среда, 31 июля 2019 г.
Franklin Delano Roosevelt: The Labor Leader Essay
Political Background            Franklin D. Roosevelt was the longest running president of the United States. He was at the helm of the nation from the end of the Great Depression to the end of the Second World War. Spanning 12 years, his administration faced the toughest times in U.S. history. However, his policies and programs must have effectively addressed both foreign and domestic crises as evidenced by the popular will that kept him in the White House.            FDR entered politics as a democrat and won a seat in the New York Senate in 1910 as well governorship of New York in 1928. He was an advocate of the farmers in New York and an opponent of corruption in government which manifested in the activities of the Tweed Ring (Miller Center, 2008). His style of governance was both progressive and nationalist where he believed in equality among peoples and accountability of government.            He became assistant secretary to the navy then made his comeback as governor of New York in 1928 after years of battling with polio. His political career culminated in his election as United States president in 1932. He was re-elected thrice after but was unable to finish his last term because of his sudden death. Involvement in Labor Management Relations            Well before his inauguration and into the first years of his administration, he saw the crisis brought about by overproduction bring agriculture and manufacturing to a standstill into what is known as the Great Depression. Thousands of workers became unemployed and farmers were set to lose their farms and property to creditors. Poverty, hunger, joblessness and uncertainty lurked evidenced everywhere.            FDR believed that capitalism is the most advanced economy. However, it has its flaws if unregulated so that necessary reforms should be made to enable government to regulate the economy (Miller Center, 2008). At the height of the Great Depression, FDR’s early solution to U.S. industry was encapsulated in the National Industry Recovery Act.            The NIRA sought to stimulate production by creating demand for products through public works construction (Miller Center, 2008). This in turn generated employment for the multitudes of jobless Americans. The Act also gave incentives to industry and at the same time provided protection for workers in terms of wage regulation and the right to collectively bargain and organize (Dubofsky, 1994, p.111). However, the NIRA was largely unsuccessful because it failed to take into account the basic laws that governed capitalism.            FDR tried a new tack through the Workers Progress Administration, the Wagner-Connery National Labor Relations Act and the Social Security Act. The WPA sustained and expanded the earlier efforts of job creation (Miller Center, 2008). Millions of Americans were paid by government to construct schools buildings, hospital facilities and transport infrastructure. It also provided the necessary training in order to be eligible for employment.            The Wagner-Connery Act was the successful attempt at legislating the worker’s welfare stated in the earlier NIRA. This Act ensured worker’s rights to collective bargain and union organization (Dubofsky, 1994, p.131). It further established a government agency to oversee its implementation – the National Labor Relations Board which became the workers union’s grievance center for the unfair wage and labor practices committed by company management (Dubofsky, 1994, p.128).            In 1938, FDR enacted the Fair Labor Standards Act to complement the Wagner-Connery Act. The FLSA set up a legal minimum working man’s wage and pegged the legal maximum hours of work each day as additional measures against worker exploitation (Miller Center, 2008). As a result, union membership ballooned to more than 10 million by the 1940’s.            The Social Security Act instituted welfare benefits for the workers such as assistance and insurance during old age, insurance for the unemployed, assistance to dependent children and the blind (Miller Center, 2008). The funds for this program were subtracted regularly from the worker’s wages. FDR further initiated a socialized tax scheme which aimed to tax the wealthier more and the workers less, though this was largely shot down by Congress.            The major economic problems involving industry during the Great Depression forced FDR to be involved with labor management. Workers formed the bulk of the electorate, and as a liberal reformer, he saw it his responsibility as a public official to improve their conditions. His sensitivity and knowledge regarding the unequal relations between management and workers enabled him to effectively translate workers’ rights into legislation. Contribution to Labor Management Relations            FDR has greatly contributed to labor management relations by creating legal mechanisms by which worker’s can exercise their rights and demand fairer wages along with better working conditions and benefits from management. These mechanisms are in due recognition of the fact that workers and management have contradictory interests: the former aims to obtain higher wagers while the latter aims to decrease production costs through lowered wages.            The labor and welfare acts that saw implementation during FDR’s administration are also evidence of the worker being in a disadvantaged position. It recognized that the only manner in which workers can engage management with regards to their remuneration and work environment is through their collective bargaining. In order for workers to be forceful, they must consolidate themselves into a union as their venue for organized action.            The Wagner Act and the Fair Labor Standards Act also point to the need for government arbitration in labor disputes with the National Labor Relations Board as the mediating agency between unions and management. List of References Dubofsky, M. (1994). The State and Labor in Modern America. North Carolina: University      of North Carolina Press. Retrieved 25 March 2008 from       http://www.questia.com/read Miller Center Public Affairs University of Virginia (2008). American President: An Online      Reference Resource – Franklin Delano Roosevelt (1882-1945). Retrieved 25 March 2008 from http://millercenter.org/academic.
вторник, 30 июля 2019 г.
Korean Society At A Glance Essay
South Korea is located in the northeastern region of the Asian continent and occupies the southern region of the Korean Peninsula. It was established in 1948 after the splitting of Korea between the United States and the former USSR (U. S. Department of State, 2008). After the formal split of Korea, 4 million people from North Korea transferred to South Korea. This sudden increase in population was partly compensated within the next 40 years by migration from South Korea to Japan and the United States. However, many of those who emigrated eventually returned to South Korea (U. S. Department of State, 2008). South Korea possesses one of the most ethnically homogenous cultures in the world. Except for a small Chinese population, almost the entire Korean population has a common culture and language (U. S. Department of State, 2008). Half of South Korea’s population actively practices their religion. Christianity and Buddhism dominate the religion of South Korea. Only 3% consider themselves as Confucians and the remaining 1% practices the traditional religion of Shamanism and Chondogyo (U. S. Department of State, 2008). Imperialism in South Korea Imperialism had a major impact in the development of 20th century Korea. With some assistance from the US and Great Britain, Japan conquered Korea in 1910, which ended the latter’s existence as an independent state. Aiming to establish its own Empire, Japan modified Korean economy in order to manufacture its own agricultural products. Korean peasants were forced to leave their lands and by 1930s and 1940s, majority of Koreans were working in the mining or manufacturing sector of Manchuria, Japan, and Korea (Hart-Landsberg, 1989). Elite Korean nationalist movements staged the March 1st Independence Movement against the colonizers but to no avail as their attempt resulted to a violent suppression by the Japanese. The leaders of the uprising had no choice but to either leave the country or embrace Japanese rule (Hart-Landsberg, 1989). Ethnic Groups In South Korea South Korea is considered as one of the world’s most ethically homogenous nations. Koreans descended from the Neolithic people who migrated to the Korean Peninsula from the northeastern portion of mainland Asia (Peterson, n. d). Consisting the biggest minority group in South Korea are people with Chinese descendants. Local residents include an increasing number of foreign nationals, including migrant workers from South and southeast Asia, entrepreneurs, diplomats, and other professionals from various parts of the world (Peterson, n. d).
понедельник, 29 июля 2019 г.
Hygiene and Young People
‘Your health, safety and welfare are protected by law.’ Everyone working with children and young people must be aware of their legal obligation in relation to keep children safe and healthy. (Source: Health & Safety Executive, 1999)Health and safety legislation at work Act 1974:Setting with five or more employees must have a written safety policy which must include specific procedure to cover emergencies such as accidents and events that require evacuation of the building (Fire event) Setting with five or more employees must carry out a risk assessment Employees must provide for health and safetyDisplay a health and safety laws poster or supply employees with a booklet Make your work place as safe as possibleDecide how to manage health and safety if the business has five or more employees COSHH (Control of Substances Hazardous to Health Regulations 2002): The employers are required to ensure all dangerous materials, cleaning material, medicines are kept separately in a m arked, locked cupboard. RIDDOR (Reporting injuries, Diseases and Dangerous Occurrences Regulations 1995): This means all setting must provide an accident report book. Any injury that requires a member of staff to take more than three days off work must also be reported. Food safety (General Food Hygiene) Regulations 1995:The setting which prepare or provide food for children must register with the Environmental Health Department of the local authority. The people who have handling food should undertake the Basic Food Hygiene Certificate. Food handling Regulations 1995Washing hands before preparing foodMaking sure the surfaces and utensils you use are clean and hygieneFood is stored safety at the correct temperatureDisposing of waste hygienicallyUse of chopping boards, separate sinksPolicies and Procedure:Children and young people will always take a risk from running, playing but all children and young people have right to play to develop their skills and new experience. There are policies and procedure to protect and reduce risk that will happen to children and young people. Every child care setting will have policy documents which cover SafetyHealth and Hygiene Safety at arrival/departure times and on outings Prevention of illness and first aid Fire prevention Staffing ratios and supervision Risk Assessments Policy.A large number of everyday things that may appear harmless or go unnoticed but could be dangerous A range of areas from the condition of toys and equipment to hygiene and cleanliness to access to children by members of the public Must be suitable, sufficient and reasonably practicalAccording to legislation, policy and procedure as showing above, in my setting (school placement) they are implemented by the school has a fire exit at the front door. There are several risk assessments for several areas in school. At the front door, there is a registered book for staffs and visitors to sign time in and out and purpose of visiting. After lunch time, f ood area has been clean and tidy up all tables and chairs to keep children safe. All toys have been kept in place and safe, study resource and materials are kept in cupboard. There are sinks in classrooms for washing hands.2. Describe how health and safety is monitored and maintain in the setting. Health and safety is monitored and maintain in the setting by: Visitors register book, record time in/out, purpose and who they want to meet Teacher and all member of Staffs register book, teacher and all members record time in/out Pupils register book, checking pupils in class, morning and afternoon Lunch time staff, monitor pupils at food areaTeacher/member of staff at the school gate, morning and after school Teacher/member of staff at the playground and play area every break times3. Describe how people in the setting are made aware of risks and hazards and encouraged to work safely. In the setting, teacher and all members of staff, volunteer must be made aware of risks and hazards a nd encouraged which is in school health and safety policy. The school role and Staff handbook are written by head teacher in the setting, staff handbook is held by teacher each class.Risks on internet in the setting is controlled by teacher, if pupils in class access on Facebook, YouTube and etc. websites that may be harm to pupils, teacher able to switch off computer immediately from teacher’s desk. To protect bullying, there is anti-bullying poster throughout school, poster show how to protect and prevent risks on internet includes the children help line number.Fire is the most frighten pupils and may harm their life, the setting made aware of this risk assessment, pupils can follow fire instruction poster which is throughout school when fire alarm appear. In this situation, teacher will lead pupils to fire exit door which is located at every classroom to school yard and line up at the meeting point. Pupils must be registered by their teacher at the meeting point.The meetin g among Head teacher, member of staff and parents after school time will be made 2-3 times a year, the meeting will be discussed how to solve problem and sharing information between school and parents.4. Identify the lines of responsibility and reporting for health and safety within the setting. Head Teacher is in charge for accident events, Food Hygiene and Head Teacher’s secretary ensure a risk assessment has been following by staffs who work in the school. By the way all staffs who work in the school have been trained to keep children safe and reduce harm in the school.
