not willing to do anything without protection. The price teens could pay for begin sexually active far outweigh and advantages. Contracting an STD, becoming pregnant, and jeopardizing the rest of your life are only a few of the horrifying results of unprotected teen sex. Teens need to become educated and aware of all the risks, from parents or health professionals. Although the media might portray sex as something as simple and brushing your teeth, it’s a terrible trail to take. | ?

Why World Cinema Is an Important Topic to Study

WhyWhy world Cinema is an important topic to study? Third Cinema is a very different topic to the rest of the syllabus topics; this will allow us to broaden our viewing range and develop our own film interest. Popular Hollywood films are usually number one choice, when it comes to choosing films as there is a limited number of choice and verity within the small section provided that under world cinema.Unless you have knowledge in the industry and about the films you are searching for, it becomes a challenge to find something suitable for your interests. Studying ‘Global Cinema’ will expand our knowledge on the 10% of films that do not fall under that category of Hollywood films. Although Hollywood films have a much higher success rate, it will not always have a new creative plot or narrative. Similar article: Pestle Analysis for Odeon CinemaWhere-as world cinema films challenges Hollywood films within creativity by exploring different structures etc. Although there are some difficulties we will face whilst trying to study specific films such as the language barrier, variations in culture, different sense of humour and sometimes words, sayings or puns will be lost in translation. However we will be able to gain information about various cultures and country of origin and their industries, different ways techniques and styles of films.There is no such thing as a typical world cinema film, as it is a collective term used for all manner of films from different national cinema and therefore there a wide range of genre within world cinema to be explored to be able to suit various interests. World cinema is unique and differs from predictable mass culture. Which is often something neglected, undervalued or misunderstood as Hollywood has ‘power’ when it comes to the film industry therefore films from around the world have categorised by the fact they are not Hollywood films rather than genre based.Hollywood films often have similar plot points or nothing ‘new’ about their style of films. There are some national cinema films which have been remade by Hollywood. A classic example of ‘Hollywood remakes’ is the original Internal Affairs (1990, Mike Figgis) this film was an initial success within its origin country however it became a global success after Hollywood remade this film with an all-star cast, produced by Brad Pitt.In conclusion it is important to study world cinema films is to be able to expand our knowledge as it is often not discussed. Hollywood films do not always provide us with unique creative films that challenges against the conventional way in which film is portrayed through Hollywood. This will give us a new film experience whilst learning about new culture and the country of origin.

Trafficking in Illegal Drugs and Persons Essay Example | Topics and Well Written Essays - 1500 words

Trafficking in Illegal Drugs and Persons - Essay Example However, in the foreign policy moves, President offers to frame strategies taking into confidence Canada, Iran and France for implementing his policies to control drug and human trafficking and at the same time expanding his foreign strategies to curtail global terrorism in all its dimensions. However before that as an advisor to the President, I need to identity the ways with which Canada, Iran and France frame laws to identify, adjudicate and sentence these international criminals and put the same into practice. According to the law in Canada, drug trafficking is a very serious offense subjecting the criminals into prison. However at the same time length of the prison also depends upon the intensity of the crime and kind and quantity of substance found in the possession of the offenders. According to the Criminal Code of Canada, criminals get lighter punishment for those who have been found in the possession of the marijuana, amphetamines, hashish, and LSD. Punishment and the impos ition of the fines depend upon the quantum and nature of drug caught by the offender which can go from six months to five years and even life imprisonment and fine from $1000 to $5000 (Jourard, n.d.). Canada has defined specific laws pertaining to the human trafficking involving extortion, kidnapping, conspiracy, prostitution, forced confinement, or other organized criminal acts that involve moving of one person or groups illegally on the Canadian land for criminal acts. Besides, Parliament also formulated the Immigration and Refugee Protection Act (IRPA) and Section 118 of this law was initiated on 28the June 2002 which states that no person or persons are allowed to enter into Canada through illegal means like commitment of forgery, deceiving someone, kidnapping, or forceful pressurizing. It also includes persons who help these criminals by providing transportation, or by recruiting or sheltering them. These people if caught are liable to be punished for life imprisonment or fine to the amount of $1,000,000, or both. On 25th November 2005, these measures were made more stringent through passing of the Criminal Code curtailing trafficking and also preventing the people who are i nvolved in the obliteration or destruction of the identity, forging travel documents to help trafficking and abetting criminals to accomplish their nefarious designs. Even the federal Interdepartmental Working Group on Trafficking in Persons (IWGTIP), under the co-chairmanship of Justice and Foreign Affairs, also assists in the activities to solve the trafficking problems (Raaflaub, 2006). The graver of these two is the terrorism problem for which soon after the terrorists attack on the World Trade Center, Canadian government initiated plans to control any kind of terrorist activities. $280 million had been spent by the Canadian government in its immediate initiatives to strengthen law enforcement agencies with the main emphasis on quick tracing of fraud-resistant Permanent Resident Card for new immigrants, provision of security for the refugees, quick detention process and deportation, recruiting of highly skilled and trained staff to increase the power of security at the ports, up gradation of the technology, equipments and making all the

Peer to Peer Research Paper Example | Topics and Well Written Essays - 1500 words

Peer to Peer - Research Paper Example Moreover, this is usually implemented in P2P systems. The significant solutions are provided for the present problems that are mentioned in P2P systems (RODRIGUES, DRUSCHEL 2010): Application state maintenance Application-level node coordination Content distribution In this paper, interesting techniques along with related example are discussed. II. degree of centraliztion In the stem design, the architecture of P2P system is characterized according to the presence or absence of centralized elements (RODRIGUES, DRUSCHEL 2010). The centralized P2P system may include a committed node controller that helps to manage a set of contributing nodes and control the whole system. For example, the membership as, well as the content index is maintained by the website posse by Napster. Moreover, the initial version includes Bit Torrent ‘tracker’ that helps to keep track of all the uploading and downloading content. Thus provides a set of nodes if connected by peer. The BOINC platform consist a website that help to maintain the membership and allocate other computer related task. The log in system, account management and payment is managed by the Skype that contains a centralized website. In order to transmit content or other computer applications, resource-intensive is utilized. In fact, centralized P2P system can give organic growth and plentiful resources. ... III. decentralization of p2p networks There is no devoted nodes are present that are critical for the operating systems in the decentralized P2P system. In addition, the decentralized P2P system comprise no inherent bottlenecks are present. Moreover, this shortage of devoted nodes prevents the system from potential attacks, failure and legal challenges from the hackers. The nodes contain abundance of resources, high availability and publicly routable IP known as super nodes in several decentralized P2P systems. The rendez-vous point for nodes is considered as extra responsibilities of super nodes. These nodes are present behind firewalls, storing state or keeping an index of available content. In the P2P system, the super nodes can enhance the effectiveness but also it is involve in failure of nodes. IV. Distributed coordination Repeatedly, a number of nodes within the P2P application need to synchronize their activities without having a centralized administration or control. For exa mple, the group of nodes that duplicates a specific object needs to be synchronized for the updates associated with the object. (Sianati, Abbaspour et al. 2011) One more example of a node that is seeking for a specific streaming content segment will be curious to identify the node that is received by that channel i.e. the channel that is within reach and that has adequate upstream bandwidth. In this study we will incorporate two different methods for this issue; the first techniques will be epidemic techniques in which information is scattered virally from the workstation. The second technique will be a tree based method in which distribution trees are constructed for dispersing the information (RODRIGUES, DRUSCHEL 2010). Our primary focus will be on the decentralized

Case Study-COMPETITION IN ENERGY DRINKS Study Example | Topics and Well Written Essays - 1000 words

-COMPETITION IN ENERGY DRINKS - Case Study Example Despite the fact that the beverage market is wide, the needs and wants vary in accordance to various aspects. Description of the industry’s strategically relevant business and environmental components People have different beliefs and perceptions, tastes and preferences, needs, and wants simultaneously. A company should not take consumer wants for granted. The reason behind it is simply that the consumer turns out to be the heart and soul of the business, without the company cannot survive. The world comprises of cultures observed to by their specific habitats and they differ accordingly from one place to another. Different geographical and climatic conditions also affect consumption parts of the consumer. A company seeking to exploit the market fully must consider reviewing the above factors for they clearly state consumer-marketing environment. The vision and mission of any beverage company must highlight the importance of customers. Since the beverages directly affect the c ustomers, the mission and vision should be encouraging such that the customers feel close to the organization. Essentially, production and delivery of the beverages will be dependent on the economic political structures of the market. A company approaching a third world country shall not apply the mechanisms of that which is approaching developed countries. A company shall have to establish clearly, the production, promotion, distribution, and strategies. Strategic planning for the above factors enables a company to reach segment appropriately and deliver satisfaction. The choice of a delivery channel should relate to the perceived costs to incur and time taken to reach the consumer. Technological advances ultimately affect the industry and a company seeking competitive advantages must perceive chance as rather an opportunity to a threat. It must study the competitor’s impact in the desired market, the various tactics, and their target customers. Evaluation of competition Ass umptions that any markets are perfect are bound to injure efforts. A company must scrutinize and understand competitors’ strong points, measure the degree on which they influence the market, and weigh them against their weaknesses. Through the realization of the competitors’ weaknesses, the company stands the opportunity to counter competition and survive tremors in the new segment. Since all beverage companies may tend to crawl in the shadows in an attempt to fish information. The company should watch closely and try as much possible to contain its information. On the idea of pricing, the company should ensure that its prices vary from those of competitors, a factor that minimizes chances of switching from one brand to another. However, it is advisable that company first wins the hearts of the customers, mainly through proper distribution and advertisement (Kotler 2009). Drivers of change in the industry dynamics Bearing that the beverage industry comprises of many pl ayers and so are the customers, the Company must be specific on which end to cater for in the segment. The company does not perform these tasks solely as there are other key players in the market contributing to its success. It must analyze its suppliers, employees, buyers, and logistics channel. Suppliers are important to the point that they bring production materials to

Hospitality Management Industries Essay Example | Topics and Well Written Essays - 500 words - 2

