Teens Spend Outrages Amount of Time Online free essay sample

This really shows how dependent teenagers have become of their gadgets. 88% of the teenagers think that these devices help them in everyday life and 69% of parents agree. One of the parents who do not agree is Susan Maushart, she decided to digitally detox her children and herself for a total of 6 months. Mother of 3 Susan Maushart decided to cut off all electronic devices and internet use for an entire 6 months as she thought her children were using too much time online, on their cellphones and on their iPods, she only saw their necks she said. Susan dropped the bomb on Christmas morning. The children were chocked and grumpy at first, but after the first month or so they were starting to enjoy it more and more. The children’s friends even thought it was cool, they would come over to Susan’s house to play games such as Scrabble or play music and sing. We will write a custom essay sample on Teens Spend Outrages Amount of Time Online or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Susan kept a journal and published a book called â€Å"The winter of our disconnect†. Many adults were outraged by the experiment at first but now see how well it actually worked. Susan says that she actually bribed her children into the detox, she said that if she got the book published they would get a part of the money, but in the end it wasn’t needed as the kids enjoyed themselves and didn’t need all the electronics. Parents around the world are seeing this increasing amount of internet use negatively, many children are being addicted by gaming, and others are just wasting all their time on social networking sites instead of doing homework, working out or other more important things. Although parents agree that the internet makes life easier, most parent are also making restrictions to make sure their teenagers don’t abuse the internet. 30% of American parents believe that the media and the internet have no effect on their children. These parents will usually have little or no control over their teenagers, or the parents are simply teenagers themselves on the inside and use the social media sites as much as their children, making them think it is okay. Most teenagers know that they spend too much time online and know that it takes time away from doing homework etc. but most teenagers these days simply do not care. The schools aren’t as strict as they have been, so the young people don’t mind if they haven’t completed all of their homework. Of course that doesn’t mean that no teenagers do homework, but many more young people stay up late at night watching television or browsing the web, causing them to be unprepared and tired for school the next day. Physical contact is avoided more and more and teenagers communicate mostly by phone or the internet. As one of Susan Mausharts children said in an interview â€Å"Most of our plans are minute to minute and are made on Facebook. † This makes it harder for teenagers to stay off Facebook, as they do not want to miss anything, so the youngsters will stay online most of the time. American teenagers are on the internet or using electronic devices 8? hours on average, which is more time spent on the internet than time spent sleeping. This seems to become a problem for children as they become tired. At MIT (Massachusetts Institute of Technology) teachers and professors are getting worried about their students engagement in school. They can see that the students aren’t fully concentrated on the teacher or the lesson. They sometimes check Facebook, read blogs or view Youtube videos. This is a problem as it takes more from the teachers side to obtain full attention, which means they have to do more work without getting paid more. The students at MIT themselves are under the impression that they can control it. That they can multitask, it is of their opinion that blocking sites such as Facebook or Twitter would only cause rage and would be of no help to the lectures. All in all parents and teenagers share some views while teachers have a totally different view on social networking. Most young people are aware of the problem but do nothing, while most parents put up time restrictions or such for their teenage children. The opinion of the teachers is that social networking should not be allowed in schools.