Figurative Language versus Literal Language Assignment - 2
Figurative Language versus Literal Language - Assignment Example Hence, it must be used in terms of financial stress, and not as a suffering. Analogy is a comparison between two things or their features, focusing on a certain kind of likeness, when they are otherwise totally different. For example, â€Å"My daughter moves like a butterfly flies.†Here, a girl’s movement is being compared to that of a butterfly due to the beauty they exhibit. Analogy can be misunderstood when it is used in sensitive subjects, like religion or science. Metaphor is a figure of speech which makes an â€Å"implied comparison†(Nordquist, 2012, par. 1) of two concepts; or, which explains one thing in terms of an unreal situation. For example, â€Å"I feel the breeze of love in your presence.†The metaphor is breeze of love, which is nothing in real. Again, a metaphor is misunderstood in sensitive subjects. For example, â€Å"The children of God†does not actually mean that God is a parent. Simile is a kind of analogy very similar to metaphor, with the difference that it uses words like ‘like’ or ‘as’ to show the similarity between two dissimilar things. For example, considering the example given in metaphor section, the simile would be: â€Å"Your presence is like a breeze of love for me.†A simile is very easily misunderstood with analogy or metaphor, due to the thin line of meaning between them. Clichà © is an expression that has been used very widely and very commonly, so much so that people start using it in their everyday language without going into the detail of meaning. For example, â€Å"History repeats itself†, or â€Å"All is well that ends well.†Clichà © is often misunderstood with proverbs, as some proverbs are actually clichà ©s. Amphiboly is a sentence that gives out a confused meaning due to its loose structure. The sentence can be justified in either way it is understood. For example, â€Å"I caught her with my new shirt on†, means â€Å"I caught her when she was wearing my new shirt†, and also
воскресенье, 28 июля 2019 г.
Human Nature & Sexuality Essay Example | Topics and Well Written Essays - 1500 words
Human Nature & Sexuality - Essay Example Even though the author clearly stated the differences between the sexuality and reproduction of female animals and human beings in the sense that the human sexuality is free from hormonal dictation4 which is contrary to the case of female animals, discussing the female sexuality and reproduction of the different animal species such as rhesus monkeys, baboons, rats and chimpanzees among others in the book could cause some of the readers to initially think that the author is trying to stress or point out some similarity between the animals and humans by trying to make a comparison between the case of the female animals and human beings in terms of their physical, For instance, the author included in her example that female monkeys are also capable of mounting other monkeys in order for these monkeys to experience orgasm by getting enough stimulation from the other monkeys without the need for copulation.5 Similar to these monkeys, men and women are able to experience sexual orgasm by simply stimulating their genitalia (penis and clitoris) without going through any sexual intercourse.6 Although the author did not directly mention the similar acts of humans with the animals’ sexual behaviour, providing these two examples in her writings is nonverbally suggesting that there is in fact a similarity between the two by nature. The fact that the author discussed some observational explanation on the sexual behaviour of these animals makes the validity of her statement questionable considering the fact that human beings would not accurately know whether or not the female animals are indeed experiencing orgasm such as in the case of some women who tries to fake their orgasm in order to please their husbands or mate.
суббота, 27 июля 2019 г.
Economic and Financial Factors that Affect Capital and Revenue Funding Coursework
Economic and Financial Factors that Affect Capital and Revenue Funding For Social Housing - Coursework Example The paper endeavors to focus on the gamut of economic and financial factors, which influence the decision made on Social Housing. The study of economic factors pertaining to Social Housing programs are conducted in close relation to the models of granting housing subsidies like tax credits and housing allowances. Similarly, the financing initiatives of Social Housing programs are found to be an amalgamation of different financial instruments like loans, bonds, subsidies and private funding. Research made on the housing conditions of the European countries reflects general improvement of such in countries associated to the United Nations Economic Commission for Europe. However, with the changes in consumer tastes and preference patterns it is observed that new problems have started to crop up in spite of such developments. The effects of factors like immigration of people from different nations to European countries have contributed to altering the social dynamics of the countries. In the European context the government of the state helps extend financial aid to major banks in regards to social housing policies. The level of state aid extended to the banking sector helps them to continue giving loans and grants at times of severe economic depression also. Social Housing schemes are gaining increased popularity around the world owing to the innovations offered in the process of constructing the houses.
пятница, 26 июля 2019 г.
Zara and information system technology Essay Example | Topics and Well Written Essays - 250 words
Zara and information system technology - Essay Example The increasing competition in clothing and Apparel industry has not shaken Zara so much. In that regard, several questions are abounding as to its survival tactics. It is worth to note that the customer base of Zara is significantly large and dominates the better parts of North America, Europe and parts of Asia. The critical aspect of Zara’s survival tactics is attributed to the strategic emphasis on information technology to track customer demands in this dynamic market. In various stores in North America, Spain, and other market segments, the staff constitutes Personal Digital Assistants (PDAs) armed with mobile telecommunication gadgets to gather customer feedback and suggestions for relevant adjustments. This has seen Zara become proactive when it comes to customer’s changing tastes and preferences. Regular update of the customer’s data has yielded a demographic characterized by increasing United States, Mexico, Spain, and Taiwan among others. Online shopping introduced allows customers to choose from the variety and even order customized products. Since the largest customer base of Zara products is in developed nations and emerging economies, it is the obvious use of point-of-sale (POS) system gives important consumer behavior data. The innovative management information system that is reflected in customer base trend across the world is set to carry Zara through the mounting competitive pressure from new entrants and dynamic consumer needs.
четверг, 25 июля 2019 г.
Compare and Contrast Research Methods Essay Example | Topics and Well Written Essays - 1500 words
Compare and Contrast Research Methods - Essay Example These research methods are applied in almost every field of study but their implementation in the field of business management and marketing is slightly more. For testing and analyzing quality measures, this research method plays a vital role and its significance holds a prestigious supremacy. In research methods, qualitative measures provide essential information which eventually helps in the formation of hypothesis. It has given a new sphere and horizon to the field of business management and development process in refining these techniques more is taking place (Hair, Celsi and Page, 2011). Following are some of the renowned qualitative research method approaches along with the comparison and debate with projective techniques. Their significance in business administration and usage is discussed with a conclusion to get an exact idea about the implementation and implication of these research methods and projective techniques in the mode of studies. Focus Groups To examine the impact of a product or service in the market, a focus group session is the most recognized technique. Focus group is basically a qualitative set of methodology in which people from diverse backgrounds are invited and a discussion session takes place. The discussion session is controlled by a moderator. ... (Blumberg & Schindler, 2008). (Lewis & Saunders, 2009) demonstrate that the implication of this research method is widely done in almost all major modes of studies. This gives a horizon that what actually people think. Focus group participants can vary from research to research. For instance to check out the performance of a car, focus group discussion takes place. The panel members in this discussion would be product manufacturing engineers, consumers, analysts, journalist, market guru’s and future potential customers. Their depiction of thoughts will be the quintessence of this discussion. Moderator will ask certain focused research based questions from the panel members. Members upon their respective turn will present their views. The proposition of this tactic is mostly done in the subject of psychology, sociology, marketing and its sub branches, human resources management etc. Market Surveys To get the concrete picture about the thinking of consumers, market surveys act a s the backbone. It has vast implication and is done in approximately research work. Market surveys provide the various ideas of people about a product, service or any other issue. People from diverse backgrounds provide their review about a certain product or service. They also bluntly demonstrate that what are the shortcomings and plus points of the product. Their representation of non fragmented thoughts makes this research technique powerful. Literate, illiterate- all consumers present their ideas clearly (Eriksson & Kovalainen, 2008). Market surveys are done in all the capacities to check out the positioning of a product or service. For instance to check out the impact of a certain mobile phone among users and customers, cell phone market survey will be done
среда, 24 июля 2019 г.