Hospitality Management Industries - Essay Example In order to be relevant in the market in the coming decade resorts must give a comprehensive accommodation at reasonable prices suited for all their clients since pricing is a crucial variable in this market due to the cut throat competition (Fevzi and Levent 102). In addition, diverse cuisine ranging from Chinese, African, Japanese and western is a necessity for resort owners to satisfy their customers taste buds. These consumers love to do their business with pleasure and developers must find peaceful and discrete sites away from the noise and crowds that will offer the visitors with unrivaled ambiance (Fevzi and Levent 106). The resorts must excel in the delivery of quality for its clients endowed with well-trained staff who are welcoming and caring thus making the resort a place to fall in love with. Unlike any other destination in the world, resorts must be the essence of diversity, distinctive and final action venue in the coming decade. Fevzi and Levent (88) points that resorts must work to integrate their services thus ensuring maximization of their sales thus earn profits. Commendably, the future prospect of the resorts will be realized in large part by the capacity to foresee and take advantage of change. It is empirical to identify what will be required to survive in the competitive market and developers must invest in meeting customers needs and desires . The successful corporation of the year 2000 surveyed 600 senior resort executives around the globe with the intention to point out what will make a successful business in the next century. The results showed resorts must use and develop a management bank to tackle the diversity of the market place and employ it. In conclusion, to effectively and efficiently integrate expectations in future, developers must empower their staff and involve them in day-to-day operations of the business to make sure success.Information technology has become

Guitarist Essay Example | Topics and Well Written Essays - 1000 words

Guitarist - Essay Example Three years later, King relocated to West Memphis where he hoped to make several performances. In 1948, he got the chance to perform on Sonny Boy’s radio show and began to get audience. His popularity expanded during his ten-minute stint at Memphis radio station. The radio spot later changed to Sepia Swing Club (BBKING). His music career officially started in 1949 when he started recording with RPM records based in Los Angeles. Shortly before then, he had made his debut with a single titled â€Å"Miss Martha King† but is reception was poor. He assembled his named as the B.B King Review that toured across the U.S. while performing in major theaters (Morris). His name became one of the most prominent in R&B music in 1950s after his 3 O’clock Blues hit ranked number one on the Rhythm and Blues chart. After several releases, his earnings rose to the excess of $2500. In 1956, he founded his record label named as Blue Boys Kingdom. He engaged in rock music in the 1960s, and the Grammy Award in 1970 saw his song, The Thrill is Gone, list among the 500 greatest songs in history. Since 1980 till his death, he made several appearances on television shows, as well as, live performances (BBKING). King focused much on blues and led him to writing his autobiography titled â€Å"blues all around me.† His delta blues style is characterized by an emphasis on instrumentation and rhythm. His wailing guitar and world-weary voice brought to the global scene and at the top of American blues. He had a voice that groaned with love and lust and was recognizable to millions of people. During performances, he wrung notes with the guitar resting on his neck. Most of his songs, including the thrill is gone, were of pain and perseverance in love (Morris). King was simplistic in terms of the equipment he used. He played guitars and people associated him with the Lucille model. He also used amplifiers such as the Lab Series L5 2x12. The combo amplifier was the work of Norlin

Climate Change Mitigation Research Paper Example | Topics and Well Written Essays - 2000 words

Climate Change Mitigation - Research Paper Example Its effects, importance and control procedures, are also evaluated to ensure that sufficient information is provided to various stakeholders to facilitate the development of effective mitigation approaches. Work schedule The following work schedule provides my work itinerary for successful completion of this project No Activity Completion Date 1 First research proposal 24TH Feb 2012 2 Approval by Supervisor 14th March 2012 3 Interview 16th March 2012 4 Library and electronic search 23rd March 2012 5 Final copy preparation 5th April 2012 6 Approval by the supervisor and presentation 28th April 2012 Literature Review Clear understanding of the effects of climatic changes is an imperative element towards building a vibrant future that embraces quality social and economic standards of life. Environmental dilapidation, which is caused by carbon and other toxic emissions to the atmosphere currently, poses a great challenge to the development of businesses due to increased cost of productio n with limited resources in the production chain (Locker & Kaczmarek, 2010). Adverse climatic changes cause immense dilapidation of natural resources, which is vital in developing a strong economy with cute social benefits. Governments and various organizations must sufficiently understand the need for preventing environmental degradation. This significantly occurs through reduction of green house emissions to the environment by major producing industries to ensure a safe environment, which supports social and financial ventures. As indicated by Locker & Kaczmarek (2010), mitigation of climatic changes is the process of providing necessary interventions towards reducing sources of green house gases. These causes require effective mitigation through clear-cut policies and development of stringent measures with an aim of preventing ethical environmental practices. According to Crawford, Davoudi & Mehmood (2009), understanding of the need to mitigate and prevent climatic adverse condit ions is increasingly becoming a major impediment to most organizations. In business organizations, quality of goods produced relates to capacities and strengths provided by the operating environment, which is a basic factor, vital for organizational success. No corporation can effectively administer its trade successfully without proper management of its environment (Crawford et al, 2009). Hence, environmental factors have become an increasingly critical concern for most institutions where regardless of organizational size, environmental issues impacts profitability and general performance. The concept of ecological dilapidation directly affecting atmospheric changes has existed for quite a while. However, it is recently that its awareness has lead to the establishment of measures towards curbing climate issues. Authorities intending to conduct mitigation have made environmental apprehension critical for climate change mitigation (OECD, 2008). Forestation and deforestation are the m ost common activities associated with tackling these environmental challenges. This processes influence the intensity of concentration for green house gases (GHG) within the atmosphere. Therefore, climate change requires immediate solutions than can minimize the long-term shifts that may result to environmental degradation. Its impact in one area directly affects the whole planet, as climate is not confined. Climate mitigation

Campus BikeShare Assignment Example | Topics and Well Written Essays - 500 words

Campus BikeShare - Assignment Example This previous participation within such activities is the driving force for the entrepreneurs who seek to ensure other individuals also gain the same benefits through participation in the business (Jeston & Nelis, 2014). The knowledge gained while participating in cycling activities will be essential in the procurement and maintenance of the equipment used by the venture. The business will procure relatively lightweight bicycles which will be leased to customers to ensure they get the maximum benefit from riding. The riding skills of the management will be essential as they will have to conduct a testing for the bicycles before leasing them out to clients. The operations manager will be charged with the responsibility of ensuring the equipment remains in good working conditions. He/she will also be the person responsible for the procurement of new bicycles and spare parts when required. Safety personnel will be involved in ensuring that the best equipment is availed to the organisation, for the clients to attain maximum benefits of physical fitness. The equipment will be assessed and analysed in terms of the physical attributes to ensure that limited bodily strains are experienced. The safety personnel will assess the aesthetics of the bicycles to ensure they meet the minimum requirements stipulated by the organisation. The following activities will be involved in the process of developing the bike share venture into a business programme. The activities will be undertaken in the order listed below. Completion of each activity will mark the beginning of the next activity in the process of implementing the venture. The source of funding will be from personal savings of the entrepreneurs to about 30% of the total capital required by the business. The rest of the funds will be procured through grants from sponsor organisations and even other organisations which will support the programme. These

The Word Essay Example for Free

The Word Essay It is probably the hurtful racial word ever created. It is a word known primarily as a means to degrade African Americans. The word packs such power to represent overt racial hatred; most people regardless of race will not even say it. In the dictionary the word nigger means, usually offensive, a member of any dark-skinned race and ignorant. The n word is word used to cause pain to African American people it is used to offend us so use it. It is a degrading word; a word that whit people used to as they use to say put us in our place. So why do we think it is ok to us it as a term of endearment. It was used as a word that brought our ancestors so much pain so why do we feel it ok to use it when they fought so hard to end the use of the word against them. The NAACP had a funeral for the N as a way to put an end of use of the word, as a way to show the world that the word had no more meaning or pain when used as a put down, but the world still uses the word. Some people don’t even know the meaning of the word but still use it thinking its cool or the thing to do. Since the meaning of the word changed in the African American community people think its ok to use if you change the ending of the word from â€Å"er† to an â€Å"a† it is still the same word and in turn has the same meaning and should still not be used. Most people do not even know what the word means. t a word that brings pain to African American people and remind us that we are inferior and beneath white people. And we use it as a term of love, endearment. Changing the meaning dose not erase the pain it caused to our ancestors. The word should not be used especially by African American people in college because being in college shows that you are educated to get this far and the word means you are ignorant not educated, and in turn degrading yourself .

Basketball Junkie by Chris Herren and Bill Reynolds Essay Example for Free

Basketball Junkie by Chris Herren and Bill Reynolds Essay The book â€Å"basketball Junkie† is a Fantastic book it really is. This book is about a hometown high school superstar named Chris Herron on his journey from Fall River Massachusetts all the way to the Boston garden. Chris lived the dream of every kid who has ever bounced a basketball in their drive way. His accomplishments I believe is what really dragged me into the story. Just the fact that he wasn’t just an ordinary junkie from the streets that wrote a memoir. He was a basketball player that made it to the pros. I feel that gave it the edge just being up there compared to the best players such as Allen Iverson Jermaine o Neil and Kobe Bryant. Basketball Junkie was truly was an interesting story. Chris put it all out there. Herren talks about his substance abuse in brutally honest detail. He describes how his drug addictions caused him his basketball career and almost his life. How his NBA trip was short live as he spent more time chasing his next drug buy then working on his jump shot. Chasing what started out as Alcohol then to coke then to oxy cotton then to heroin caused his NBA career to fizzle out. How I related to the story was basically the same the story was told expect from another view. I witnessed a great basketball not as big as Chris Herren but good enough to get his name out there and play college basketball. This kid was great just like Chris a good person with many thing ahead in his life. Toward the end of his senior year I don’t know what you would call it. But I would say going down the wrong hanging with wrong crowd. That when he made the same mistake Chris made when he started. One thing lead to another just like Chris said in the book trying it once opened doors to other drugs. Unfortunately neither this kid nor Chris was able to close these doors. This was upsetting to watch so I could just imagine for a big superstar like this one. What there brothers were going through and the people who watched and taught Chris how to play. His coaches and people that helped Chris build up to this must have been so heartbroken. This story was really deep because you can tell that he wasn’t very appreciative of his life and accomplishments. He tells his nightmare on no matter what was going on he would always have to put his addiction first because the drug made him feel as if he couldn’t function otherwise. He also talks about his all-time low but I will let you figure out what that is in the book. This really made me feel bad for him. He wanted to be better but he couldn’t. Chris herren were stuck in a decade long nightmare of addiction. That ruined him causing him to get seven felonies and to overdose four times in his life time. One time his addiction actually leaving him dead for thirty seconds long. Overall I really enjoyed â€Å"Basketball Junkie†. I felt like in really brought me inside the life of a junkie addicted to drugs. He really put it out there. He gave his inside thoughts and feeling and how he needs drugs to function. Chris Herren saying this meant a lot even he was this big time basketball player in rolling stone, sport illustrator and all that. He still manages to get caught up in this lifestyle. â€Å"Basketball Junkie† inspired me to never take any chances for granted and to never let bad influences to get in between my future.