Abc Apparel Case Essays

Abc Apparel Case Essays Abc Apparel Case Essay Abc Apparel Case Essay ABC Apparel Case | | | | |Questions | | | | | | | |1 |What are the respective amounts and percentages of Materials, Labor, Overhead and Other in total COGS for ABC? | |* Illustrate on an Excel pie chart showing amounts and percentages for each slice. | | | | |[pic] | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |2 |What percentage of total COGS is represented by what Mr. Price called full package (purchased finished goods)? | | | | | |â€Å"Finished Garments† represent $647 Million. This assumes the purchased finished goods are supplied freight and duty paid; otherwise, applicable freight and duty| | |costs would have to be added. Note that not all freight and duty can be added to this category, since freight and duty must also support the owned supply chain | | |operations. | | |$647 / $2528 = 25. 6% | | | | |3 |Where do you see the largest opportunities for cost reduction? List your Top 3, with strategies to pursue each one. | | |* Explain your selections. | | |Purchase price or cost of supply (TCO) reductions in purchased finished goods. At 38% of COGS, these represent the largest single opportunity for cost | | |management / reduction. | |Material price reductions (30% of COGS) through supply chain procurement practices. | | |Other Costs. Freight and Duty represent almost 10% of COGS, which is probably ripe for improvement. Evaluate reducing carriers from 4-5 to fewer. | | |Labor – At 20%, Labor is a substantial percentage of cost but has probably already given up the â€Å"low hanging cost fruit† in the relocation to offshore | | |geography, and would probably be difficult to further reduce. | | | | |4 |Which functional areas would you prioritize in your cost reduction efforts? Why? | | | | |Following the same priorities in Question 3: | | |Purchase price or cost of supply (TCO) reductions in purchased finished goods. Apply supply chain procurement practices such as negotiated price reductions, | | |reverse auctions, global sourcing, target costing, centralizing procurement, spend analysis or supplier rationalization. | | |Material price reductions. Apply supply chain procurement practices such as negotiated price reductions, reverse auctions, global sourcing, target costing, | | |centralizing procurement, spend analysis or supplier rationalization. | | |Other Costs Reduction. Freight and Duty represent almost 10% of COGS, which is probably ripe for improvement. | | |Labor Cost Reduction. At 20%, Labor is a substantial percentage of cost but has probably already given up the â€Å"low hanging cost fruit† in the relocation to | | |offshore geography, and would probably be difficult to further reduce. | | | | |5 |Which internal manufacturing processes would you prioritize for improvement? Why? | | |Evaluate moving the textile manufacturing processes (yarn through Fabric Finishing) from US to offshore, preferably close to the cutting operations. If the key | | |materials could be sourced in-region, this would eliminate the cost, risk and lead time of shipping these products from the US to Central America / Caribbean, | | |reducing the high freight costs. | | |Evaluate Supplier Relationship Management programs with Asia garment suppliers. Objective would be to fully identify and reduce â€Å"hidden† costs of supply from | | |this region through collaborative problem-solving and joint incentives (â€Å"gainsharing†) for improved performance. | | |Pursue lead time reductions and reduced lead time variability through improved logistics practices. Seek use of technologies to identify logistics wait times | | |and unplanned delays. Consider use of a 3PL to become accountable for coordinating all Western Hemisphere logistics, negotiating with the major carriers to | | |reduce costs, pre-clearing all shipments through customs, etc. | | | | |6 |What is the ratio of internal manufacturing cost to purchased garment cost? | | | | | |Ratio, internal to external costs | | |275% | | | | | Internal $1,881 | | |External | | |$647 | | | | | | | | | | | | | |7 |Assuming a SGA rate of 24% and a gross margin of 35%, what annual revenue would you estimate for ABC? Show your calculations. | | | | | |[pic] | | | | |8 |What is ABCs net profit margin, in dollars and percent? | | | | |11% | | |$428 | | | | | | | | | | | | | |9 |What is ABCs profit leverage effect of reducing purchased item costs? How much additional revenue would be required to equal a 5% reduction in purchased | | |prices paid? | [pic] | | | | | | | | | | | | | 5% of 1404 = $70 Million. So, reducing purchased costs by 5% reduces COGS and increases profit by $70M. To yield an equivalent increase through sales, sales must increase by ($70/. 35) = $200 Million (6%).

23andMe Completion, Competitors and their Products Assignment

23andMe Completion, Competitors and their Products - Assignment Example The main competitors for the company include deCODEme genetics, Navigenics and pathways genomics. The deCODEme genetics is situated in Iceland and is used to identify various human genes that are associated with a variety of human genes that have been associated with various common diseases. It is known to have isolated a variety of genes known to be involved with schizophrenia, cardiovascular disease and even cancer. Pathway Genomics is located in San Diego and is also privately held and it deals with personal genomics. It uses advanced technologies of genetic testing to come up with a personalized report regarding the career status of an individual, the response of medication, ancestral history and the probability of the development of a variety of complex diseases. The company then provides this report to the patient in the presence of a physician. Navigenics is also privately held and it also deals with personal genomics and is located in the Foster City in California. It makes u se of genetic testing to assist people in the identification of their individual risks for various health conditions facing them. 23andMe offers their saliva genome testing kit for only $99. The only thing that a client has to do is to spit into a tube and mail it to the company. The company then comes up with results for the client in question and uploads it online for the client to download using their personal details. This makes the company quite effective and time-saving as opposed to the competitors. For instance, deCODEme had announced the availability of online services by individuals sending a cheek swab for their details about the risk of diseases and their ancestry for $985. They had launched this service in 2007 and it had a relative advantage of offering a comprehensive genome scan and analysis online. However,  this online service was discontinued in 2007 giving 23andMe the relative advantage of continuing its online genome testing service in a more cost-effective manner.  