W6 D Assignment Example | Topics and Well Written Essays - 750 words
W6 D - Assignment Example (â€Å"UN, United Nations†, n.d.) The UDHR also, incidentally, is a part of the International Bill of Human Rights, which encompasses several other instruments that work simultaneously in upholding the fundamental rights of individuals regardless of their legal status. Within the ambit of a globalising world, there have been several instances when nation-states, whether collectively or individually, whether by agreement or otherwise, have stepped in to resolve issues of rampant human rights abuses in tyrannical dictatorships and in instances of racial genocides. Recent examples include the NATO intervening in Libya in 2011to stop its long-time dictator Muammar Gaddafi from committing such atrocities; the stepping in of the United Nations’ Peace Keeping Forces in Congo, Kosovo, Liberia and Sudan. These are just a few examples when the concept of â€Å"humanitarian intervention†as enshrined in the UN Charter as an exception to general non-intervention gained publi c light and scrutiny. What this means is that, as a general rule, nation-states are prohibited from interfering in the domestic affairs of other states, except when such an intervention is on humanitarian grounds and is justified by its objective of putting a stop to instances of rampant human rights violations occurring in the state. The evolution of this widely agreed, albeit contentious, law can be said to have been triggered by the Nazi pogroms against the Jews. The collective conscience of the world was shocked as the realization dawned on them that while an attempt was made at exterminating a whole race of people, other people of the world chose to look the other way. That should not be allowed to pass ever again. After it has been established with reasonable agreement amongst jurists that an individual is a subject of international law, as opposed to the object of it, the hierarchical position of importance given to its subjects faced a dynamic change. At this juncture, uphol ding the rights of individual attention received a great fillip at the international level, even at the expense of the rights of a nation-state. This can be said to be a gift of the French and American Revolutions and general enlightenment in the body of laws as to the status of individuals. While, on the one hand, slavery, discrimination and other forms of subjugating people were outlawed, states began to be tasked with a greater burden of international accountability with respect to any violations thereof (â€Å"UN Criticized for Using Private Security Firms†, n.d.). Whether or not an intervention is legitimate and in the interest of upholding international justice remains a question with tenuous answers. There is a wide array of justifications provided by intervening states and even more so by states that have been accused of carrying on these violations. There are different questions: whether such an intervention has been sanctioned by the Security Council or the General Assembly of the UN, whether such an intervention was indeed necessitated by the scale of such violations, whether a proportionate amount of force was used, and whether there exist any ulterior motives or vested interests lying at the
Understanding and Teaching the Jewish Life Assignment
Understanding and Teaching the Jewish Life - Assignment Example This is why in this unit; the teacher will emphasize the importance of life events among the Jewish people. Judaism does not recognize these events as passages that are ordinary to normal human life. They are all considered extraordinary, therefore, given extraordinary methods of commemoration and remembrance (Marcus, 2013). Each lesson will take50 minutes. In order to understand one of the Jewish life cycle events, it is important to discuss what life cycle events are. This lesson will introduce the unit by first defining life cycle events, and discussing with the students to ensure that they understand. From then I can introduce the Jewish life cycle events and discuss briefly. Give a take home assignment to enhance understanding. All students are to ask their parents or guardians about any life cycle event that they may know, and the student note two or more activities that are associated with it. The delivery of a child is a wonderful event. The Jewish believe in the bible command that says, they should be â€Å"fruitful and settle the world†(Wein, 2003, p. 13). When a child is born into the world, the Jewish are happy because it is a fulfillment to God’s command. Because of this command, the Jewish have a general rule that seeing children and welcoming children to the world is a blessing. The birth of a Jewish is a national joy as well as personal satisfaction. From the knowledge of the birth of a child as a national joy and personal satisfaction, the teacher can deduce the reasons why a child is valued among the Jews. These reasons are described below, and these can be classified as personal or communal. A child is valued because: Inherent in the link are thousands of years of beliefs, practices, traditions, and a sense of humanity, which the Jewish belief and know, that it is a mission and privilege to carry. The newborn carries hope of bearing the Jewish heritage. The teacher should
вторник, 23 июля 2019 г.
IT support for virtual teams Essay Example | Topics and Well Written Essays - 500 words
IT support for virtual teams - Essay Example There are a numerous reasons why virtual teams are turning out to be so popular these days. The basic reason is the reality that we live in the information age, as different to the industrial age. In view of the fact that the information travels at the speed of light, and those who have access to the most modern and fastest communication and collaboration technologies are capable to send data quickly. The capability to transmit data and information at fast speeds, combined with the power of the web, has caused the formation of "virtual corporations." However, the most influential aspect of the virtual team is that it is not limited to their physical location. In addition, virtual teams are as well extremely efficient for the reason that they do not have any "off" hours. For instance, in case of a traditional business environment, where all their staff members are available at the same location, has an 8 hour-work per day. On the other hand, in a virtual environment virtual team membe rs have a 24 hour-work per day. For instance, when the workers in one time zone are inactive, the others are operational. Thus, virtual teams are able to get more done in a small period of time as compared to the traditional teams. A virtual team can contain members from all over the world. It can comprise knowledge and expertise from any culture and any country (Exforsys Inc., 2009). Traditionally, a project team refers to a social group of individuals who are collocated and mutually dependent in their jobs. In fact, they carry out and organize their tasks to attain common objectives and contribute to task for effective results. Virtual teams have objectives similar to the traditional teams, however, they use different infrastructure as compared to traditional project teams. In this scenario, they perform their tasks without having the limitations of time, organizational boundaries and geographical locations associated with
понедельник, 22 июля 2019 г.
Reconstitution of a Partnership Essay Example for Free
Reconstitution of a Partnership Essay Partnership is the relation between persons who have agreed to share the profits of the business carried on by all or any of them acting for all. An essential element of partnership is to have an agreement and wherever a change takes place in this relationship it results in reconstitution of the partnership firm. Reconstitution of the firm may happen under any of the following circumstances and as a result there will be a change in the profit sharing ratio: 1) Change in the profit sharing ratio amongst the existing partners; 2) Admission of a new partner; 3) Retirement of an existing partner; 4) Death of a partner and 5) Amalgamation of two partnership firms Change in the profit sharing ratio of existing partners: The partners of a firm may decide to change their profit sharing ratio and in such eventuality, the gaining partner (i. e. the partner whose share has been reduced) unless otherwise agreed should be paid some compensation and the compensation is the value of goodwill represented by the gain because the change in profit sharing ratio means that one partner is purchasing from another partner of the profits. For example; James and Jones, two partners of a firm are sharing the profits of the firm in the ratio of 3:1 and if it is decided that in future both will be equal partners, it means that James is selling to Jones  ¼ th (3/4-1/2) share of profits. Therefore, Johns will pay to James an amount equal to one fourth of the total value of goodwill. In concrete terms, suppose, the profit is $20000 previously James would get $15000 and Jones would get $5000. After the change in the profit sharing ratio, each would get $10000. James, therefore, loses annually $5000 and Jones gains $5000. If the goodwill is valued at $40000, Jones must pay James one fourth of $40000 namely $10000. This adjustment is usually made by passing an adjustment entry. In this case, Johns capital account will be debited and James capital account will be credited with $10000. In addition to the adjustments for goodwill, the change in profit sharing ratio also requires the adjustment of profit/loss on revaluation of assets and reassessment of liabilities, accumulated reserves and profit (or loss) etc. Sacrificing ratio and gaining ratio: Change in the profit sharing ratio of existing partners will necessarily mean that one or more partners are surrendering a part of their share in the profits in favor of one or more other partners. A part of share being so surrendered is termed as sacrificing ratio while the share gained by each partner is termed as gaining ratio. Sacrificing ratio is computed by deducting the new ratio from the old ratio. Gaining ratio is computed by deducting the old ratio from the new ratio. References: http://classof1.com/homework-help/accounting-homework-help/
воскресенье, 21 июля 2019 г.