Ethical Debates on Cloning

Ethical Debates on Cloning Introduction Over the past few years human cloning has become a great concern, this is mainly because of ethics. There are many great reason that have been presented about why to clone or why not to clone. There have been great results produced by animal cloning. This has made some people suggest that human clones should also be produced. Lots of sources have highlighted the fact that there is a possibility that we can clone a human to replace someone who has died. But there are many moral concerns raised when we speak of cloning humans. Defining Human Cloning Before discussing the topic of cloning we must know what cloning is. There are many views on how cloning can be defined. For example the American Medical Association (AMA) defined cloning as â€Å"the production of genetically identical organisms via somatic cell nuclear transfer. ‘Somatic cell nuclear transfer’ refers to the process which the nucleus of a somatic cell of an existing organism is transferred into an oocyte from which the nucleus has been removed† (Council on Ethical and Judicial Affairs 1). So basically a clone has the same genes as the cloned. In order to clone you wold take an egg, without a nucleus, then insert the DNA of the person that is to be cloned into the egg. This process is to be done by fussing the egg with the cell, or by nuclear transfer. Then we would make the egg become and embryo by means of electricity or by chemicals. Then we would implant the egg inside the mother for the egg to grow. There are other definitions to cloning. Som e say that cloning is also the production of tissues and organs through growing cells or tissues in cultures along with the actual producing of embryos to be born. This process would be done by using stem cells. When a fertilized egg begins to divide, all the cells inside are similar. However, when the cells start to divide the cells start changing and become stem cells, stem cells are cells that produce different types of tissues and then those tissues will produce organs. We can clone organs by producing stem cells which will then create that organ. But we must understand that when we clone we don’t not get exact copies of the cloned. When we clone, the DNA of the cloned will transfer to the clone but the person will not be an exact copy becausethe clone will grow up in a different environment than the cloned and the clone will have different experiences and different opportunities. And since an individual also adapts based on experiences and the surroundings, the clone will look and do different things than the cloned. How It All Started Before we speak of the good and bad of cloning we must see how cloning started. The idea of cloning was just science fiction until February 1997, when Ian Wilmut, an embryologist, found a way to clone a lamb, its name was Dolly. After this experiments conclusion was published we were introduced to a new possibility.Previously, cloning was thought to be unachievable but because of this experiment there has been proof that cloning can be accomplished and we have the knowledge and technology to do so. The first successfully cloned mammal was Dolly and since then there scientists have made improvement to the cloning technology and procedure and know people have been able to create clones such as; mouse, cattle, goat, pig, deer, rabbit, cat, mule, and horse clones. Even though technology has improved he chances of successful clones is very slim. For every 100 experiments only one, two, or if lucky, perhaps three appear to produce a viable offspring in surrogate mothers. There has been no actual proof of why the chances are really low but some researchers say that this is only because we have recently been introduced to cloning, and it will take a while for our technology to evolve so that there is slight chances of error. There has been no evidence that we can successfully create a human clone. But recently is South Korea some scientists were successful in creating stem cells from human embryos that were cloned. This experiment has started to make people think that a world were cloning humans is common, is not far away. Positives of cloning We could kill bad genes:Genetic illnesses are deadly killers and soon they might just be the thing that causes most deaths. Since humans will continue to reproduce and create life the damage to DNA lines will increase. Damages to DNA line cans create mutations and dangerous genes, but this threat to our life could be easily eliminated if we clone healthy human cells. We could recover faster after life threating injuries:After someone has been in a terrible accident the complete recovery of that person will be near impossible but that person may be able to heal properly by cloning their own cells to recover the damaged area. No more infertility:Even though there are infertility treatments, what would happen if an infertile couple had a child? The couple would then be able joyfully experience having a family without join through painful procedures, to make themselves fertile. Potential Harms and Disadvantages We could age faster:  Because an older cell is often being used to create a human clone, there is the possibility that this imprinted age could be placed on the growing embryo. This would then create premature aging issues and potentially even premature death, all because of the cloning process. Less individuality:  Even though a human clone is only a genetically exact copy of the cloned person the cloned person might have a loss of individuality since a clone is basically a genetic twin of themselves, not matter how different the two might look. Value of human life might be reduced:If we do clone there will be a possibility the some people might that humans are more of commodity than they are priceless. For example if a couple does not like their child they could just clone a better one, to suit their needs. It might also create a social hierarchy where perfect humans are at the top and the other humans, naturally made are at the bottom. We Should Clone A lot of people have difficulties having children but if we could clone then there would be no difficulty. For example; a couple has their first child but then they find out that they are now infertile and won’t be able to have more children. The process of cloning would let the couple have more children and if they want they could even have a genetic twin of their first child. We Should Not Clone If we do clone there is a chance that the clones will be looked down upon.If we create a clone just so the cloned might get a kidney or bone marrow we have to ask out selves if the parents will look down upon the clone because the only reason he was born was to give a kidney. If the parents do think lower of him then that will result in negative self-esteem and might lead to more homelessness. But there is an even bigger problem what if someone creates perfect soldiers? If this does happen then the world will become corrupted because people will attack others more often and we would start wars. And if the one who wins the war at the end will rule the world and it is not a good thing to let someone who has committed genocide take over the world. Alternatives to cloning Cloning organs for others and for research Advantage(s) Since there are people in the world who need organs, we could transplant cloned organs so no natural human needs to donate an organ. By cloning organs we could replace non-functional organs with going to the trouble of finding a proper donor. If we clone humans and get clones, we can do studies on their bodies to see how a normal human body works because we are not actually harming a real human just a clone. Disadvantage(s) If we create clones or even parts for research most will consider it unethical. We should not look down upon clone, clones are also living creatures and they should be treated just like their cloned counter-parts. Cloning cells Advantage(s) Some scientists believe that by injecting cloned healthy heart cells into damaged heart tissue will lead to healing of the heart (Human Cloning Foundation). If we clone and create stem cells we could inject those cells into the human body and prevent things Alzheimer’s or Parkinson’s disease. There are many great things that could come from cloning but if cloning is not allowed then we could never be able to stop terrible diseases. Disadvantage(s) We don’t have a clue about the negative effect of cloning in the long run.Before cloning we should figure out what could go wrong and try to fix it.In an evolutionary standpoint, cloning is not good. Evolution relies on a continual mixing and matching of genes to keep the gene pool alive (McCormack). With cloning, the natural process of selection of genes would be bypassed and evolution would be impaired. Cloning animals that can be useful for our lives Advantage(s) We already give animals no rights and think we are better than them so why not continue? By cloning animals to create a perfect animal we can get what we want. For example if we clone a poisonous animal we can take its poison and study it and we can also invent medicine to cure poisons form a clone animal so we won’t have to harm a real animal life. Disadvantage(s) If we do clone it would lead to loss of individuality, even for animals. This will be because the animal that is cloned will have its genetic conditions known. This could be a great stress to the clone and possibly even the loss of ability to choose for itself (Council on Ethical and Judicial Affairs 5). When a farmer knows if an animal has a genetic problem or not he will then decide to keep the animal or to kill it. After all animals do have a mind of their own and they should be allowed to be free in this world My Personal Recommendation After doing some research on the possibilities of cloning, I think finding out how we can clone was a great advancement of knowledge. Even though I think cloning is something that could be helpful for us I don’t think we should find ways to make life besides to natural way. I think we should use the knowledge of cloning to create new organs and cells. I am on the side of cloning cells and organs because I don’t think of it like cloning complete creatures.If we do this it would increase our knowledge of the human body as well as letting us save lives. Conclusion The knowledge of cloning that we have could change the world for ever or if it is banned it could have minimal effect on our daily lives. Cloning is a process that would create human life form asexually. When a clone is born it will have the same genetic material as the cloned, this could be a great thing for humans. But some think that it is unethical to clone. And because people think that cloning is unethical, many countries have banned cloning. In turn it has caused advancement in technology for cloning to slow down. Even though there is still a lot we don’t know about cloning I think it can be used for the good and will one day benefit us.