There are several reasons older students have a difficult time Essay

There are several reasons older students have a difficult time adjusting to online classes - Essay Example I luckily found another job recently that pays me more than the last one and additionally, the duty hours are reduced. I shall be free three hours earlier than when I used to be in the last job. Therefore, I would be able to dedicate more time to my studies. Also, I have recently undergone an eye operation and my eye-sight is improved to the extent that I do not find it difficult to concentrate upon something for long periods of time. Besides, I am so moved by my last disqualification that I am determined to do better this time. I would like to avail this opportunity to convey to the Dean that continuous three hour lecture causes a lot of hindrance in the maintenance of interest necessary for the studies. However, it becomes far more difficult for students with a weak eye-sight to concentrate upon the screen for such a long period of time continuously. Hence, there is a need to increase the number of lectures while shortening the duration of individual lectures. In addition to that, assignments should be more technical and less comprehensive because lengthy assignments are difficult to adjust in the busy schedule of working

Role of the Photography in Advertising Coursework

Role of the Photography in Advertising - Coursework Example In the formal education setting, the human brain is trained to pick apart the words they are reading in order to analyze texts. This process, though, does not hold true for their perception of photos and images. Through societal standards, we have grown used to accepting photos as truth without applying the analytical process used to comprehend texts. The human awareness of truth in photos has played a major part in the modern day trend of photo manipulations. In this progressively digital era, photos can be manipulated to portray an illusion of whatever the manipulator wants the photo to be. This can be especially predominant in print marketing, where the chief objective is to sway the yearnings or needs of a consumer using photos (Barry 1997, p. 23; Walden 2006, p. 18). In the technology savvy environment where most of our communication is done using imagery, it is challenging to comprehend of a medium more powerful than photos. With the establishment of photography within modern culture, the medium sits together with other forms of imagery, from which it has been created and which it has helped to create, standing as a purely denotative form (Stafford & Faber 2005, p. 57). Photography shares a comparable cultural space with advertising imagery, with the later often relying on the former to deliver its message, while at the same time determining the purpose of photo depiction. Photography and advertising share a mutual and co-dependent past and as such can legitimately be regarded as correlated constructs and forms.