Application White-listing With Bit9 Parity
Application White-listing With Bit9 Parity K.PADMAVATHI I. Introduction Antivirus is a requirement for a host of compliance standards and is championed to be a critical component for any security baseline (PCI-DSS 3.0-5.1). A recent google search for â€Å"Cyber Security Breaches†in Google News shows 16,700 results in Google News. Even NIST has stated that that AV is not an adequate control. The basis for this argument is that AV, even with heuristics, looks for methods or signatures that are known to the specific AV vendor. Bit9 Parity goes a step further and restricts the execution of any executable or applications to those only allowed by the product (Bit9 Datasheet, 2013). Parity has a host of benefits as well as some significant drawbacks, but with proper and careful implementation, a deployment of Parity can be successful. Parity has multiple methods to manage and control an environment. Parity is deployed with a server, database and console to control and manage Parity Agents. The deployed agents are a package of executables and configurat ion files that contain a kernel module that sits on the hardware layer and proxies the raw system calls from the user layer to those resources. For this reason it makes manipulation of the agent from the user layer very difficult. There is also a management console to manipulate the server that controls all agents on endpoints. II. Pre-Deployment During pre-deployment, the first thing that must be decided is where it will be deployed. Bit9 would recommend that the product be deployed on all systems in an environment. However, this is not feasible as the cost of the product and the complexity of most environments makes 100% immediate deployment difficult. Parity takes a default deny approach (Bit9 Data Sheet, 2014). This is a good method for protection but can make deployments difficult. To deal with this situation it is a good idea to deploy the product in homogenous environments first. Therefore, in planning deployment it is best to identify and group environments by their similarity and their levels of criticality. The most critical could be where the protection needs to go first. However an additional risk of deploying the product in critical environments is that by description they are critical to the business. So the product must deployed with care, proper planning and testing. III. To Protect the Environment (Client-side) Protection and prevention is absolutely ideal when it comes to deployment of Parity. When working with dynamic and non-homogenous environments the product should be deployed in this mindset. An excellent environment for deploying to protect would be a desktop or laptop (client side) environment. IV. To Control the Environment In order to protect an environment administrators and security personnel must control andunderstand their environment. However methods of deployment can differ with these underlying goals in mind. Deploying to control should be applied in specific environments that have rigorous change control and a low level of change. This would be server environments or other systems that are running on end-of life operating systems, such as Supervisory Control and Data Acquisition (SCADA) systems, as well as some Point of Sale Systems (POS). V. Deployment After deciding what environment to start, it is time to build out the Parity Server and console. According to the Bit9 installation guide, the server should have a SQL server available or a new SQL server database, either 2005 or 2008 deployed and configured prior to installation. (Parity 6.0 Deployment Guide, 2013) The server will also need .net framework 3.5 and a host of other web application Microsoft requirements. All should be included with a current version of Server 2008. Prior to installation ensure that all servers meet local hardening procedures. VI. Configuration After the server has been installed, it should be simple to browse to the https://localhost which will direct to the Parity console if logging on locally. Browsing from another system to https://server name which will direct the administrator to the Parity console. The default credentials should be username admin and password admin. As always, best practices, change immediately. VII. Bit9 Knowledge Base Another critical component is the Bit9 knowledgebase. The Bit9 knowledgebase is one of the single largest collection of known good executables available commercially. This will require outbound connectivity to the Bit9 knowledgebase servers on port 443 from the Parity server. It will also require a license from Bit9 knowledgebase. There is an open API to query the data through a restful API. (Script attached – Appendix B) The knowledgebase can be configured in the Administration tab > Licensing >Parity Knowledge Activation. VIII. Other System Administration On the system administration tab there are a host of other setup actions that can be accomplished on this tab as well. On the mail tab, the SMTP settings for alerts can be configured to send alerts for status of systems. The advanced options has the ability to back-up the database, configure automated updates, log out times for the parity console, file uploads configuration, old computer cleanup, software rule completion, and certificate options. Most of these options are not of much concern, however the cleaning up of old agents should be configured. IX. Policy Configuration Designing the policies in Parity is absolutely critical to having a successful deployment. The default policies that come with the product are a good place to start. â€Å"Default Policy†which is designed for the agents to go to once the agent is initially installed. The â€Å"Local Approval Policy†which is designed to approve any running executables on the system. The â€Å"Template Policy†which is designed to be copied and configured for new policies. Initially four new policies need to be created for management of agents. â€Å"Lockdown Policy†must be created to replace the Default Policy and to be the final stop for agents during configuration. â€Å"Lockdown Reporting†policy which will be configured on systems to report as if they were in lockdown without actually blocking, and a â€Å"Monitoring Policy†to start hashing and collecting execution information on systems. â€Å"Disabled Policy†should also be created to for the installation of the agents, and removal of the agents if necessary. X. Deploying Agents After all the agent configuration policies have been created and some basic software rules like the .net software rule, it is time to start deploying agents. The agents can be downloaded from https://parityserver/hostpkg/. It is best to start with an agent disabled policy.Installing the agent can be done on all systems through multiple methods, GPO, software packaging and through scripting. Scripting is beneficial, because it can be scheduled and the output can be collected for error checking. See appendix B for an example installation script. Installing the agents is a slow process which requires getting a list of all devices, verifying in the Parity Console the assets are available and the communication level of the agent. Something to consider is that any Windows version after Server 2008 and Windows 7 should deploy the agents without the need for a reboot. However older versions will require a reboot. If the agents are not communicating with the Parity Server ensure that agents can reach the server on TCP port 41002 or reboot the system if necessary. XI. Locking Down the Agents After ensuring that all agents are deployed it is time to start locking down agents. This can be accomplished by selectively moving agents into the â€Å"Monitoring Policy†. This step in the installation process has the most impact on the system therefore it is best to move agents into this policy during times of less usage and only move a few agents at a time. XII. Policies and Procedures Before moving any systems into lockdown (other than testing systems) it is time to ensure there is a process for addressing blocked executables that users/administrators need to run on the systems. It is likely that any organization that is going to deploy Parity will have methods and processes for IT workflow. This is an ideal method for dealing with end user issues with Parity blocks of potentially useful and needed executables. This should be communicated with the user population to ensure that users know where to go in case they have Parity block. XIII. Operational Uses for Parity There are many other uses for Parity other than just to protect the environment. It is an excellent source of information showing exactly what is running in an environment. By querying the data in Parity, a Security Analyst could research to find if a downloaded malicious file actually reached the endpoint system or not. An Analyst could also upload a hash from doing analysis on another system to Parity to block across the install base. The server actually has a very simple SOAP API utilizing JSON that can be called very simply from web posts. XIV. Conclusion When evaluating any technology technologist and security practitioners should carefully analyze with due care the technologies, especially those that will require employee time and energy as well as significant capital expenditure. Bit9’s Parity will take significant time, funds, and energy to deploy. It will take a concerted effort from senior leadership to decide on the product and then organizational push to deploy it. The approach that Application-White listing takes is a simple one, trust only what is known and all other executables and binaries are not trusted and are not allowed to run. If an organization believes that they may be targeted by an advanced actor then the advanced protection provided by an approach like Application-White listing should be evaluated. The decision is a risk decision, the protections Parity offers are significant. If deployed properly, malware will not be able to gain a persistence on a network, as well a huge number of other attacks will be mitigated. If an organization deems that they need the level of security, the costs and energy that Parity takes to deploy are well worth the efforts.
суббота, 20 июля 2019 г.
Vocabulary Learning Strategies
Vocabulary Learning Strategies Related researches in China In China, researches on students learning styles have attracted a lot of researchers to this area. The most impressive researches are conducted by Wang Churning (1988) and Hu Xiaoqiong (1997). Employing Reids Perceptual Learning Style Preference Questionnaire (PLSP), Wang Churning (1988) conducted a large scale research in Guangdong University of Foreign Studies. The participants were 490 English major students from freshmen to senior students. Four conclusions were made from his findings: firstly, individual difference of learning styles did exist among English major students. The most favored style was tactile learning style and group learning style the least favored; secondly, the length of learning time could affect students learning styles and students from different grades had the tendency of presenting different learning style preference; thirdly, there were great similarities of learning styles shown by male and female students; finally, learning styles were related to the le arning achievements and visual learning style was always preferred by students who possessed low English proficiency of listening and reading. Hu Xiaoqiong (1997) also employed Reids Perceptual Learning Style Preference Questionnaire (PLSP), with some modifications, to conduct research on 236 students of English major, from freshmen to juniors. His findings further proved Wangs research finding that students preferred tactile learning style most during their learning process. Apart from this, he also stated that students of English major preferred multi-dimensional learning styles instead of a single one. Adopting Keef and Monk Learning Style Profile, Yu Xinle (1997) tested 149 students of English majors from three universities in Beijing. According to his findings, no correlation could be found between learning style preference and gender difference, and no significant learning style preference existed between male and female students. However, sequential learning styles and memory learning styles had significant correlation with English learning achievements. From the researches mentioned above, it could be concluded that researches on learning styles are relatively few and almost all the researches are conducted among English major students, and researches on perceptual learning styles of non-English major students are greatly lacking. Therefore, further researches of perceptual learning styles are extremely needed to be conducted and explored in great detail to non-English major students for their learning style preference. Chapter 3 Literature review on learning strategies The importance of learning strategy as the key variable to influence individual learning difference in