Against Censorship :: essays research papers

Censorship Today I would like to talk about censorship. Censorship is the removal of information from the public. Today censorship is a phase of social control. It is becoming more and more common all over the world today. It reaches as far as political power and public opinion. Often censorship is undertaken by governments. Censorship is closely tied in as a concept with freedom of speech and other forms of human expression. The censorship of opinion for the most part was restricted to the control of speech rather than of printing. The censorship of free speech attempted to control the audience. The purpose of this speech is to give information regarding censorship knowledge. Censorship occurs when expressive materials, like books, magazines, films and videos, or works of art, are removed or kept from the public. Censorship also occurs when materials are restricted to particular audiences, based on their age or other characteristics. A few types of censorship are political, religious, and the the censorship of music, but there are many more. Political censorship occurs when the government conceals secrets from their citizens, while religious censorship is when any material of a certain faith is removed. This often involves a dominant religion forcing limitations on less dominant ones. Many musicians protested against censorship in music and pushed for more freedom of expression. Considerable amounts of music has been banned since the 1950's all the way to the present. One example is that many states in the U.S. decided to make it illegal for selling N.W.A.'s â€Å"Straight Outta Compton† album and the fines for catching anyone would go from $10,00 to $100,00 depending on how many minors were involved. When a society has freedom, citizens can collect and distribute any information they want without any restraints. Another example is that in the Canadian Charter of Rights and Freedoms, it clearly states that â€Å"Everyone has the following fundamental freedoms: the freedom of thought, opinion and expression, including freedom of the press and other media of communication." which means that this material in any form cannot be altered by the government in any way. Also, citizens have the right to access information in all forms of media to be able to watch, read or listen to whatever they want. The concept of freedom involves protecting the

Using Lies to Define Morality of Characters in Adventures of Huckleberr

Mark Twain once said, "Lie--an abomination before the Lord and an ever present help in time of trouble." Twain's description of deceit gives it a type of double meaning. This idea of lying being used for good as well as evil is not unheard of. Many time people find it necessary to lie to maintain a greater good or save a life. However, all too often, people lie for self-serving, immoral purposes. In this quote, Twain elegantly shows the delicate balance between good and evil in the performance of the same act. Furthermore, Twain also shows this complex thought in his portrayal of characters in Adventures of Huckleberry Finn. Twains novel emulates his quote, juxtaposing the good and bad aspects of stretching the truth. Throughout the novel, Twain provides numerous commentaries on the morality of characters. His display of deception in the story continually serves to improve the reader?s understanding of a character?s moral integrity, based on the nature and intent of the lie. In The Adventures of Huckleberry Finn, Mark Twain uses the lies of numerous characters to better define the moral ambiguity of those characters. Twain portrays the complete lack of moral fiber in the King and the Duke through their cons and deceit. On numerous accounts, the King and the Duke lie to others exclusively for self-serving and wicked motives. From the first meeting with the King and the Duke, Huck knows that, ?these liars warn?t no kings nor dukes at all, but just low-down humbugs and frauds? (ch. 19), knowledge obtained via the utter disregard for others in the King and the Duke?s scams. Huck?s use of ?fraud? (ch. 19), for instance, highlights the duo?s use of fabricated personas to rob others of their possessions, acts of such low ... ...n contrast to those of the King and Duke expose the dichotomy between good and evil present in everyday life. Traditionally, a dark shadow has loomed over the art of deception, and rightfully so in regards to the King and Duke. However, when in the face of a greater evil, a small number of noble people can use lies in a dignified manner, as demonstrated by Huckleberry Finn. By observing the motives someone has for straying from the truth, the morality of that person emerges, becoming ever more discernable . Lying, however, has evolved into an archetype for immorality and evil, only to be slightly redeemed by those who are fighting for a greater good. In this light, Twain portrays the dichotomy nested within deceitfulness within numerous characters in his Adventures of Huckleberry Finn, a dichotomy that is too often slanted toward one, immoral side. - cdyoung

Carl Orffs Philosophies In Music Education :: essays research papers

While Carl Orff is a very seminal composer of the 20th century, his greatest success and influence has been in the field of Music Education. Born on July 10th in Munich, Germany in 1895, Orff refused to speak about his past almost as if he were ashamed of it. What we do know, however, is that Orff came from a Bavarian family who was very active in the German military. His father's regiment band would often play through some of the young Orff's first attempts at composing. Although Orff was adamant about the secrecy of his past, Moser's Musik Lexicon says that he studied in the Munich Academy of Music until 1914. Orff then served in the military in the first world war. After the war, he held various positions in the Mannheim and Darmstadt opera houses then returned home to Munich to further study music. In 1925, and for the rest of his life, Orff was the head of a department and co-founder of the Guenther School for gymnastics, music, and dance in Munich where he worked with musical beginners. This is where he developed his Music Education theories. In 1937, Orff's Carmina Burana premiered in Frankfurt, Germany. Needless to say, it was a great success. With the success of Carmina Burana, Orff orphaned all of his previous works except for Catulli Carmina and the En trata which were rewritten to be acceptable by Orff. One of Orff's most admired composers was Monteverdi. In fact, much of Orff's work was based on ancient material. Orff said: I am often asked why I nearly always select old material, fairy tales and legends for my stage works. I do not look upon them as old, but rather as valid material. The time element disappears, and only the spiritual power remains. My entire interest is in the expression of spiritual realities. I write for the theater in order to convey a spiritual attitude.1 What Orff is trying to say here is that he does not use "old" material, but material that is good enough to be used again. If one eliminates the fact that this material was written many years ago, then there is nothing to stop that material from being any less legitimate in recent times. Orff's work in Music Education has been astounding. In the early 1920's, Orff worked with Mary Wigman. Wigman was a pupil of Emile Jaques-Dalcroze, another very influential name in Music Education. In fact, Orff's approach to music is very similar to Dalcroze's, but Orff focuses on education through percussion instruments. In 1924, Orff joined Dorthee Guenther and together

Great Gatsby Empathic Response

Empathic Response You are Tom at the moment you recognize the attraction between Daisy and Gatsby. What are your thoughts? That is absolutely preposterous! I cannot believe this; especially after all I have done for her! All of the money spent on her, the dinners we enjoyed, the Jewelry I bought and all the useless crap I spoiled her with. All wasted, thrown down the drain. She would honestly be nowhere without me. To be completely frank with my self, I expected this.How could I have not, with my relationship with Myrtle, I felt the strong sense of Jealousy grow between us. If it were not for Pam, I doubt we would still be together? This could be some sort of payback. Myrtle had a purpose, there was reason I escaped my boring life of Daisy. Although who would even dare to cheat on me, after all I have done. The most disgusting part is Gatsby. He is a wastrel polluting the very community we live in. Such an arrogant man who has none of the slightest it of morals.His parties are a meet ing place of the sickest members of our society who mean nothing to me. How could anyone find love in this man? His arrogant and egotistical personality could turn anyone off, yet Daisy is blind. I will get revenge. I would do anything to watch Gatsby suffer after what he has done. He is trying so hard to turn her against me yet she will never leave my side. Deep down inside she loves me and she knows it. I'm going to love to see how this ends.

Appreciation of ‘The Tyger’ Essay

Subject matter Blake is this poem gives a description of the tiger, describing vividly its appearance, its structure, its beauty and its terror. As well as describing the tiger, the poet also tries to explain how he pictures the creation of the tiger, as well as the terror of the creator (who created such a fearsome and awesome creature). Purpose The poet’s purpose in this poem is to describe something that fascinates him. The tiger in his view is a powerful, yet beautiful creature, a creature so powerful that it is terrifying. However, the poet also attempts to comprehend its creator, God. He shows that if the creation is powerful and terrifying, and asks the question how powerful must be the creator? The poet clearly expresses that he is very afraid of the power of God, and what God is able to do. Throughout the poem the poet expresses his admiration, his wonder and his fear, this poem is as much a study of the tiger as a study of God. Emotion Though the poem is mostly descriptive, the poet gives the reader some clues of the emotions that he feels. On the face of this poem, it seems to be a poem about a nature. However, looking further into the poem one can see that the poem is a very religious poem. One of the most dominant emotion that one can feel when reading the poem is the wonder and awe. Whether it is at the tiger or at God, Blake shows much wonder; as shown in the extract in verse 1: ‘And what shoulder & what art, Could twist thy heart?’ Blake describes the colours of the tiger’s fur as ‘burning’, as though the fur of the tiger was a fire itself. This fire is carried on into verse two where Blake describes that there is a fire burning in the eyes of the tiger.. In line 3 and 4 of verse 1 Blake turns his attention to the creator: ‘What immortal hand or eye, Could frame thy fearful symmetry.’ His wonders about what the hands and eyes of God are like. Blake sees the tiger as a creation of a great craftsman, a work of art. The most important parts of a craftsman are his eyes and his hands. They are a craftsman’s most important tools, allowing him to craft the image he has in his imagination. This idea could have been influenced by Blake’s work as a engraver. The other dominant emotion in the poem is the fear shown by Blake. His is very afraid of the tiger. Yet his is even more afraid of God the creator of such an awesome beast. This is a sometimes a feature of Christians to be ‘God-fearing’ people. This fear can be seen in the following extracts: ‘What dread hand? & what dread feet?’ ‘In what furnace was thy brain?’ ‘Dare its deadly terrors clasp’ The extracts above show how much Blake fears the tiger. He is afraid of the tiger’s claws, and the image in Blake’s mind is a beast created from the furnace of heaven and hammered out by a master craftsman. This dreaded ferocious inspires much fear in Blake, even though he admires its beauty ‘What immortal hand or eye, Dare frame thy fearful symmetry.’ Blake tries to imagine the power required to create the tiger. He tries to picture what being could create the tiger. The picture of this powerful and yet very skilful craftsman is very daunting to Blake. What person would dare take this fearsome beast out of the furnaces, hammer it into an elegant yet very potent shape. What person could twist the shape of the sinews of the tiger’s heart and create a burning fur coat and burning eyes? The image of this creation is very frightful to Blake, let alone the God, the person who hammered, twisted, and shaped this beast. It should also be noted the ‘could’ was replaced with ‘dare’. This shows that first Blake only thought about the ability, skill, power and strength needed to create the tiger. Later on at the end of the poem, Blake is thinking about the nerve and the daring required to create the tiger. Craftsmanship Structure The poem has a very regular structure, it is divided into six stanzas, each with four lines. The first stanza is repeated in the last stanza but ‘could’ in line four is replaced with ‘dare’. Each line is approximately the same length in words and syllables. Each stanza is used to address one point about God or the tiger. The poem seems also to be structured in the thought process of the poet. First he looks at the tiger itself, describing its prominent features. The poem then tries to picture the creation process of the tiger, and the workshop of this great craftsman. The poet then tries to move on to this creator or craftsman himself. He wonders whether God was content with this creation, and wonders about the more heavenly creature: the stars and the angels. Language The language used in the poem is very vocative. Throughout the poem the poet seems to be talking to the tiger. He seems to be enquiring about the origins of the tiger: ‘What the hammer? What the chain? In what furnace was thy brain?’ He is asking the tiger as though the tiger is a friend of the poet (the use of thou and thee). The poet seems to the reader as a thinker trying to find out the answer to a very difficult question. The poet is asking questions that can not be answered for very little is known about God. The language is also very striking, very vivid and effective. The language catch the reader’s attention and is imaginative. It is very appropriate to the poem itself, the language increases the fear and adds effect to the wonder. The words does deliver the message that the poet intends. Much of the language helps to strike the fear into the minds of the readers. When reading this poem, one can not help but feel a sense of awe to the tiger and God. Imagery In the poem there are no striking examples of similes and metaphors, but the poet does use a large amount of personification. He personifies God as a craftsman or a blacksmith: ‘And what shoulder & what art, Could twist the sinews of thy heart? The poet seems to apply his own life experiences to his image of God. He sees God as this craftsman working by a furnace like himself. He sees the material the God uses to create as metallic. In the process of creation, God works like a blacksmith, heating the metal until the critical point is reached, the metal is then taken out and hammered into shape. This process repeats until the perfect shape is reached. Once the work is finished, God must be pleased and proud of his creations like other artists. The poet also personifies the tiger, addressing the tiger as if the tiger was able to understand him. He asks the tiger questions as though the tiger was able to answer him and explain to him what the poet does not understand. The poet also personifies the stars: ‘When the stars threw down their spears , And watered the heavens with their tears;’ The poet sees the stars as the angels of heaven, throwing down their weapons and crying at such a wonderful creation. The poet makes the reader see God as a human with tow sides, power and the strength represented by the tiger, while the gentle caring side represented by the lamb. This in many ways is the symbolism used throughout the poem by the poet. Movement There is not real rhythm or movement to the poem itself. There are no real rhythmic qualities in the poem. However, when read out loud, the poem should be read out slowly, and loudly. This adds to the effect of the poem, it gives one more time to process the carefully chose words. It would make the poem more effective and allow the listener to truly appreciate the poem. Sounds The most significant sound feature of the poem is its rhyming scheme. Each stanza rhymes in the form of AABB, with the exception of the last line of the first and last stanza of the poem. The poet uses neither onomatopoeia nor alliteration nor assonance. In fact the poem uses very little sound features. I do however think that onomatopoeia could have been used to help the reader to imagine the sounds of this great workshop that Blake pictures in his mind. It would help the reader reach a better level of understanding. It would have also made the poem more affective. The poem is very strong with the visual part of the imagery, however, without the sounds, the perception of the poet’s idea is incomplete. For example, if the poet included the bangs, clangs of the workshop, or even included the growls and the roars of the tiger. This would have increased one’s sense of wonder and awe. Other sound features such as alliteration and assonance, I feel, would not have been as effective and would not have helped the understanding of the poet’s imagination. Summary The poem has had a very strong impact on me. The poem has made me aware that the world is made up of fierceness and strength (shown in the tiger) as well as gentleness and peace (as shown in the lamb). Blake’s tiger is a very terrifying and dynamic creation, which apart from being seen to represent the fiercer side of God, could also be seen to represent the forces of evil lurking in our world. This evil seems to be able to hide in the cover of the darkness of the night, and haunts our minds through our dreams and especially our nightmares. Blake’s lamb (Did he who made the lamb also make thee?) apart from being a symbol of Gods gentle and loving side, can also be seen as a symbol of all the good in the world; the caring, the love and the kindness shown in Jesus Christ himself. The poem, as I have already noted, is a very visual poem. Though it is read, the poem inspires us to try and picture what he sees. The words of the poem create very vivid, clear and striking images in the reader or listener’s minds. We see dynamic beast with awesome features, a skilful and great craftsman working laboriously in his great workshop. Inside the workshop burns a great furnace with huge and very hot fire. The craftsman hammers and twists the shape of the creation, and when finally he has completed this marvellous work, he is proud and smiles. The angels around this creator all weep and throw down their weapons at the sight of this marvel. The only flaw that I have noted is the lack of use of sound features. This poem, as I have already mentioned, would more complete if the reader can hear the sounds of the workshop and hear the weeps of the angels or even the deafening roars of the tiger as it first leaps out of the furnace as a complete creation. This does not flaw the poem in a significant way, but I feel that it would improve the poem and make the poem more effective Blake made use of sound features.