Person Centred Model Of Counselling Psychology Essay

Person Centred Model Of Counselling Psychology Essay Carl Rogers an influential American psychologist, one of the many theorists although, arguable the most leading figure whom founded humanistic psychology and established the person centred approach (Charleson, 2011). The term person centred arose from the perceptions clients were and are treated as the reality (Colledge, 2002). Rogers view was that there are as many different realities as there are people within the world. Rogers rejected the deterministic nature of the psychoanalysis and the behaviourists view to counselling (McLeod, 2008) and the approach is as it claims to be person centred, thus meaning that the person centred counselling is the non directive approach of the counsellor. According to Wilkins (2010), the client directs the session as they themselves are said to be the expert on their experiences. Rogers also stated that for successful therapy to be achieved there were six necessary conditions, three of them Rogers termed as the core conditions that relate to the attitude of the counsellor and the modus operandi. The three core conditions are that the counsellor is empathetic, has unconditional positive regard for the client and congruence between the self and the organisms. I will discuss the three core conditions in more detail further on within my reflective piece of work. (reference) However, the theoretical assumption to person centred counselling started with the belief that both the counsellor and client are trustworthy (Colledge, 2002) and every individual have the innate potential to actualise. Rogers draw upon this term of actualising from Maslows hierarchy of needs, formulated his ideas of the person centred approach, and termed it the self-actualisation of a person, as previously mentioned Rogers believed that all individuals have the potential to self- actualise provided the right conditions are present (Mearns, Thorne, 2010). Another point which Colledge (2002) stated was that the foundation to Rogers theory of the frame of reference is subjective or perceptual, which leads me onto the next point regarding this skill of a counsellor. The frame of reference is a fundamental skill to counselling, which I believe means I feel what the client feels and experience what the client experiences and I perceive the situation as they perceive it. As I think of a clients frame of reference, I am reminded of a particular sentence that I would like to share, as I find it a mystical way to explain the meaning to the frame of reference for myself. It was a particular sentence within a Mearns and Thorne book (2000, p.55) that stated the possible depth to people and their way of being as an Invisible dance of communication between the therapist and the client. In a sense, this sentence could possibly describe one particular practice session that stands out within my mind. I was the counsellor with one of my peer members within our trios group, I felt completely within her moment, I was within her frame of reference, and we were in the invisible dance of communication described by Mearns and Thorne. However, I am aware that this could possibly be down to the fact that we have a relationship that is established, the words I was hearing were in context, and I do have more knowledge of her (Tolan, 2012) character and personality. She explained how she would approach a problem, and I visualized her actions, but unfortunately, I did not share my visualisation or voice this with her. In reflecting on this, I am not entirely sure what core conditions I could use to describe this other than being with her in the moment. Locus of evaluation could be either external or internal. The external locus of evaluation is described as, the thoughts and opinions of external people in the way they want you to live your life (Gladding, 2011) or alternatively through the conditions of worth that was placed on you from childhood. On the other hand, with the internal locus of evaluation, you live your life within your rules and in charge of your own thoughts and opinions. Time boundaries or time keeping are with no doubt the parameters or guidelines that govern a working relationship between the client and counsellor (Hough, 2010) and I realise that time keeping is essential and it is good practice when I am a trained counsellor or hope to be. If I cannot be reliable on my course, how can the clients rely upon me? I was reading the written work of Spurling (2004) when I came across a paragraph, which explains beautifully the importance of time boundaries and the process of counselling, This process is about change and the rate or pattern of change cannot be predicted in advance, as it is the outcome of the interchange between counsellor and client, and the unpredictability of the counselling therefore needs predictability in the structure of the setting in order to be sustained (Spurling, 2004, p.29). I understand this and realise the importance to the time boundaries within a counselling session and the ability to adhere to it. As mentioned previously there are three core conditions for successful therapy to be achieved which relate to the counsellors attitude. It is, without hesitation that a counsellor needs to have the core conditions that Carl Rogers outlines (Gladding, 2011) within his person centred model of the Counselling theory. These include Empathy, Congruence, and unconditional positive regard (UPR) towards the client. These core conditions I believe are necessary for counselling to be effective for the client and for client progression into a fully functioning person, that is, a person whom uses their ability to the fullest extent possible (Gladding, 2011). However, according to Gladding (2011), there are two levels of empathy. One is described primary empathy, the other is advanced empathy, and the two levels are defined differently. However, I will only be referring to the primary level of empathy within this piece of work, as I am only within the first semester of my degree. I do not believe I can or I am able to convey the advanced level of empathy at this stage, as I would only be able to demonstrate this advanced stage as I progress within the remaining years of my degree. Empathy as defined by Gladding (2011) is a counsellors ability to effectively, reflect back to the client their feelings, thoughts and to be within the clients frame of reference concerning the situation or point of view that the client may perceive as being current. Empathy one of the necessary and sufficient conditions for change (McMillian, 2004, p.53) with congruence and unconditional positive regard (UPR) or simply known as the acceptance of a clients position or point of view. The core conditions of the person centred approach will be addressed further on in my reflective essay within the person centred approach to counselling. It is my belief that we are encouraged to use primary empathetic responses by the skills of clarification, paraphrasing and reflecting the clients feelings back to them. Although as I began practicing the role of a counsellor, I felt that at times I was parroting words that my peers had said, reflecting back on these sessions, I now know that in some instances the words only hold part of the meaning and do not fully express the deeper feelings. I have realised this and I am endeavouring to try listening more vigilantly to the clients tone of voice or any hesitations, and to be aware of the clients body language as all these factors can convey a deeper meaning than words can. However, Gladding (2011) goes on further to define empathy or conveying empathy as being able to put myself in the clients situation with their perception and emotion but remaining objective, this definition from Gladding appears to be very similar to the core condition of UPR. I believe that in everyday life I am empathetic towards people and suspend my own personal judgement and opinions, which, in the person centred approach are highly important for any client to form a trusting relationship and encourages them to self-explore on a deeper level. This point is closely intertwined with Carl Rogerss core conditions of UPR and congruence. Unconditional positive regard is one of the core conditions I find quite easy to demonstrate within the practice session with my peers. This I believe is one of my qualities that I possess. I am not a person without defence barriers, behaviours, or reactions that can be perceived by others as inconsiderate and perhaps foolish at times. I am also able to accept that I make mistakes but I am not afraid to admit them, so I accept people, as I would like them to be acceptant of me. However, as much as I would like to believe that I am a non-judgemental person, there could quite possible be a time I am faced with a client or situation that I cannot accept. I am positive that the Personal development on the degree will help me to address my own fears and unresolved issue so my ability on offering the core condition of UPR is increased which enables my clients or prospective clients to achieve constructive change. According to Rogers, (1959, p.208) UPR seems effective in bringing about change within the client. It is my understanding that congruence is being truthful and honest, however, Rogers states in his six necessary and sufficient conditions for therapeutic change that the role of congruence must be within the therapist or integrated into the relationship. Rogers (1959) also linked congruence to the other core conditions of empathy and UPR, he stated that for therapy to occur within the therapeutic relationship the wholeness of counsellor needs to be primary, but part of congruence must be the experience of myself and the client would need to experience empathy, congruence, and UPR. As a counsellor, I believe it will be difficult for me not to ask questions on a regular basis. This weakness will be a target for me to achieve, and to only ask questions when appropriate, also as it is person centred counselling it is a practice of non directive approach to therapy and asking questions could possible direct the client. The client could also perceive some questions as being oppressive and insinuating that they should feel or think in a specific way, in other words, I could unintentionally impose more conditions of worth onto the client. The asking of questions I believe will be a challenge; however, I do understand, that questions may be asked of the client but only when it is appropriate to do so and to approach asking any questions in a thoughtful and non-judgemental way. Challenge Silence To conclude, Rogers person centred theory seems quite simple however, it appears to be difficult for me at this early stage to demonstrate certain core conditions within the practice sessions but I will endeavour to achieve and be the best that I can be. Although, I am quite comfortable with the theory and deep respect for Rogers theory, I am however looking forward to learning more about the different approaches to counselling, for example, cognitive behaviour and the gestalt approach. I am intrigued to find out how they differ and compare them to the person centred approach. Words 1868 / 2000