the acquisition of second language area is a topic that has drawn the attention of researchers worldwide. The following view of literature will present a brief history of learning strategy from the mid- 1970s to the present. Background of learning strategies Teachers and researchers have long noticed the fact that only seeking for the perfect teaching models cannot assure the success of students language learning. Under the same language input, not all the students can achieve the same success as others; some students obviously learn better than others. Learning is a two-way communication. Teachers and students need to work together. Neither of them can make the final success of language learning with the neglect of the other. Oxford (1990) clearly states that research interest has been shifted from what students learn or acquire to how students gain language, that is to say, from the product or outcome of learning and acquisition to the process of learning and acquisition. In a word, the focus has shifted from teachers to learners, and from learning and teaching results to learning and teaching processes. Researches on learning strategy have started from the mid-1970s abroad. Since then, a great number of researchers have become int.: ested in this area. Researchers, such as Oxford Nyikos (1989), OMalley Chamot (1990), Oxford (1990), Wenden (1991), Nyikos Oxford (1993), Sa-ngiam (1994), Ehrman Oxford (1995), Eugene (2001), Nisbet (2002), Griffiths (2003) and so on, have guided the strategy research direction and have greatly contributed to the theory development. Their general research focus includes: studies on learning strategies employed by good or successful language learners, studies on learning strategy definitions and classifications, studies on influencing variables on learning strategy use and on the application of learning strategy theories to language learning and teaching. With the development of strategy researches, classifications of learning strategies have been constantly enriched and perfected. Rubin (1975) first, and shortly after, Stern (1975) publish their stud ies on the learning of good or successful second language learners, which starts the new threshold of research in second language acquisition (Cited by Oxford, 1990). On the basis of previous researches, Freeman (1991) briefly points out that good language learners have the characteristics of willingness and accuracy and have a strong desire to communicate even at the risk of appearing foolish. They also pay attention to language form and meaning in their conversation. Moreover, they practice and monitor their own speech and speech of others. In the 1990s, researches on learning strategies have achieved great success. OMalley Chamot (1990) and Oxford (1990) propose more impressive classifications of learning strategies that have led to a spate of significant researches in this field. Wenden (1991) outlines the schema of learning strategies that includes cognitive strategies (selecting input, comprehending input, storing input, and retrieving input) and self-management strategies (p lanning, monitoring, and evaluating). Cohen (1998) identifies that strategies consist of language learning strategies and language use strategies and states that the two strategies are the processes consciously selected by learners and can enhance students learning through the storage, retention, recall, and application of information. Another interesting topic related to learning strategies is strategy training. Different names have existed for the application of strategy use to learning, such as learner training, learning-to-learn training, learner methodology training, and methodological initiation for learners. OMalley Chamot (1990) state that learning strategies are not the preserve of highly capable individuals and could be learned by others. Oxford (1990) also emphasizes the teachability of learning strategies. Their views have laid the foundation of strategy training programs. Currently, many researchers are devoting themselves to designing and executing strategy training programs, especially for inexperienced learners. Definitions of different strategies Strategies The concept of strategy derives from the Greek term strategia which means generalship or the art of war. In nonmilitary settings, it means a plan, step, or conscious action toward achievement of an objective (Oxford, 1990). Researchers, such as OMalley Chamot (1990), Oxford (1990), Wenden (1991), Ellis (1994), and Cohen (1998), have contributed greatly to the development and application of learning strategy theories. However, in educational settings, it has been variously described as fuzzy (Ellis, 1994), no consensus (Wenden, 1991), and conflicting views (Cohen, 1998). Certainly, a brief review of literature will indicate the plethora of different terms for strategy, such as techniques, tactics, potentially conscious plans and so on. There is little consensus regarding what a strategy is. Defining strategy is a difficult task and each definition will cause the controversial views easily. Researchers always emphasize this or that aspect of learning strategies when rendering the definition. For example, Brown (1994) holds the view that strategies are referred to as specific methods of approaching a problem or task, modes of operation for achieving a particular end, or planned designs for controlling and manipulating certain information. However, Ellis (1994) proposes that strategies consist of mental or behavioral activity related to some specific stage in the overall process of language acquisition or language use. Cohen (1998) defines strategies as the process consciously selected by learners. From the above definitions, it could be noticed that Brown tends to define strategies just as behavioral actions. However, Ellis emphasizes both the mental and behavioral aspects. Cohen mainly focuses on the element of cons ciousness when rendering the definition, which is not mentioned by Brown and Ellis. The writer would like to define strategies as both mental and behavioral actions consciously selected by learners when solving the problems in this study. Learning strategies and language learning strategies Learning strategies have considerable potential for enhancing the process of learners language learning and help learners know how to learn more meaningfully, successfully and automatically. Same problems exist when researchers define learning strategies. Different researchers emphasize different aspects of learning strategies. For example, Weinstein Mayer (1986) hold the view that learning strategies are the behaviors and thoughts that a learner engages in during learning which are intended to influence the learners encoding process (Cited by Ellis, 1994); however, Oxford (1990) expands the definition as specific actions taken by the learner to make learning faster, more enjoyable, more self-directed, more effective, and more transferable to new situations; Cohen (1998) defines it as the conscious thoughts and behaviors used by learners with the explicit goal of improving their knowledge and understanding of a target language. Language learning strategies are language specific. Thu s the writer of this study is more likely to define learning strategies as behavioral and mental actions consciously selected by learners during learning process. And language learning strategies are behavioral and mental actions consciously selected by learners during language learning process. Classifications of learning strategies Different scholars classify learning strategies from different angles and a large number of classifications exist. In the following part, the more comprehensive and elaborate classifications will be discussed, including OMalley Chamots and Oxfords classifications. OMalley Chamots classification OMalley Chamots classification is based on information processing theory and draws on the work of cognitive psychologists who introduces and develops the concepts of declarative and procedural knowledge. Generally speaking, declarative knowledge can be described as a kind of factual information which is stored in the mind and is related to the question of what they are and procedural knowledge is about checking rules and is associated with the question of how to do. OMalley Chamots research project provides a rationale and approach in cognitive theory for discussing learning strategies in second language acquisition. Cognitive theory has explained adequately how information is stoizd in memory and what processes are entailed in learning. It states that learning strategies are stored in peoples mind in the form of declarative or procedural knowledge. In cognitive theory, learning strategies are represented as complex cognitive skills that follow the same general rules as other form s of procedural knowledge. Learning strategies begin as declarative knowledge and gradually go through associative, and autonomous stages with practice and experience. Cook (1993) further explains this by using Andersons three developmental stages theory in second language acquisition: firstly, in the declarative stage, intensive attention is involved to the new language and deliberate efforts are made to understand the new language; secondly, in the compilation stage, procedural knowledge is acquired and gradually less conscious attention is needed; thirdly, the automatic processing like native speakers is finally formed. OMalley Chamot (1990) illustrate learning strategies as mental and socio-affective processes, emphasizing learner interaction with the language in order to foster acquisition. They present three categories of learning strategies, including metacognitive, cognitive, and social/affective strategies. They point out that metacognitive strategy encompasses executive process that mainly includes planning, monitoring and evaluating strategies. Planning is the strategy used by learners for organizing of the written or spoken discourses. Monitoring is the strategy used by learners for checking ones comprehension during the process of learning. And evaluating is the strategy used by learners for checking the outcomes of ones own language learning. Cognitive strategies involve the direct manipulation of materials to be learned. Strategies concerning cognitive strategy are mental or behavioral aspects. For example, learners can link new information to previously acquired concepts mentally or physically so that they can group the learning items in meaningful categories or summarize the important information. Other frequently used cognitive strategies are resourcing, repetition, grouping, transfer and translation and so on. Social/affective strategies are used when learners interact with ot her persons in order to assist their learning. For example, learners often ask questions for clarification or use some kinds of emotional control to promote their learning. Oxfords classification Almost at the same time, Oxford (1990) offers more comprehensive and full-scale language learning classification. Her classification research on language learning strategies has great influence on second language acquisition. She makes a distinction between what she calls direct and indirect strategies and explains the relationship between them by an analogy of a theatre. Direct strategies consist of memory, cognitive, and compensation strategies. This kind of strategies deals with the new language and is like the performer in a stage play who works with the language itself in a variety ofà ¢Ã¢â‚¬Å¡Ã‚ ¬specific tasks and situations. Indirect strategies comprise metacognitive, affective, and social strategies and are compared as the director who takes the responsibility for the general management of the play. Firstly, three types of direct strategies are discussed, including memory, cognitive, and compensation strategies. Memory strategies are learning strategies that help students store and retrieve new information and mainly include strategies, such as grouping or inferencing, creating mental linkages, and applying images and sounds. Cognitive strategies are strategies that enable learners to understand and produce new language by a variety of different means. Summarizing and reasoning deductively are examples of cognitive strategies. Additional examples includ practicing, receiving and sending messages, analyzing and reasoning, and creating structure for input and output. Compensation strategies are strategies that allow learners to use the language despite their large gaps in knowledge base. Guessing intelligently, using synonyms, and overcoming limitations in speaking and writing are included in this type of strategies. Secondly, indirect strategies include metacognitive strategies, affective strategies and social strategies. Metacognitive strategies are language learning strategies, such as planning for language tasks and setting goals that provide a mechanism for individuals to coordinate their own learning process. Affective strategies are strategies that