Managing Conflict In The Work Place

Workplace conflict is common in every working environment. It arises from many causes and can have an extremely destructive effect on productivity. Recent studies have even found that in more and more cases it is leading to violence. It is obviously very important for managers to quickly and effectively manage any conflict that arises. 1. 1 The causes of conflict in work are as follows; Conflicting resources, this is when employees are forced to share the use of certain resources.Conflicting styles, everybody works differently according to their own personality, strengths and weaknesses however this can often cause conflict because other employees may not like that particular style of working. Conflicting perceptions, we all see the world differently and differing opinions can often result in conflict. Also, certain people may have access to different or more information than others and so are able to perceive things differently. Conflicting goals, different people in our team may ha ve different goals which they are working towards which could possibly be a hindrance to someone else’s goals.Also, different managers might have different priorities when it comes to how work is completed. Conflicting pressures, is very similar to conflicting goals although usually involves urgent tasks. If you need a staff member or team to complete a piece of work quickly for you but they are already working towards another urgent deadline it puts pressure on the individual or team. Conflicting roles, sometimes staff will have to take on work that they may feel doesn’t fall within their job responsibility, or they may feel that another person is being given a task that should belong to them.Different personal values, a person might be asked to complete a job that conflicts with their ethical values. Unpredictable policies, when polices or practices change within an organisation and those changes are not properly communicated conflict can arise. 1. 2 Stages in the de velopment of conflict are as follows; No conflict, this is the ideal state for an organisation however it is likely that conflict will arise at some point. Latent conflict, people have differing values and ideas and while this is not a problem in itself, it is likely that an event will occur that will make such differences more noticeable and then conflict can arise.Emergence, at this stage team members will start to recognise that they have different ideas and values and difference can start to cause discord and tension. Escalation, if team members involved in conflict cannot find a resolution, conflict can escalate. Tensions will rise and people will start to pick sides. Stalemate, at this point conflict has escalated to a point where tensions are running high and neither party is willing to back down. De-escalation, even the most intense conflict will eventually calm down and parties will reluctantly begin to negotiate. Settlement and resolution, parties will find a solution to t he problem.As a manger you may have to work closely with the team to help reach this stage amicably. Peace building and reconciliation, once parties have reached a solution it is important to repair and strengthen working relationships to prevent future conflict. 1. 3 Explain the effects of conflict on individual and team performance in the workplace. A substantive conflict relates specifically to team performance and goals. Substantive conflicts in the workplace can have a positive impact on individual and team performance by helping to refine best practice and creating a little healthy competition between teams and individuals.Working through conflicts can also be seen as a key phase of group development. However they can cause slower performance if individuals or groups are not working in ways which are compatible with the best and quickest completion of set tasks. An affective conflict tends to be about personal disagreements or dislikes, or in a group setting may relate to the assigned task. These can have a detrimental effect on a group’s ability to work together and communicate with each other effectively. When conflicts are based on personal dislikes and disagreements this can also to exclusion and bullying in the work place and staff forming cliques.This can greatly impact on employee job satisfaction, staff turnover which lead to company prosperity suffering or even litigation. 1. 4 Explain any recognised technique a manger could use to minimise and resolve conflict in the work place. Mediation is one form of conflict resolution were an impartial third party will meet with two conflicting individuals to discuss a settlement. The meeting will be private and confidential and each individual is given an equal footing and encouraged to discuss their issues freely.Mediation is a voluntary process  and conflicting parties are able to work together to find a mutual agreement. There is a high rate of compliance in mediated conflict resolution becaus e both parties have equal say in finding a solution. 1. 5 Describe how a manager could create harmony at work and engender a positive atmosphere in order to minimise the adverse effects of conflict. Firstly and most importantly try to stamp out gossiping. Gossip has the most detrimental effect on workplace harmony. Just listening to gossip, even when not engaging in it will almost certainly affect people’s views and opinions of someone else.Ensure that all employees are treated equally and that you are not seen as playing favourites with certain staff members. Ensure staff have adequate and appropriate resources to complete their work. When hiring new staff, try hire people that you think will be a good fit with the current team. If a team member is not pulling their weight or not working to a high enough standard, make sure this is dealt with quickly to avoid leaving the situation to fester and cause discord. Have an open door policy so your staff feel like they can come to you with any problems and be listened to and supported.