?Words are more treacherous and powerful than we think? Essay -- essay

Title: â€Å"Words are more treacherous and powerful than we think† Evaluate the extent to which the characteristics Sartre claims for words affect - negatively or positively - different Areas of Knowledge. The limits of knowledge that the topic implies are the limits of language and how well it approaches truth. There are a number of definitions of language. Everybody has there own term of what language stands for. For example, Chomsky says that language is a system of sounds put together to form phrases, which are then translated into a person’s mind. Adler says that language is a system of sounds that are created to form a way of communication, which can be translated in the human mind. What I found is that language shows the proof of words through thoughts. feelings, and a system of arbitrary signals, such as voice sounds, gestures, or written symbols. Images are also a way of understanding language, which connects to what Adler and Chomsky had said. Because the world’s vocabulary is so limited to the meaning of a word, images are replaced in their meaning. By showing the thoughts of what Chomsky and Adler said, I will show how many others have a different idea about l anguage. Words have been given a belief to have a true meaning to them, but in reality not so many words have a true meaning. In order to find their true meaning we have to look at how they are used and then come up with the true meaning. â€Å"Therefore it was necessary that he should be able to use these sounds as signs of internal conceptions; and to make them stand as marks for the ideas within his own mind, whereby they might be made known to others, and to others, and the thoughts of men’s minds be conveyed from one to another.† What sometimes ends up happening is that the word can mean so many things in many situations, which gets confusing. Rather they have many different meanings, which can only be found through text that can be found through knowledge. Sometimes the meaning of words is so vague it is difficult to understand their meaning at all. Unless we are aware of the exact context in which it is being used, we would probably not agree on the subtle diffe rences. Language is what we humans use as a symbol of communication. ds or language in general were designed by man in to fit articulate sounds, which we call words. Language is considered to be a communication of thoughts and feeling... ...s method an efficient one. By showing the thoughts of what Chomsky and Adler said, I will show how many others have a different idea about language. Words have been given a belief to have a true meaning to them, but in reality not so many words have a true meaning. In order to find their true meaning we have to look at how they are used and then come up with the true meaning. But what sometimes ends up happening is that the word can mean a so many things in many situations, which gets confusing. Rather they have many different meanings, which can only be found through text has to found through knowledge. Sometimes the meaning of words is so vague it is difficult to understand their meaning at all. Unless we are aware of the exact context in which it is being used, we would probably not agree on the subtle differences. Knowledge plays into affect by adding a whole new view to looking at a word. With knowledge, the interpretation of words can be figured out faster and more efficient. The way of interpreting the human language makes this method an efficient one. John Locke, Concerning Human Understanding , The Great Books Of The Western World; The University of Chicago Press, 1952