help learners gain control over emotions, attitudes, motivations, and values. To lower their anxiety, learners can listen to music or make positive statements or reward themselves to become high-spirited or try to take their emotional temperature to concentrate on their learning. Social strategies are strategies that involve interaction between and among learners. When they have classroom collaborative activities, learners could use social strategies to help them to obtain information they need, for example, strategies of asking questions, cooperating with others, and empathizing with others. The classification of learning strategies is still controversial. Oxfords classificatory system is different from OMalley Chamots, but there is similarity between them. For example, both of the two classifications include the category of metacognitive strategy which involves the process of thinking, planning, monitoring and evaluating. OMalley Chamots (1990) classification emphasizes more on metacognitive and cognitive strategies and lesser focus on social/affective strategies. In their classification, they provide cognitive theories to support the classification of their learning strategies. However, Oxfords classification is more comprehensive and offers six types of learning strategies with an emphasis both on direct and indirect functions of strategies. In addition, Oxfords classification addresses the social and affective components, which are less developed in OMalley Chamots classification. Moreover, Oxfords classification system can be measured by her widely recognized Strategy Inventory for Language Learning (SILL). For these reasons, Oxfords classification system and the accompanying strategy inventory are more acknowledged in the academic world and are always approved by researchers who are interested in this field. Related research in China Wen (2003) identifies two distinctive development stages of learning strategies in China. The two stages are respectively named as the budding stage and the full developing stage. The budding stage is from 1984 to 1992, and the full developing stage is from 1993 to 2003. In the former stage, Huang (1984) publishes her postgraduate dissertation An investigation of learning strategies in oral communication that Chinese EFL learners in China employ, which has laid the foundation of Chinese research on learning strategies. In the latter stage, a large number of researchers have made great contributions both in theory and practice in this field. It is worth noticing that researches of learning strategies in todays China have entered the flourishing age. In theoretical aspect, Wen (1996) has put forward the classification system of learning strategies. She classifies strategies into two groups: management strategies and language learning strategies. Management strategies comprise aim estab lishing, planning, strategy selecting, self-monitoring, self-evaluating and self-adjusting. Language learning strategies can be subdivided into traditional and non-traditional strategies. Traditional language learning strategies consist of form-focused strategies, accuracy strategies, and using-mother tongue strategies. Non-traditional strategies are made up of meaning-focused strategies, fluency strategies and mother-tongue avoidance strategies. Based on her classification, many studies are conducted, such as Wen Qiufang and Wang Haixiao (1996a, 1996b), Wen Qiufang (1996c), Qin Xiaoging(1998) and the like. Wen and Wang (1996) conducted the comparatively important research on sophomores of non-English majors and one of their research findings was that correlation existed between learners belief and their choice of learning strategies. There are a large number of empirical studies on learning strategies in different language learning areas. For example, Wu Yian and Liu Runging (1993) investigated the psychology and social-psychology factors that affected students English language learning. According to the results of their studies, the strategy use had no effect on English achievements. Liu Shaolong(1996) chose 7 adult middle school teachers to investigate the influence of background knowledge on learning strategy choice in listening. After data analysis, he pointed it out that background knowledge did have great influence on the choice of strategy use in listening. Hou Songshan (1998) examined the effect of task types and gender difference towards the choice of communicative strategy use. His participants were sophomore students of English major from PLA Foreign Language College. His findings proved that task types could affect the choice of communicative strategy use. Males and females had different choice of com municative strategy use. Wu Xia Wang Qiang (1998) investigated strategy use on vocabulary learning. He conducted research on sophomore students of non-English major students in Beijing Normal Universities. According to their findings, metacognitive and cognitive strategies were frequently used by students when learning vocabulary. And good language learners employed more vocabulary learning strategies than those of bad language learners. Wang Yu (2002) conducted strategy research on sophomore students in Suzhou University. His research findings were that strategies, such as metacognitive, form-focused, meaning-focused, using-mother tongue, and social/affective strategies could account for students different listening abilities to a large extent. Thus, according to Wen (2003), all researches of learning strategies fall into two categories: macro and micro aspects. In macro-aspect, researches usually focus on the general situation of learners beliefs and learning strategies; and in micro-aspect, researches often concentrate on the strategy use in different language learning areas, for example, strategies use in speaking, listening, reading and writing areas. References Brown, H. D. (1994). Teaching by principles: An interactive approach to language pedagogy. N.J.: Prentice Hall. Brown, H. D. (1994). Principles of language learning and teaching (3rd). New York: Pearson Hall Regents. Bailey, B. Onwuegbuzie, A. J. Daley, C. E. (2000). `Using learning style to predict foreign language achievement at the college level. System, 1, 115-133. Cook, V. (1993). Linguistics and second language acquisition. United Kingdom: Macmillan Publishers Ltd. Cohen, A. D. (1998). Strategies in learning and using a second language. New York: Addison Wesley Longman. Decapua, A. Wintergerst, A. C. (2005). `Assessing and validating a learning style instrument. System, 1, 1-16. Dunn, R. Griggs, S. A. (2000). Practical approaches to using learning styles in higher education. Westport, Conn: Bergin Garvey. Eliason, P. (1995). Difficulties with Cross-Cultural Learning Styles Assessment. In J. M. Reid (Ed.), Learning Styles in the ESL/EFL Classroom (pp. 19-33). Boston: Heinle Heinle. Ellis, R. (1994). The study of second language acquisition. New York: Oxford University Press. Ehrman, M. E., Oxford, R. L. (1995). `Cognition Plus: Correlates of Language Learning Success. The Modern Language Journal, 1, 67-89. Eugene, S. S. (2001). `The relationship between learning style and cognitive style. System, 30, 609-616. Ehrman, M. Leaver, B. L. (2003). `Cognitive styles in the service of language learning. System, 3, 393-415. Ehrman, M. E. Leaver, B. L. Oxford, R. L. (2003). `A brief overview of individual differences in second language learning. System, 31, 313-330. Freeman, D. L., Long, M. H. (1991). An introduction to second language acquisition research. New York: Longman. Griffiths, C. (2003). `Patterns of language learning strategy use. System, 31, 367-383. Hauer, P. Straub, P. Wolf, S. (2005) `Learning Styles of Allied Health Students Using Kolbs LSI. Scholarly Journal 3. Johnson, K. (2001). An introduction to foreign language learning and teaching. South Asia: Pearson Education Limited. Lardner, T. (1989). `Rethinking classrooms: Perspectives on Teaching and Learning Styles. English Journal, 8, 88. Malinsky, M. (2001). Matched learning styles of teacher and student. Ann Arbor, Mich.:UMI. Melton, C. D. (1990). `A Study of Chinese Students Learning Style Preferences. RELC Journal,1, 29-44. Nyikos, M. Oxford, R. (1993). `A Factor Analysis Study of Language-learning Strategy Use: Interpretations from Information-Processing Theory and Social Psychology. The Modern Language Journal, 1, 11-12. Nam, C. Oxford, R. (1998). `Portrait of a future teacher: case study of learning styles, strategies, and language abilities. System, 26, 51-63. Numan, D. (1999). Second language teaching and learning. Boston: Heinle Heinle. Nisbet, D. L. (2002). Language learning strategies and English proficiency of Chinese university students. Ann Arbor, Mich: UMI. Nelson, G. L. (1995). Cultural differences in learning styles. In J. M. ReO (Eds), Learning Styles in the ESL/EFL Classroom (pp. 3-18). Boston: Heinle Heinle. Oxford, R. Nyikos, M. (1989). `Variables affecting choice of language learning strategies by university students. The Modern Language Journal, 3, 291-300. OMalley, J. M., Chamot, A. U. (1990). Learning strategies in second language acquisition. New York: Cambridge University Press. Oxford, R. (1990). Language learning strategies: What every teacher should know. Boston: Heinle Heinle. Reid, J. M. (1987). `The Learning Style Preferences of ESL Students. TESOL Quarterly, 1, 87-111. Reid, J. M. (1995). Learning styles in the ESL/EFL classroom. Boston: Heinle Heinle. Riding, R., Rayer, S. (1998). Cognitive styles and learning strategies. London: David Fulton Publishers. Rossi-le, L. (1995). Learning Styles and Learning Strategies in Adult Immigrant. In J. M. Reid(Eds), Learning Styles in the ESL/EFL Classroom (pp. 118-125). Boston: Heinle Heinle. Sa-ngiam, T. (1994). A comparison of language learning strategies of Thai university students in acquiring English proficiency. Ann Arbor, Mich: UMI. Tian, F. (2003). A Research on Learning Style of Chinese English Learners and Its correlation with Learners Learning Strategies. Unpublished masters thesis, Bei Hang University, BJ. Wenden, A. (1991). Learner strategies for learner autonomy: Planning and implementing learner strategy training for language learners. N.J.: Prentice Hall. Wintergerst, A. C. Decapua. A. Itzen, R. C. (2001). The construct validity of one learning instrument. System, 3, 385-403.
The Idea of Existentialism in The Stranger :: Literary Analysis, Albert Camus
Existentialism is defined as "a philosophical theory or approach that emphasizes the existence of the individual person as a free and responsible agent determining his or her own development through acts of the will†. In other words, existentialism it emphasizes individual freedom. Throughout The Stranger, the amount of existentialism views is abundant. The use of Mersault’s experiences covey the idea that human life has no meaning except for simple existence. The idea of existentialism in Albert Camus' The Stranger reflects through Mersault's life experiences with his relationship with Marie, the death of his mother Maman, the murdering of the Arab, and Mersault's trial and execution, all these events show that Mersault’s life of no meaning. The death of Maman in The Stranger conveys an example of existentialism. The phlegmatic and unattached response to the death of his mother shows an excellent example of Mersault’s existentialism; he accepts life or death without looking for a deeper significance. Mersault receives a telegram from the home notifying him of his mother’s death, â€Å"Maman died today. Or yesterday maybe, I don't know. I got a telegram from the home: ‘Mother Deceased. Funeral Tomorrow. Faithfully yours.’†(Camus 3). When he gets to the home he does not even want to see the body, instead of mourning he sits back and relaxes drinking coffee and smoking. Mersault seems more concerned about taking time off of work to go to his mother’s funeral that he has nothing to do with, than the actual death of his mother. The first thought of his day is about work, â€Å"As I was waking up, it came to me why my boss had seemed annoyed when I asked him for two days off†¦Ã¢â‚ ¬ (Camus 19). Mersault does not show any emotion at all while at the nursing home that Maman lived. He is just there because he feels as if he has to be. Everything about the weekend seems to annoy him events like the vigil, the funeral, and some Maman’s friends, in particular to the sobbing woman at the vigil. Another aspect of the existentialism portrayed in The Stranger is that Mersault focuses mainly on physical sensations with his relationship with Marie. Mersault believes that life has no meaning other than existence itself; so what is the purpose to love? He does nothing more than think of Marie’s physical features like her hair, smile, skin, and laughter. Mersault runs into Marie on his way to the beach for a swim and soon after he already describes her physical attributes, â€Å" I helped her onto a float as I did, I brushed against her breasts†(Camus 19).
пятница, 19 июля 2019 г.