History And Perspectives Of Cooperative Learning Education Essay

Three theoretical positions have guided research on co-op acquisition which is societal mutuality, cognitive-developmental, and behavioural. Social Interdependence Theory is the interaction with other people is indispensable for human endurance. In an instruction scene, societal mutuality refers to pupils ‘ attempts to accomplish, develop positive relationships, adjust psychologically, and show societal competency. The societal mutuality position of concerted acquisition presupposes that the manner societal mutuality is structured determines the manner individuals interact with each other. Furthermore, results are the effect of individuals ‘ interactions. Therefore, one of the concerted elements that have to be structured in the schoolroom is positive mutuality or cooperation. When this is done, cooperation consequences in promotive interaction as group members encourage and ease each other ‘s attempts to larn ( Johnson, Johnson, & A ; Holubec, 1998 ) .A A History of Theory and Research: Social Interdependence Theory ( adapted from Johnson, Johnson and Holubec, 1998, p.3:18 ) Premise: The manner in which societal mutuality is structured determines who persons interact with and determines results. Early on 1900s Kurt Koffka: Groups are dynamic wholes having member mutuality 1920-1940 Kurt Lewin: Mutuality among members, common ends 1940s-1970s Morton Deutsch: Positive, negative, and no end mutuality ( concerted, competitory, individualistic attempts ) ; two mediating variables ( trust & A ; struggle ) ; distributive justness sixtiess David and Roger Johnson: Impact of societal mutuality on accomplishment, relationships, psychological wellness and societal development, interceding variables ( positive mutuality, single answerability, promotive interaction, societal accomplishments, group processing ) seventiess Dean Tjosvold: Research in concern and industry scene Premises of societal mutuality theory: Concerted attempts are based on intrinsic motive generated by interpersonal factors in working together and joint aspirations to accomplish a important end Focus on relational constructs covering with what happens among persons The other one is the cognitive developmental position where it is grounded in the work of Jean Piaget and Lev Vygotsky. Piagetian positions suggest that when persons work together, sociocognitive struggle occurs and creates cognitive disequilibrium that stimulates perspective-taking ability and logical thinking. Vygotsky ‘s theories present cognition as a social merchandise ( Johnson, Johnson, & A ; Holubec, 1998 ) .A A History of Theory and Research: Cognitive Development Theory ( adapted from Johnson, Johnson and Holubec, 1998, p.3:18 ) Premise: When persons cooperate on the environment, sociocognitive struggle occurs, therefore making cognitive disequilibrium, which in bend stimulates perspective-taking ability and cognitive development. Subscribers: Piaget, Vygotsky, Kohlberg, Murray, contention theoreticians ( Johnsons & A ; Tjosvold ) , cognitive restructuring theoreticians Premises: Focus on what happens within a individual individual ( e.g. , disequilibrium, cognitive reorganisation ) Last, the behavioral-social position presupposes that cooperative attempts are fueled by extrinsic motive to accomplish group wagess ( academic and/or nonacademic ) ( Johnson, Johnson, & A ; Holubec, 1998 ) .A A History of Theory and Research: Behavioral Learning Theory ( adapted from Johnson, Johnson and Holubec, 1998, p.3:18 ) Premise: Actions followed by extrinsic wagess ( group eventualities ) are repeated. Subscribers: Skinner ( group eventualities ) ; Bandura ( imitation ) ; Homans, Thibaut & A ; Kelley ( balance of wagess and costs ) ; Mesch-Lew-Nevin ( specific application to cooperative acquisition ) Premises: Concerted attempts are powered by extrinsic motive to accomplish group wagess.DEFINITIONS OF COOPERATIVE LEARNINGConcerted Learning is a learning agreement that refers to little, heterogenous groups of pupils working together to accomplish a common end. Students work together to larn and are responsible for their teammates ‘ acquisition every bit good as their ain. Concerted acquisition is a successful instruction scheme in which little squads, each with pupils of different degrees of ability, utilize a assortment of larning activities to better their apprehension of a topic. Each member of a squad is responsible non merely for larning what is taught but besides for assisting teammates learn, therefore making an ambiance of accomplishment. Students work through the assignment until all group members successfully understand and complete it. In other words, Cooperative Learning besides is a relationship in a group of pupils that requires positive mutuality ( a sense of sink or swim together ) , single answerability ( each of us has to lend and larn ) , interpersonal accomplishments ( communicating, trust, leading, determination devising, and conflict declaration ) , face-to-face promotive interaction, and processing ( reflecting on how good the squad is working and how to work even better ) . Some definitions of concerted acquisition ( besides known as collaborative acquisition ) are the instructional usage of little groups so that pupils work together to maximise their ain and each other ‘s larning the rules and techniques for assisting pupils work together more efficaciously ( Jacobs, Power, & A ; Loh, 2002, p. 1 ) . The point is that concerted larning involves more than merely inquiring pupils to work together in groups. Alternatively, witting idea goes in to assisting pupils make the experience every bit succes sful as possible. There is a difference between merely holding pupils work in a group and structuring groups of pupils to work hand in glove. A group of pupils sitting at the same tabular array making their ain work, but free to speak with each other as they work, is non structured to be a concerted group, as there is no positive mutuality. Possibly it could be called individualistic acquisition with speaking. For this to be a concerted acquisition state of affairs, there needs to be an recognized common end on which the group is rewarded for its attempts. If a group of pupils has been assigned to make a study, but merely one pupil does all the work and the others go along for a free drive, it is non a concerted group. A concerted group has a sense of single answerability that means that all pupils need to cognize the stuff or enchantment good for the whole group to be successful. Puting pupils into groups does non needfully derive a concerted relationship, it has to be structured and managed by the i nstructor or professor. Concerted attempts consequence in participants endeavoring for common benefit so that all group members gain from each other ‘s attempts, acknowledge that all group members portion a common destiny and cognize that one ‘s public presentation is reciprocally caused by oneself and one ‘s squad members and besides experience proud and jointly observe when a group member is recognized for accomplishment.THE COOPERATIVE LEARNING MODEL – THE FIVE KEY ELEMENTSPositive MutualityThe first demand for an efficaciously structured concerted lesson is that pupils believe that they â€Å" sink or swim together. † Within concerted acquisition state of affairss, pupils have two duties which are learn the assigned stuff and guarantee that all members of the group learn the assigned stuff. The proficient term for that double duty is positive mutuality. Positive mutuality exists when pupils perceive that they are linked with group couples in such a manner that they can no n win unless their group couples do ( and frailty versa ) and/or that they must organize their attempts with the attempts of their group mates to finish a undertaking. Positive mutuality promotes a state of affairs in which pupils see that their work benefits group couples and their group couples ‘ work benefits them and work together in little groups to maximise the acquisition of all members by sharing their resources to supply common support and encouragement and to observe their joint success. When positive mutuality is clearly understood, it establishes that each group member ‘s attempts are required and indispensable for group success and each group member has a alone part to do to the joint attempt because of his or her resources and/or function and undertaking duties. There are a figure of ways of structuring positive mutuality within a larning group. Positive Goal Interdependence Students perceive that they can accomplish their acquisition ends if ‘ and merely if all the members of their group besides attain their ends. The group is united around a common end — a concrete ground for being. To guarantee that pupils believe they â€Å" sink or swim together † and care about how much each other learns, the instructor has to construction a clear group or common end, such as â€Å" learn the assigned stuff and do certain that all members of the group learn the assigned stuff. † The group end ever has to be a portion of the lesson. Positive Reward — Celebrate Interdependence Each group member receives the same wages when the group achieves its ends. To supplement end mutuality, instructors may wish to add joint wagess ( e.g. , if all members of the group score 90 % correct or better on the trial, each receives 5 fillip points ) . Sometimes instructors give pupils: 1 ) a group class for the overall production of their group, 2 ) an single class ensuing from trials, and 3 ) fillip points if all members of the group achieve the standard on trials. Regular jubilations of group attempts and success enhance the quality of cooperation. Positive Resource Interdependence Each group member has merely a part of the resources, information, or stuffs necessary for the undertaking to be completed ; the members ‘ resources have to be combined for the group to accomplish its ends. Teachers may wish to foreground the concerted relationships by giving pupils limited resources that must be shared ( one transcript of the job or undertaking per group ) or giving each pupil portion of the needed resources that the group must so suit together ( the Jigsaw process ) . Positive Role Mutuality Each member is assigned complementary and interrelated functions that specify duties that the group needs in order to finish the joint undertaking. Teachers create function mutuality among pupils when they assign them complementary functions such as reader, recording equipment, checker of apprehension, encourager of engagement, and elaborator of cognition. Such functions are critical to high-quality acquisition. The function of checker, for illustration, focuses on sporadically inquiring each group mate to explicate what is being learned. Rosenshine and Stevens ( 1986 ) reviewed a big organic structure of well-controlled research on learning effectivity at the pre-collegiate degree and found â€Å" look intoing for comprehension † to be one specific learning behaviour that was significantly associated with higher degrees of pupil acquisition and accomplishment. Although the instructor can non continually look into the apprehension of every pupil, the instructor can engineer su ch checking by holding pupils work in concerted groups and delegating one member the function of checker. There are other types of positive mutuality. Positive undertaking mutuality exists when a division of labour is created so that the actions of one group member have to be completed if the following member is to finish his or her duty. Positive individuality mutuality exists when a common individuality is established through a name or slogan. Outside menace mutuality exists when groups are placed in competition with each other. Fantasy mutuality exists when a undertaking is given that requires group members to conceive of that they are in a conjectural state of affairs.Face-to-Face Promotive Interactionâ€Å" In an industrial organisation, it ‘s the group attempt that counts. There ‘s truly no room for stars in an industrial organisation. You need gifted people, but they ca n't make it entirely. They have to hold aid. † ( John F. Donnelly, President, Donnelly Mirrors ) Positive mutuality consequences in promotive interaction. Promotive interaction may be defined as persons promoting and easing each other ‘s attempts to accomplish, complete undertakings, and bring forth in order to make the group ‘s ends. Although positive mutuality in and of itself may hold some consequence on results, it is the face-to-face promotive interaction among persons fostered by the positive inter-relationships, and psychological accommodation and societal competency. Promotive interaction is characterized by persons supplying each other with efficient and effectual aid and aid ; interchanging needful resources, such as information and stuffs, and treating information more expeditiously and efficaciously ; supplying each other with feedback in order to better their subsequent public presentation ; disputing each other ‘s decisions and concluding in order to advance higher quality determination devising and greater penetration into the jobs being consider ed ; recommending the effort of attempt to accomplish common ends ; act uponing each other ‘s attempts to accomplish the group ‘s ends ; moving in swearing and trusty ways ; being motivated to endeavor for common benefit ; and keeping a moderate degree of arousal characterized by low anxiousness and stress.AIndividual Accountability/Personal Responsibilityâ€Å" What kids can make together today, they can make entirely tomorrow. † ( Let Vygotsky, 1962 ) Among the early colonists of Massachusetts there was a expression, â€Å" If you do non work, you do non eat. † Everyone had to make their just portion of the work. The 3rd indispensable component of concerted acquisition is single answerability, which exists when the public presentation of single