Training Cycle Roles and Responsibilities

Describe what your roles and responsibilities are at each stage of the training cycle and explain what your boundaries are as a teacher The training cycle consists of four stages 1. Training need 2. Design/Planning 3. Delivery/Implementation 4. Evaluation Training need This is the initial stage of the training process. As a trainer/teacher I would require to identify the needs of the student/class. This would be to ensure that the direction of instruction is specific to their requirements. What is their role.What are they expected to do with the new knowledge. Is it being given at the correct time for their developmental needs. I would to do this by setting up initial assessment. Completion of pre course questionnaire. Enrolment/information sheet. In my role of Motorcycle instructor this would have taken place in a pre course assessment ride during which a face to face evaluation of their riding history would have taken place. All of this would identify to me their present knowledge and future learning requirements and enable me to structure the training correctly.I would be restricted in this area by the need to ensure there is adequate resources to give the training identified and that it meets the constraint of costings. Design/Planning This part has to be systematic and consistent. This can be achieved by having set aims and objectives. Decide what learning method is best suited to the student/class. Use of visual aids (flip charts, power point), discussions or involvement by participation (kinaesthetic). I would ensure that the content takes the student through from simple to complex learning.Build in assessments. This will allow me to check and monitor progress of delivery but also allow a check of knowledge. As a result a lesson plan would be formulated. I would consider the implications of costs, not only monetary but time as well. Does the design/plan fit within the time constraints to allow the subject matter to be delivered effectively. Delivery/Impl ementation Establish at the start my credibility to gain trust and confidence from the student/class. Ensure that I am fully prepared and have correct resources.Consider the student /class so that the pitch of the delivery can be gauged. This can be affected by class size, location and environment in which it is given. I would also have to consider welfare issues. I would ensure that the student/class feel free to engage in the lesson and contribute their ideas. I would not put pressure on them to give answers/thoughts. Make sure that if the pause and pounce method is used it is done with the correct timing to encourage response and not close the student down. Consider cultural differences.For instance some cultural etiquette would preclude male to female approach, gaining eye contact although good to establish rapport to some might seem a challenge or threat to others. Evaluation Evaluation would allow me to identify that the lesson has been learned. Have the aims and objectives be en met. Can or is the student/class able to transpose this new knowledge into their workplace or role. I would evaluate this by use of tests, exams, knowledge checks and feedback. This would highlight any further training need which in turn would be fed back into the training cycle.This aids me and also those who have initiated the training to establish, has it met the training aims/objectives (training needs). Can the design/delivery be improved. Is it cost effective. Was it effective. Conclusion As a teacher my role would be to allow and encourage student dialogue. Make sure that aims and objectives are met and are specific to their needs. Ensure that that there is a means of assessing the student knowledge. All students to have equal and appropriate advantages to learn, in a safe environment. I am responsible for the development of the student in their learning cycle.This is done by continual assessment or reassessment of both the student and the content/method of learning. Encou raging the broadening of student knowledge. I am bound to ensure that the balance of teacher/student relationship is maintained. I must also ensure that my opinion does not impose. This allows the student to have defined direction within the learning influence so that lines of order and respect are not blurred.Ref Points Practical Teaching a guide to PTLLS & CTLLS – Linda Wilson. Course Workbook. Internet.