Transcendentalism Essay -- essays papers
Transcendentalism The highly religious philosophy of Transcendentalism developed as the response of a group of people who felt that it was unnecessary to practice a religion (and live a life) that was based on fear. The first Transcendentalists set out to create a more liberal way of life that allowed for personal growth, justice and freedom. To truly understand the implications of Transcendentalism and why Transcendentalists believed what they did, one must first look at the root of Transcendentalism, Unitarianism. Unitarians were a liberal, cutting edge group of people that completely discarded the standards of Calvinism. Where Calvinists believed that man had a degraded and depraved nature, Unitarians believed that people are basically good. Where Calvinists believed that knowledge of God and ethics came to people through the Bible and Clergy, Unitarians believed that people were capable of discerning truth and goodness with their own capabilities. Unitarians rejected the ideas that people were born into sin and that one had to work hard and suffer all of one’s life in order to secure passage into heaven. Moreover, they strongly advocated the idea that people had free will and that rational thinking was the way into heaven. One particular Unitarian, William Ellery Channing helped personify the ideas and ideals held by Unitarians. William Channing (1780-1842) was a pastor at the Federal Street Church in Boston and stressed the idea that it was an individual’s responsibility to listen and act according to his own conscience. Channing also supported the humanitarian reform and helped to link the liberal ideas of Unitarianism to those of humanitarianism. Channing managed to balance the rationalism of Unitarianism with a concern for the welfare of humanity. As time went on, the ways of Unitarianism began to change and the pillars of the religion began to evolve into something that struck many as â€Å"distressingly cold and formal†and â€Å"vague and passionless.†(The National Experience, pg. 261). The religion was also beginning to focus more on material success, rather than spiritual well being. While the foundation of Unitarianism began to lose its fervor, a new movement was forming. In and around Boston, a romantic movement was beginning and the rational ideas of Unitarianism began to lose favor. Romanticists rejected the idea that e... ...chings that men are evil and corrupt. The origins of the spiritual movement of Transcendentalism were fueled not only by religions of the day, but by a yearning for something more than what was believed in those religions. The rise of Transcendentalism was due to the transformation of Unitarianism as well as the beginning of a romantic movement which opened people’s eyes to the idea that everything could not be proven through rational thought. This idea paired with the thought that people were essentially good opened the door to a society based on human decency rather than fear. Bibliography 1. Rose, Anne. Transcendentalism As A Social Movement, 1830-1850. Michigan: Edward Brothers, Inc., Copyright 1981, pg. 93-95. 2. Blum, John; McFeely, William; Morgan, Edmund; Schlesinger, Arthur; Stampp, Kenneth and Woodward, C. The National Experience. Orlando, FL: Hartcourt Brace, Inc. Copyright 1993, pg. 260-262. 3. â€Å"Transcendentalism,†Compton’s Encyclopedia. Volume 23, Copyright 1990, pg. 248 4. â€Å"Transcendentalism,†Collier’s Encyclopedia. Copyright 1994, pg 405-406. 5. â€Å"Ralph Waldo Emerson,†Dictionary of American Biography. Volume 3, Copyright 1959, pg. 132-141. Transcendentalism Essay -- essays papers Transcendentalism The highly religious philosophy of Transcendentalism developed as the response of a group of people who felt that it was unnecessary to practice a religion (and live a life) that was based on fear. The first Transcendentalists set out to create a more liberal way of life that allowed for personal growth, justice and freedom. To truly understand the implications of Transcendentalism and why Transcendentalists believed what they did, one must first look at the root of Transcendentalism, Unitarianism. Unitarians were a liberal, cutting edge group of people that completely discarded the standards of Calvinism. Where Calvinists believed that man had a degraded and depraved nature, Unitarians believed that people are basically good. Where Calvinists believed that knowledge of God and ethics came to people through the Bible and Clergy, Unitarians believed that people were capable of discerning truth and goodness with their own capabilities. Unitarians rejected the ideas that people were born into sin and that one had to work hard and suffer all of one’s life in order to secure passage into heaven. Moreover, they strongly advocated the idea that people had free will and that rational thinking was the way into heaven. One particular Unitarian, William Ellery Channing helped personify the ideas and ideals held by Unitarians. William Channing (1780-1842) was a pastor at the Federal Street Church in Boston and stressed the idea that it was an individual’s responsibility to listen and act according to his own conscience. Channing also supported the humanitarian reform and helped to link the liberal ideas of Unitarianism to those of humanitarianism. Channing managed to balance the rationalism of Unitarianism with a concern for the welfare of humanity. As time went on, the ways of Unitarianism began to change and the pillars of the religion began to evolve into something that struck many as â€Å"distressingly cold and formal†and â€Å"vague and passionless.†(The National Experience, pg. 261). The religion was also beginning to focus more on material success, rather than spiritual well being. While the foundation of Unitarianism began to lose its fervor, a new movement was forming. In and around Boston, a romantic movement was beginning and the rational ideas of Unitarianism began to lose favor. Romanticists rejected the idea that e... ...chings that men are evil and corrupt. The origins of the spiritual movement of Transcendentalism were fueled not only by religions of the day, but by a yearning for something more than what was believed in those religions. The rise of Transcendentalism was due to the transformation of Unitarianism as well as the beginning of a romantic movement which opened people’s eyes to the idea that everything could not be proven through rational thought. This idea paired with the thought that people were essentially good opened the door to a society based on human decency rather than fear. Bibliography 1. Rose, Anne. Transcendentalism As A Social Movement, 1830-1850. Michigan: Edward Brothers, Inc., Copyright 1981, pg. 93-95. 2. Blum, John; McFeely, William; Morgan, Edmund; Schlesinger, Arthur; Stampp, Kenneth and Woodward, C. The National Experience. Orlando, FL: Hartcourt Brace, Inc. Copyright 1993, pg. 260-262. 3. â€Å"Transcendentalism,†Compton’s Encyclopedia. Volume 23, Copyright 1990, pg. 248 4. â€Å"Transcendentalism,†Collier’s Encyclopedia. Copyright 1994, pg 405-406. 5. â€Å"Ralph Waldo Emerson,†Dictionary of American Biography. Volume 3, Copyright 1959, pg. 132-141.
четверг, 18 июля 2019 г.
Immigration to the United States and America
Immigration Jennifer Lippert ENG/102 March 12, 2012 Dr. Kimberly Stanley In the United States of America, we live in a sea of opportunity. Many people come from other countries to live in America to explore those opportunities, but the laws governing immigration have failed to change with the ever-increasing immigrant population. We watch as Border States deal with the rising costs to support immigrants and wonder whether this was what the founding fathers had in mind when the first Immigration Laws were passed.We wonder about the effects on America’s economy as our immigrant population work in this country then send these U. S. dollars to their home country to support their families. We observe an ever-changing landscape continually affected by the legal and illegal immigrants who land in our great country. We contemplate whether America is the land of opportunity and the land of the free, or simply a place for immigrants to land and live for free. As citizens, it is not only our right, but also our duty, to question our leaders and our laws particularly when those laws no longer appear to fit America’s vision.Immigration laws have remained stagnant for far too long and, although immigrants were the founding fathers of our nation, it is time to examine America’s position before the social and economic costs become insurmountable. America’s founding fathers believed that immigration was necessary to increase the population of our country, but also believed that they must prove a loyalty only to America to become citizens. Beginning with George Washington, in the late eighteenth century, a statement was made that immigrants should be integrated into American life so that Fonte  (n. . ) â€Å"by an intermixture with our people, they, or their descendants, get assimilated to our customs, measures, laws: in a word soon become one people. â€Å"This then became a new basis for immigration. In this case, the term â€Å"assimilates †means to conform to a way of life. In a 1790 speech to Congress about immigration, James Madison argued that America should welcome those immigrants who could be incorporated into our society, but exclude those immigrants that could not readily assimilate.Thomas Jefferson was convinced that immigrants were not prepared for the new society America was building and thought the country should wait another 27 year before opening its shores. In fact, when addressing immigration in Notes on the State of Virginia, Thomas Jefferson wrote: Fonte  (n. d. ) They will bring with them the principles of the governments they leave, imbibed in their early youth; or, if able to throw them off, it will be in exchange for an unbounded licentiousness, passing, as is usual, from one extreme to another. It would be a miracle were they to stop precisely at the point of temperate liberty.These principles, with their language, they will transmit to their children. In proportion to their number s, they will share with us the legislation. They will infuse into it their spirit, warp and bias its direction, and render it a heterogeneous, incoherent, distracted mass. In other words, by allowing a mass immigration into such a new society, America could be allowing the immigrant population to distort the principles established by our new laws and policies. To some degree, Alexander Hamilton echoed the thoughts of Thomas Jefferson, but his emphasis was on the threat to national safety.His concern was in granting citizenship to every immigrant upon arrival in the country. He believed that there should be some proof of allegiance to America before any rights were given to new immigrants. However, both Jefferson and Hamilton shared the same beliefs that immigrants should conform to the ways of America and leave their old government attachments behind. After much debate, it appeared that Jefferson and Hamilton could claim a small victory. The Naturalization Law of 1795 was passed, wh ich required that before becoming American citizens, immigrants would have to â€Å"renounce under oath†all previous sovereign allegiances.This â€Å"renunciation clause†remains part of the naturalization law and part of the oath to the U. S. Constitution that all new citizens must take. (Fonte, n. d. ). Changes in immigration laws over the past two centuries have certainly contributed to the overall rise in U. S. immigration statistics, but it would take almost a century before the first amendment to that law would take shape. The Naturalization Law of 1795 required five years of residence and a three-year waiting period before citizenship was granted. This allowed new immigrants the opportunity to assimilate and demonstrate allegiance to America. However, by 1868, with he end of the Civil War, the population was burgeoning with ex-slaves and their descendants who had been brought to this country without the rights of citizenship. In fact, in 1857, the Supreme Co urt ruled that African Americas were not citizens and were not entitled to the rights and privileges of citizenship. In order to rectify the situation, the Fourteenth amendment was passed which granted citizenship to all persons born or naturalized in the United States of America. Interestingly enough, it would take another war and its devastation to bring about a new amendment to U. S. immigration law in 1921 with the Emergency Quota Act.Following World War I, the country faced widespread unemployment and an anti-immigration uprising. This Act limited the number of immigrants allowed to enter America from any country on an annual basis to three percent of the number of residents from that same country according to the 1910 census with the hope of maintaining the ethnic composition of America. While the quota system remained in effect until 1965, there was one additional revision to the Emergency Quota Act in 1952 with the Immigration Act of 1952, which revised the quotas and elimin ated racial distinctions from immigration policy.National quotas were eventually abolished