pupils is assessed, the consequences are given back to the person and the group, and the pupil is held responsible by group couples for lending his or her just portion to the group ‘s success. It is of import that the group-knows who needs more aid, support, and encouragement in finishing the assignment. It is besides of import that group members know they can non â€Å" hitchhike † on the work of others. When it is hard to place members ‘ parts, when members ‘ parts are excess, and when members are non responsible for the concluding group result, they may be seeking a free drive. This is called societal idleness. The intent of concerted acquisition groups is to do each member a stronger single in his or her ain right. Individual answerability is the key to guaranting that all group members are, in fact, strengthened by larning hand in glove. After take parting in a concerted lesson, group members should be better prepared to finish similar undertakings by themselves. To guarantee that each pupil is separately accountable to make his or her just portion of the group ‘s work, instructors need to measure how much attempt each member is lending to the group ‘s work, supply feedback to groups and single pupils, aid groups avoid excess attempts by members, and guarantee that every member is responsible for the concluding result. There are common ways to construction single answerability include: Keeping the size of the group little. The smaller the size of the group, the greater the single answerability may be. Giving an single trial to each pupil. Randomly analyzing pupils orally by naming on one pupil to show his or her group ‘s work to the instructor ( in the presence of the group ) or to the full category. Detecting each group and entering the frequence with which each member-contributes to the group ‘s work. Delegating one pupil in each group the function of checker. The checker asks other group members to explicate the logical thinking and rationale underlying group replies. Having pupils teach what they learned to person else. When all pupils do this, it is called coincident explaining. There is a form to classroom acquisition. First, pupils learn cognition, accomplishments, schemes, or processs in a concerted group. Second, pupils apply the cognition or execute the accomplishment, scheme, or procedure entirely to show their personal command of the stuff. Students learn it together and so execute it entirely.Interpersonal and Small-Group Skillsâ€Å" I will pay more for the ability to cover with people than any other ability under the Sun. † ( John D. Rockefeller ) The 4th indispensable component of concerted acquisition is the appropriate usage of interpersonal and small-group accomplishments. In order to organize attempts to accomplish common ends, pupils must acquire to cognize and swear each other, pass on accurately and unequivocally, accept and support each other, and decide struggle constructively. Puting socially unskilled pupils in a group and stating them to collaborate does non vouch that they have the ability to make so efficaciously. We are non born instinctively cognizing how to interact efficaciously with others. Interpersonal and small-group accomplishments do non as if by magic appear when they are needed. Students must be taught the societal accomplishments required for high quality coaction and be motivated to utilize them if concerted groups are to be productive. The whole field of group kineticss is based on the premiss that societal accomplishments are the cardinal to group productiveness. The more socially adept pupils are and the more attending instructors pay-to instruction and honoring the usage of societal accomplishments, the higher the accomplishment that can be expected within concerted larning groups. In the concerted accomplishments conditions, pupils were trained hebdomadal in four societal accomplishments and each member of a concerted group was given two fillip points toward the quiz class if all group members were observed by the instructor to show three out of four concerted accomplishments. The consequences indicated that the combination of positive mutuality, an academic eventuality for high public presentation by all group members, and a societal accomplishments eventuality promoted the highest accomplishment.Group Processingâ€Å" Take attention of each other. Share your energies with the group. No 1 must experience enti rely, cut off, for that is when you do non do it. † ( Willi Unsoeld, Renowned Mountain Climber ) The 5th indispensable component of concerted acquisition is group treating. Effective group work is influenced by whether or non groups reflect on how good they are working. A procedure is an identifiable sequence of events taking topographic point over clip, and procedure ends refer to the sequence of events instrumental in accomplishing outcome ends. Group processing may be defined as reflecting on a group session to depict what member actions were helpful and unhelpful, and do determinations about what actions to go on or alter. The intent of group processing is to clear up and better the effectivity of the members in lending to the collaborative attempts to accomplish the group ‘s ends. While the instructor consistently observes the concerted acquisition groups, he or she attains a â€Å" window † into what pupils do and make non understand as they explain to each other how to finish the assignment. Listening in on the pupils ‘ accounts provides valuable inform ation about bow good the pupils understand the instructions, the major constructs and schemes being learned, and the basic elements of concerted acquisition. There are two degrees of processing which are little group and whole category. In order to guarantee that small-group processing takes topographic point, instructors allocate some clip at the terminal of each category session for each concerted group to treat how effectively members worked together. Groups need to depict what member actions were helpful and non helpful in finishing the group ‘s work and do determinations about what behaviours to go on or alter. Some of the keys to successful small-group processing are leting sufficient clip for it to take topographic point, supplying a construction for processing, stressing positive feedback, doing the processing particular instead than general, keeping pupil engagement in processing, reminding pupils to utilize their concerted accomplishments while they process, and pass oning clear outlooks as to the intent of processing. In add-on to small-group processing, the instructor should sporadically prosecute in whole-class processing. When concerted acquisition groups are used, the instructor observes the groups, analyzes the jobs they have working together, and gives feedback to each group on how good they are working together. The instructor consistently moves from group to group and observes them at work. A formal observation sheet may be used to garner specific informations on each group. At the terminal of the category period the instructor can so carry on a whole-class processing session by sharing with the category the consequences of his or her observations. If each group has a equal perceiver, the consequences of their observations may be added together to acquire overall category information. An of import facet of both small-group and whole-class processing is group and category jubilations. It is experiencing successful, appreciated, and respected that physiques commitment to acquisition, enthusi asm about working in concerted groups, and a sense of self-efficacy in footings of subject-matter command and working hand in glove with schoolmates.Specific COOPERATIVE MODELSThe Jigsaw ModelDefined loosely, Jigsaw is a grouping scheme in which the members of the category are organized into â€Å" saber saw † groups. The pupils are so reorganized into â€Å" adept † groups incorporating one member from each saber saw group. The members of the expert group work together to larn the stuff or work out the job, so return to their â€Å" saber saw † groups to portion their acquisition. In this manner, the work of the expert groups is rapidly disseminated throughout the category, with each individual taking duty for sharing a piece of the mystifier.Jigsaw Groups:Group OneGroup TwoGroup ThreeGroup FourNucleus ( Kathy ) Nucleus ( Susan ) Nucleus ( Jose ) Nucleus ( Jim ) Mitochondria ( Jorge ) Mitochondria ( Randy ) Mitochondria ( Gail ) Mitochondria ( Tan ) Cell Wall ( Sara ) Cell Wall ( Andy ) Cell Wall ( Chris ) Cell Wall ( Julie ) Protoplasm ( Heather ) Protoplasm ( Jessenia ) Protoplasm ( Phu ) Protoplasm ( Karen )Adept Groups:Group OneGroup TwoGroup ThreeGroup FourNucleus ( Kathy ) Mitochondria ( Jorge ) Cell Wall ( Sara ) Protoplasm ( Heather ) Nucleus ( Susan ) Mitochondria ( Randy ) Cell Wall ( Andy ) Protoplasm ( Jessenia ) Nucleus ( Jose ) Mitochondria ( Gail ) Cell Wall ( Chris ) Protoplasm ( Phu ) Nucleus ( Jim ) Mitochondria ( Tan ) Cell Wall ( Julie ) Protoplasm ( Karen ) Jigsaw can be used for sharing different solutions to the same job or for spliting up research duties. For illustration, if the category is analyzing populating cells, one group of pupils learns about the karyon, another learns about the chondriosome, another learns about the cell wall, and so on. The groups are so reconfigured into saber saw groups ; the experts take bends learning their forte to their saber saw group so that each group learns about every subject. Jigsaw is an efficient manner for pupils to go engaged in their acquisition, learn a batch of material rapidly, portion information with other groups, minimise hearing clip, and be separately accountable for their acquisition. Since each group needs its members to make good in order for the whole group to make good, Jigsaw maximizes interaction and establishes an ambiance of cooperation and regard for other pupils. Teachers who listen in to the sharing of one of the saber saw groups can rapidly hear what each of the original groups has been making. Jigsaw II is an alternate scheme, developed by Robert Slavin ( 1990 ) . The procedure is as described above, with the exclusion that pupils in saber saw groups read the full assignment or all of the stuffs to get the information. Group members so take an single trial on the stuff, the consequences of which contribute to a squad mark. There a few stairss on how to implement the Jigsaw Model. First, split the twenty-four hours ‘s lesson into sections, and organize pupil groups. The groups should be diverse in footings of ability. Then, form impermanent expert groups in which pupils are assigned to the same section. Give pupils in these adept groups clip to discourse the chief points of their section and to practise the presentations they will do to their saber saw group. After that, convey the pupils into saber saw groups that are composed of one pupil from each expert group. Have each pupil present her or his section to the group. At the terminal of the session, you may give a quiz so that pupils are held accountable for larning all the stuff. The instructor ‘s function in the saber saw is to ease acquisition. When pupils are in adept groups, the instructor can back up pupils by promoting them to happen ways to set information they learned into their ain words, to associate the stuff to their ain lives, and to give illustrations that help them explicate the stuff to their group. Students should be encouraged to assist each other and to do certain everyone in their group understands the stuff and will be confident showing it to his or her group. If a pupil finds it hard to explicate his or her subject to the saber saw group, a instructor foremost might partner off that pupil with a spouse who will assist research and present the information to the saber saw group and so hold the brace travel together to the expert group and to the saber saw group. This will assist both pupils develop interpersonal accomplishments, communicating accomplishments, and collaborating. To ease this spouse coaching, have both pupils tell you if this is assisting them learn the stuff. Promote both pupils to do suggestions that would assist them larn more expeditiously. The Jigsaw scheme is cardinal to all sorts of work in little groups. Use it often to maximise answerability and interactivity. As pupils become accustomed to sharing their apprehension and thoughts with others, you will happen that they become more responsible scholars. Faced with the demand to joint their acquisition to others, they will get the hang the stuff at a deeper degree than they would otherwise. As you give pupils more and more complex stuffs to discourse, maestro, and present to their equals, you will be supplying them with chances to spread out their thought and apprehension. You can increase answerability by giving single pupils a quiz on the stuff after the saber saw sharing is complete. The scheme can be used in many different ways. Jigsaw can be used during an writer survey. Have each expert group read the books of an writer, and have each pupil present the writer to his or her saber saw group. For younger pupils, each little group can be given a different storybook to read. Students take bends reading parts of the narrative. Then they take bends reading the whole narrative aloud once more in their saber saw groups. Essaies or studies can be divided into subdivisions, and adept groups can research together and so convey their cognition to their saber saw groups to compose the essay or study. Students can be asked to review the same piece of composing in little groups and so portion and compare their reviews in the saber saw group. Give pupils the same multi-step job to work on in little groups ( for illustration, gauge the figure of supermarkets in the United States. Then reorganise pupils into saber saw groups and have them portion and discourse each original group ‘s solution. Chapters or articles can be divided and studied