Philosophy of War Essay

Human history is plagued with series of bloody conflicts and wars, which resulted into killing of millions of men, women, and children. Different historians and analysts have presented variety of theories debating on the root causes of war. What ever the reasons, wars bring destruction, annihilation, and sorrows to the humanity. Development of technology further compounded the situation. It simplified the obliteration of mankind with introduction of weapons of mass destruction. Man is now capable of wiping out the humanity with least efforts. Inventions created for warfare have also helped in maintaining a balance of power and were actually successful in preventing wars from materializing. This paper will focus on philosophy of war, highlighting various theories about causes of war, with an analytical scrutiny of the present scenario where weapons of mass destruction have deeply affected the world peace. War is an instrument of policy. It is the continuation of national policies through other means (Clausewitz 12-13). In general terms, war can be described as a method and an approach of pursuance of national goals and objectives. War in military terms is a state of widespread conflict between states, organizations, or relatively large groups of people. It involves use of bloody aggression between two regular armies or between armed civilian groups (â€Å"War,† pars. 1-2). A common perception of war is a military campaign between at least two opposing sides. The disagreement leading to war may involve a dispute over sovereignty, territory, resources, or religion etc. Wars take place despite majority of populace opposing them. There are a large number of theories debating over why wars happen regardless of strong opposition. Whatever the cause of war, the development of technology has intensified the resultant human destructiveness. Development of nuclear and other weapons of mass destruction have altogether changed the nature of war. The latest deadly military arsenals have reshaped the war strategies. These weapons are proving to be a strong deterrence against outbreak of war between two states but their possession by belligerents and terrorists have serious implications. Human history is devoid of any era which can be termed as peaceful. There has always been some war or conflict taking place between two opposing sides. The war itself has remained a constant phenomenon throughout the course of history however causative factors for such conflicts are certainly numerous. There are a large number of theories explaining causes of war including the political, economical, psychological, sociological, anthropological, and historical theories. These theories identify specific circumstances and inescapable trends imposing war on humanity. Two important theories have been deliberated upon in following paragraphs which stem out significantly when viewed in concurrence with present scenario. The theory most affected with advent of weapons of mass destruction is the psychological theory, also known as human aggression theory. This theory professes that human beings, especially men are born aggressive and violent. History is witness of the fact that people are capable of committing the most terrible acts of violence on other people. Wars have been waged, and millions have been killed due to personal agenda of leaders. Even before recorded history men killed men for petty issues, and vested interests. People when equipped with weapons tend to be more threatening and provoked in their aggression. Experiments have indicated that the presence of a weapon can augment ferociousness. It increases the consequences of aggressive incidents (Hinde and Pulkinnen, pars. 2, 15). Psychologists have agreed to some extent that although human nature is violent but people forcing large scale destruction and wars do not possess stable personalities. These people are normally mentally unbalanced and lack rationale. This school of thought argues that leaders like Napoleon, Hitler, and Stalin were mentally abnormal. Just consider, any such leader, if in possession of nuclear arsenals in today’s world, can play havoc with the humanity. Inherent aggression of mankind coupled with modern weapons of mass destruction, if left uncontrolled and unchecked will ultimately lead the world to the end of times. The other important cause of war having serious implications in today’s world is rooted out of anthropological theories. Several anthropologists see the war as fundamentally cultural, learned by nurture rather than nature. To this school, religious, ideological, and nationalistic beliefs create an environment for acceptance of war (â€Å"War,† par. 16). Religion is often exploited to justify actions and motivate the masses to support the aggression. Most wars in the history are perhaps fought in the name of religion. It is fact that Crusades are more commonly attributed to the religion than any other war. There had been many other conflicts as well originating out of religious differences. Islam emerging out of Arab lands in 8th century started posing a major threat to various kingdoms ruled in the name of Christianity. Religion thus became a central theme in most conflicts fought there on (Armstrong 4). The late 20th century witnessed struggles for territorial sovereignty, political autonomy and access to resources. Religion remains the major motivating factor here as well, and dominates most of the post World War II conflicts. Issues in former Yugoslavia, Middle-East, South Asia, and Central Asia, are all evidences of anthropological theory about the causes of war (Dorfman 103). The ongoing war on terrorism highlights an interesting analogy regarding the previous discussion. The West (dominated by Christians) is threatened by the East (Islamic world). There are extremist elements existing in the East which are making all out efforts to crush the hegemony of the West. The attacks of 9/11 were perpetrated by Islamic extremists. The riposte in the form of war on terror is though not directed against the religion of Islam but it is manifested to root out the Islamic extremist elements which are causing grave concerns to the real existence of modern world (Conway, par. 7). Imagine, if Al Qaeda gets nuclear weapons, rest assure it will not hesitate a minute to use it against the West. Technology and nuclear arsenal held by former soviet republics provide an open market to religious terrorists. Most of this equipment was retrieved by Russia. The threat still exists due to presence of left over infrastructure and skilled human resource. The philosophy of war is deeply affected by the advent of weapons of mass destruction. Nuclear weapons deter the escalation of crises to war. The weapons of mass destruction may not help in stopping outbreak of disputes between two opposing states but certainly prevents a war. The cold war era is an evidence of this prevention. In the recent times, it stopped a major war between India and Pakistan. In year 2001, there was a long standoff between large conventional armies consisting of over one million regular troops of both the nuclear states. In the recent history, it was the largest concentration of troops on international borders. Armies of both the countries equipped with weapons of mass destruction stood face to face for complete one year. The only thing which prevented the deadliest war in the history of mankind from materializing was the nuclear capability of both the sides. Using weapons of mass destruction for peaceful purposes is always viewed apprehensively, and with doubts. In today’s transforming world, the idea of preventing a war by keeping nuclear arsenals is much debatable. The question arises that do we still need to parlay the fear of nuclear war in order to secure our national interests and international peace (Gompert, pars. 0-15). The facts however can not be ignored. The technology exists in the market. It is available to all and can be well exploited for all purposes. If we can not keep away the extremists, and mentally abnormal leaders from possessing it, then we need it too. It is not only necessitated from the point of view of our own security but it is mandatory for maintaining peace in the world. Modern weapon systems and latest war machinery will be required to harness the people with dreadful intentions (Orend, pars. 11-15). Once war commences, whatever its merits, philosophers disagree on the role of morality within war. Many have claimed morality is necessarily but it is discarded by the very nature of war including Christian thinkers such as Augustine, whereas others have sought to remind warriors both of the existence of moral relations in war and of various strictures to remain sensitive to moral ends. Sociologically, those going to and coming back from war often go through rites and rituals that symbolize their stepping out of, or back into, civil society, as if their transition is to a different level of morality and agency. War typically involves killing and the threat of being killed, which existentialist writers have drawn on in their examination of war’s phenomenology (Moseley, par. 4). Philosophy of war is a complex and intricate matter. It has an expanded horizon, with a broad spectrum of hypotheses. Simple and undeniable explanation of warfare would imply annihilation and sufferings. Man has killed man for various motives. No solid reasoning can be offered for an unimaginable scale of bloodshed caused by the humans against humanity. The subject lends itself to metaphysical and epistemological considerations, to the philosophy of mind and of human nature. It also encompasses more traditional areas of moral and political philosophy. With the invention of weapons of mass destruction, mankind is vulnerable to extreme dangers of extinction. Hope however is never lost. Eisenhower in 1953 while addressing United Nations General Assembly in the backdrop of the atomic bomb said that the United States does not wish merely to present strength, but also the desire and the hope for peace. The atom can be used for peace, and welfare of mankind. However, the constant threat of these weapons falling in the hands of extremists or abnormal leaders would keep haunting the humanity.