entirely in the Immigration and Nationality Act Amendments of 1965 at the height of the Civil Rights movement, changing the face of America, as it was then known. According to 2011 Census statistics, the U. S. immigrant population continues to change the face of America. Not only do non-whites account for ninety two percent of the U. S. population growth in the past ten years, but also forty million foreign-born individuals now reside in the United States, making up almost thirteen percent of our population.Most of this population lives in metropolitan areas rather than the suburbs, with estimates as high as fifty percent of the population in twenty-two large cities across America. In fact, nine metropolitan areas saw their immigrant population double in the last ten years, but the five cities with the largest immigrant populations (New York, Los Angeles, Chicago, Miami and Houston) actually d ecreased their share of this part of the population over the last ten years dropping to a total of 38 percent of the population in 2010 compared to 43 percent in 2000.In some areas of the country, rapid growth in immigration population may create policy backlashes, which could ultimately threaten these places’ long-standing economic comfort. Given the current economic climate and high unemployment rates, do the most recent census figures show any relationship with rising immigration levels? The best available evidence suggests that neither legal nor unauthorized immigration is the cause of high unemployment, and that the higher wages and purchasing power which formerly unauthorized immigrants would enjoy were they to receive legal status would sustain new jobs (American Immigration Council, 2012).In order to make informed decisions regarding immigration reform, however, we cannot limit our assessment to the changing face of our nation; we must also examine the economic cos t to the United States. Recent studies have shown that the United States spends $113 billion annually to support both legal and illegal immigrants, but much of the total U. S. burden is borne by only a few Border States. California, for example, reports spending close to ten billion dollars a year to support its immigration population, which now accounts for almost forty three percent of its total population.Texas reports spending $4. 5 to $6 billion per year sustaining its illegal immigrant population and Arizona drops $2. 7 billion on its immigrant population. While Border States would likely argue for more stringent laws to limit the number of immigrants allowed to enter the country in order to lessen their burden, there are also States that would argue against reform to the immigration system due to its projected adverse effect on their economy. For instance, Kansas has reported that it could possibly lose up to $57. 3 million in their income if stricter immigration laws come in to affect.They claim that with change in immigration laws only comes a higher tax for their state. Kansas also claims that the State will lose millions of dollars in court costs alone if the law makes it difficult for immigrants to live and work in their State. As staggering as these numbers are, other studies show that immigrants have actually boosted the U. S. economy by bringing in $245 million to the gross domestic product. This estimate, however, is nothing compared to estimated wages of foreign employees working in the United States for less than one year which grew from $550 million in $1980 to $8. billion in 2003. These earnings, in turn, are partially returned to immigrant workers’ home countries to help support families in the form of remittances out of the United States. In fact, a study by the Bureau of Economic Analysis in 2003 reported that â€Å"a considerable share of all immigration is motivated at least in part by the opportunity to send home remittances. à ¢â‚¬ According to the study, workers’ remittances from the United States went from $4. 1 billion in 1981 to $25. 5 billion in 2003. While these reported numbers sound staggering, remittances are not considered to have a negative impact on the U.S. economy. In fact, the study also notes that remittances exceed U. S. government provided development assistance to developing countries and may be partially responsible for keeping the cost of such assistance down. America is the land of opportunity. When we look at current immigration laws, our founding fathers’ vision for growth in this country remains intact. In fact, the ideas brought forth by Jefferson and Hamilton for allegiance to the country is still a part of the renunciation oath taken by all new citizens.By the numbers, there is evidence to support immigration reform and there is evidence that the influx of immigrants to the United States actually help our economy. Until the country can come together as a whole t o fully support immigration reform, it is likely that it will take another catastrophic event to catapult immigration to the forefront of American policy reform. References Kerwin, D. (2011). Fixing Immigration. (cover story). America, 205(18), 12. Fonte, J. (n. d. ). To â€Å"Possess the National Consciousness of an American†. Retrieved from http://www. cis. org Frey, W. H. , Berube, A. , Singer, A. & Wilson, J. (2011, December). Five things the census revealed about America in 2011. State of Metropolitan America, 48, 3-4. Retrieved from http://www. brookings. edu Shackleton, R. , Palriwala, A. , & Gordon, A. (2005, May). Remittances: International Payments by Immigrants. The Congress of the United Stated congressional budget office. Retrieved from http://www. hsdl. org Bad for Business: How Anti-Immigrant Laws Can Hurt the Kansas Economy. (2011). Retrieved from http://immigrationpolicy. org American Immigration Council. (2012). Immigration Reform and Growth. Retriev ed from http://immigrationpolicy. org
American Movies of the 1920’s
Running head AMERICA AND THE MOVIES OF THE 1920S February 13, 2012 US HIS II ABSTRACT The flicks of the 1920s provided one of Americas or so forms of frolic after World warfare One. Americans were adapted to spend a shrimpy extra and screw such(prenominal) events as they were not devastates during plug-inh war. The movies for the American the great unwashed began presently after the design of automobiles. The movies provided dialogues and entertainment and short began to open the American mass to ideas of a different lifestyle on the screen. Some great actors and actresses came from this era.One of the being Charlie Chaplin, who with his charm, wit and forms of acting entertained the American battalion. The days following the devastating war keep place prior to 1920 and fortunately go forth the United States unharmed. The United States was therefore able to experience a decade of two-eyed violet and prosperity following one of the close devastating wars. One of the reasons America was able to prosper was because applied science played a vital blow up in bringing the economic and socialization prosperity that America experienced in the 1920s. New advancements, new inventions and the discoveries improved American lives in numerous ways.The combination of an change magnitude in American recreation and the invention of the automobile helped in bringing succeeder to the movie labor. Early movie attending was low cod to the distribution of theaters. As currently as the automobile was to a greater extent popular, transportation was less of a vex and movie attendance increased. The history of dart spans from the early part of the nineteenth nose candy. gesture pictures developed gradually from carnival cheekiness to one of the most important tools of communication and entertainment. Many of the films in the 20th century were silent.In the silent era of film, marrying the image with run was not possible for the inventors and producers. F or the first thirty years of the history of film, they were silent, and some(prenominal)times were attended by live musicians and sometimes fathom effect and commentary were spoken by the showman. In the earliest silent films the actors were answerable for method acting or pantomimist to portray their feelings to the auditory modality. This in itself took much genius from the actors and actresses to help the audience feel the marrow impact of the movie.The movie industry became a considerable part of American industry in general. Movies became Americas favorite(a) form of entertainment. Early movie stars such as Charlie Chaplin, Mary Pickford, and Douglas Fairbanks became idols to the American people who set trends in clothing and hairstyles (throng, 2009). Although the movies were a huge part of American life, some negative roles came from the movies. Actress Clara Bow, cognise as the do baby was enticing in the movies, and she soon became a cultural icon, who women acce pted as their idol.The silent movie It was a huge success for Clara and millions of girls across America soon began imitating her style. Another famous person in the movies of the 1920s was Charlie Chaplin. Chaplin was one of the greatest and most loved movie stars. He was known for his slapstick acrobatics. Chaplin was able to keep the attending of the audience by creating an environment and take the air around it until something natural happened. He utilise overdramatic acting and lots of emotion. He helped the audience with knowing what the film was about by his demonstrations.The advent of technology helped the success of the movie history. Life was easy and convenient due to the industry of movies that took place during the 1920s. The American people had dealt with the happenings of the war, and now they were able to relax and enjoy the newer things that life had to offer. Movies were the biggest form of entertainment during this time. REFERENCES Henrietta James A. , et. al. America A Concise History. quaternate Edition Bedford/St. Martins Boston 2009. Primary semen Packet. Bethel University McKenzie, TN 2005
среда, 17 июля 2019 г.
Classroom Rules Essay
One of the biggest challenges teachers face is in creating phratryroom linguistic rules. to a fault many, or too much detail, and students may looking at overwhelmed. Too few, and a schoolroom puke drop down into chaos. While the exact rules you need depend on the grade level and your students, here are the filch 10 rules you probably should have in your schoolroom.10. process your classmates with respectThis is a broad rule, so count on having this as part of your schoolroom mission statement, as well as a rule. Involve the students in defining this classroom rule by request them for examples of behaviors that support or violate this rule. 9. Come to class with the right materialsUnprepared students waste precious classroom time looking for pencils, getting second copies of assignments or borrowing books, so this rule is important to having a successful classroom. If your students might non have admission fee to needed school supplies, or if family situations crystali se it herculean to arrive prepared, you may need to modify this classroom rule to include visits to an in-room supply cabinet at the start of the school day. 8. Use polite lyricTeaching children to avoid name calling, swear spoken language and derogatory terms is a critical purview of teaching today. Make sure your students know that undesirable or crude language will not be tolerated in your classroom. 7. Respect school and individualised propertyStudents need to bunco that other throngs property is not fair game. making and enforcing rules against taking, using or damaging personal or school property will table service students learn respect and boundaries essential skills for life. 6. Allow others to talk without interrupting audition skills are important for students of all ages. Including this in your classroom rules gives you the opportunity to point out both goodness example of respectful listening, and correct problems. 5. Use interior voicesMost of us heard this rule at home, but sometimes it can be disregarded in the excitement when other children are around. normally a simple reminder is all a child needs to bring the volume down. 4. Do your own workA rule requiring students to do their own work includes prohibitions against cheating, having other people round assignments or plagiarizing reports. Helping students run across why these behaviors harm them might make this rule easier to enforce. 3. Ask for help when you need itFor many students, asking for help is wish admitting theyre stupid. Making it a classroom rule removes this stigma, opening the door for students to get the assistance they need. 2. jape with people, but never at anyoneBullying can take many forms, but laughing at another student is one of the just about overlooked. This classroom rule is a great way to make students aware of how painful a small performance can be. 1. Never hit, push, injure or queer another studentOf all the essential classroom rules, making your school safe from violence is the most important. And sadly, sometimes the hardest to convey and enforce. Be sure your students understand that this rule also applies on the manager, at bus stops and at school activities.
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