by pupil groups and so shared. Small groups can be asked to develop a solution to the same job ; solutions so can be shared and discussed in saber saw groups. Small groups can carry on the same experiment and so portion and comparison consequences with a saber saw group. Ask little groups to go experts in peculiar spheres and so hold them portion their sphere cognition with the saber saw group.Think, Pair, Share ModelThe think, brace, portion scheme is a concerted acquisition technique that encourages single engagement and is applicable across all class degrees and category sizes. Students think through inquiries utilizing three distinguishable stairss: Think: Students think independently about the inquiry that has been posed, organizing thoughts of their ain. Pair: Students are grouped in braces to discourse their ideas. This measure allows pupils to joint their thoughts and to see those of others. Share: Student braces portion their thoughts with a larger group, such as the whole category. Often, pupils are more comfy showing thoughts to a group with the support of a spouse. In add-on, pupils ‘ thoughts have become more refined through this three-step procedure. Students need many chances to speak in a linguistically rich environment. Research workers have found that pupils ‘ acquisition is enhanced when they have many chances to lucubrate on thoughts through talk. The think, brace, portion scheme increases the sorts of personal communications that are necessary for pupils to internally treat, form, and retain thoughts. In sharing their thoughts, pupils take ownership of their acquisition and negotiate significances instead than rely entirely on the instructor ‘s authorization. Extra benefits of utilizing the think, brace, portion scheme include the positive alterations in pupils ‘ self-pride that occur when they listen to one another and regard others ‘ thoughts. Students have the chance to larn higher-level believing accomplishments from their equals, gain the excess clip or motivating they may necessitate, and addition assurance when describing thoughts to the whole category. In add-on, the â€Å" brace † measure of the scheme ensures that no pupil is left out of the treatment. Even a pupil who is uncomfortable discoursing his or her thoughts with the whole category still has an audience in this measure. Finally, while the scheme may look to be time-consuming, it makes schoolroom treatments more productive, as pupils have already had an chance to believe about their thoughts before immersing into whole-class conversations. The think, brace, portion scheme is ideal for instructors and pupils who are new to collaborative acquisition. It can be used in a assortment of contexts. However, to be effectual, pupils must see a inquiry or issue. It could be a complex inquiry, such as, â€Å" What do you believe were the cardinal issues that led to World War I? † It could be a more straightforward petition, such as, â€Å" Make a form that could be described as ‘a, B, a, B. ‘ † As pupils consider the inquiry or issue, they should deduce some benefit from believing about it further with spouses, such as when there are multiple right replies to a inquiry. For case, in the old illustration, pupils could supply many illustrations of â€Å" a, B, a, B † forms and seeing multiple replies will reenforce this construct. On the other manus, supplying pupils with inquiries that have merely one right response, such as, â€Å" What is 5 + 2? † shortly becomes boring to pupils, as there is non much to portion with spouses or the whole category. The â€Å" think † measure may necessitate pupils simply to be quiet for a few minutes and chew over their ideas about the inquiry. They may compose some ideas in response to the inquiry. Some instructors find it helpful to put a clip bound for the â€Å" think † and â€Å" brace † stairss of the scheme. If you choose to make this, be certain to give pupils an thought of how much clip they will hold. Remember to let sufficient clip during the â€Å" brace † measure to let both pupils to speak about their ideas. In the â€Å" portion † measure of the scheme, pupils can portion their thoughts in several ways. One manner is to hold all pupils stand, and after each pupil responds, he or she sits down, as does any pupil with a similar response. This continues until everyone is seated. Another manner is to travel rapidly through the category, holding pupils respond rapidly, one after the other, or to hold a category ballot. Responses can be recorded on an overhead projector or on a in writing organiser for future treatments. Another fluctuation is to halt after the â€Å" brace † measure, and have pupils write their thoughts. Collect pupils ‘ responses and measure any jobs in understanding. This scheme frequently stretches pupils ‘ believing simply by its execution. Some pupils consider it a challenge to joint their ideas to another individual. However, one time pupils become comfy with this facet, there are ways to spread out the scheme ‘s range. One manner to be certain that pupils have chances is to partner off with a assortment of spouses. Pairing pupils who sit closest to each other is convenient but does n't supply the same rational or societal challenge as suiting the acquisition and treatment manners of a assortment of schoolmates. Another method for changing the scheme is to let two â€Å" brace † stairss before continuing to â€Å" portion. † Students can either take part in two back-to-back couplings or can partner off with one pupil and so the first brace can be grouped with another brace to discourse their ideas before fall ining a whole-class treatment. This double-pair method is peculiarly helpful if you have a really big category or are covering with an particularly complex inquiry. The think, brace, portion scheme can be used to heighten treatments about specific characters in books. For case, a group that is reading The Great Gilly Hopkins by Katherine Paterson might be asked to believe, brace, portion in response to the inquiries, â€Å" Would you be able to be friends with Gilly? Why or why non? † The think, brace, portion scheme can assist pupils larn about the authorship procedure. Students who are asked to take a subject of their ain to compose approximately frequently become stuck. Teachers can do this procedure easier by inquiring early in the twelvemonth, â€Å" Where make narrative thoughts come from? † As pupils think about the inquiry and discourse their thoughts with a spouse, they normally come up with a long and valuable list of thoughts that can take them through an full twelvemonth ‘s worth of authorship. The think, brace, portion scheme works good when there are multiple right replies to a given job. This makes the scheme perfect for inquiries that involve appraisal, forms, logic, and so on. This scheme can besides be used when pupils are make up one's minding how to near a job instead than when they are settling on a specific reply to one. Social surveies content provides many chances to implement this scheme, particularly when presenting new subjects. Use the think, brace, portion scheme by inquiring a inquiry such as, â€Å" What do you already know about the Revolutionary War? † As pupils grapple with ethical subjects, you might inquire inquiries such as, â€Å" Would you hold agreed to be a ‘stop ‘ on the Underground Railroad? Why or why non? † As pupils are carry oning experiments, the think, brace, portion scheme can be a manner for them to organize hypotheses or to discourse their readings of a given experiment. For case, before an experiment on dens eness, pupils might be asked to utilize the think, brace, portion scheme when make up one's minding which of a given set of points will drift when placed in a bath of H2O.Numbered Heads TogetherNumbered Heads Together is a concerted acquisition scheme that holds each pupil accountable for larning the stuff. Students are placed in groups and each individual is given a figure ( from one to the maximal figure in each group ) . The instructor poses a inquiry and pupils â€Å" set their caputs together † to calculate out the reply. The instructor calls a specific figure to react as interpreter for the group. By holding pupils work together in a group, this scheme ensures that each member knows the reply to jobs or inquiries asked by the instructor. Because no 1 knows which figure will be called, all squad members must be prepared. This concerted acquisition scheme promotes treatment and both single and group answerability. This scheme is good for reexamining and incorporating capable affair. Students with particular demands frequently benefit when this scheme is used. After direct direction of the stuff, the group supports each member and provides chances for pattern, dry run, and treatment of content stuff. Group larning methods encourage pupils to take greater duty for their ain acquisition and to larn from one another, every bit good as from the teacher. There are several stairss on how to implement the Numbered Head Together Model. First of all, split the pupils into groups of four and give each one a figure from one to four. Then present a inquiry or a job to the category. Have pupils gather to believe about the inquiry and to do certain everyone in their group understands and can give an reply. Ask the inquiry and name out a figure indiscriminately. Finally the pupils with that figure raise their custodies, and when called on, the pupil replies for his or her squad. This is a flexible scheme that can be used at a assortment of degrees. The instructor may get down with factual information inquiries, and as pupils become more familiar with the scheme, inquire inquiries that require analysis or synthesis of information. Student groups can be given statements such as, â€Å" School uniforms help to maintain pupils focused on faculty members. † Students ‘ undertaking is to come to consensus on whether they agree or disagree, giving an account of their logical thinking. After the pupils respond, have the other groups agree or disagree with the reply by demoing hitchhike up or hitchhike down, and so explicate their logical thinking. Or, if the reply needs clarifying, inquire another pupil to spread out on the reply. This scheme can be used when comprehension inquiries have been posed to groups, and pupils can work together to happen the replies. For illustration, when reading a narrative, pupils can be given the undertaking of analysing one of the characters. They can be asked inquiries such as, â€Å" Which character traits are stated straight, and which are implied by the writer? † and â€Å" What information do you acquire from the character ‘s address and actions? † On the other manus, pupils can measure the quality of a piece of composing utilizing a rubric. Have pupils review the authorship as a group and assign tonss as a group. Ask them to react with their tonss and principle utilizing the numbered caputs together scheme. Furthermore, numbered caputs together can be used when work outing math jobs. Ask inquiries such as â€Å" What are the facts in this job? † â€Å" Which scheme would be most appropriate? † and â€Å" What solution did your group hold on? † This scheme besides can be used after reading a chapter in a text, or after stuff has been presented. Ask clear uping inquiries about the text and have pupils find and discuss the replies. When groups are ready, reexamine the replies utilizing this scheme. Otherwise, this scheme can be used in readying for a trial or quiz. Allow clip for pupils to analyze together in their groups and possibly make inquiries that might be on the trial or quiz. Using the numbered caputs together scheme, inquire inquiries about the stuff that will be on the trial or quiz.THE EFFECTIVE USE OF COOPERATIVE LEARNINGThe effectual usage of concerted acquisition in the schoolroom is frequently built upon a four-step procedure. There are four elements ne ed to be considered as the initial start to plan and implement concerted acquisition into the instruction modus operandis. The first component is presentation of content. In Lesson Methodologies, I talked about the ways in which you can show information to your pupils. These instructional activities must be done prior to any concerted acquisition activity. Concerted acquisition is non a self-instruction theoretical account, but instead a manner for pupils to â€Å" mess around † with antecedently presented stuff. In short, concerted acquisition comes after you ‘ve taught something to your pupils. The 2nd component is teamwork where this is the clip after the new stuff been taught and when pupils are engaged in a concerted acquisition activity. The concerted acquisition scheme ( Jigsaw, Think-pair-share, Numbered caputs ) is selected and explained to the full category. Students are divided into assorted squads and provided sufficient clip to finish their assigned responsibilities. The 3rd component that should be considered is single appraisal. In concerted acquisition, the aim is non the production of a individual set of right replies for the full group but instead the development and sweetening of each member ‘s accomplishment. Although members of the squad work together to get the hang information, each single member must be assessed in relation to her or his command of the content. In short, everybody is tested in line with her or his achievement potency. The last component is team acknowledgment. It is most appropriate to acknowledge and observe the attempts of the squad as a whole. It is every bit of import to observe the attempts of the squad to help single members in larning a specific organic structure of cognition. These ceremonials can be either public or private. Teachers have rewarded squads with an excess deferral, a â€Å" prep base on balls, † a bite, a certification or award, or some other appropriate wages. In many instances, the wages can be every bit simple as a schoolroom cheer or drawn-out series of high fives.