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Alternative Approach in the Evolution of Endosymbiosis In the article, â€Å"The Birth of Complex Cells,† Christian de Duve proposed the theory of cell evolution in which prokaryotes evolved into eukaryotes through a complex process of endosymbiosis. In this theory, de Duve proposes that the beginning step to the evolution is that the prokaryote loses its cell wall which increases its ability to grow in size as well as its ability to change shape. It would then be able to expand and fold its membrane, simultaneously increasing its surface area for more intake of food and nutrients. Further, de Duve explains that this enhanced ability of taking in nutrients through the membrane would boost their survival because it would then be easier for the cells to catch and process their food. Prokaryotes would now digest their food inside the cell instead of outside the cell. The cells would now be able to perform features that are associated with phagocytosis where the cell possesses the ability to engulf objects located outside the membran e by using a process similar to endocytosis. The phagocyte would eat smaller prokaryotes which would then form into endosymbionts of the cell to perform specific functions that the cell needed in order to survive in the environment in which it was living. The phagocytes, for example, incorporated endosymbionts similar to mitochondria and peroxisomes. The development of the mitochondria and peroxisomes then could form the precursors of plastids which would allow the cell to perform photosynthesis. Finally, through a long process, the DNA and proteins from the original phagocyte were transferred and migrated into the endosymbionts to transform them into cell organelles, from â€Å"prisoner to slave† as de Duve wrote. They would now be part of the cell itself and be considered one entire eukaryote. The process of incorporating the mitochondria, plastid, and the peroxisomes from other cells is supported by the ar... Free Essays on Alternative Endosymbiosis Free Essays on Alternative Endosymbiosis Alternative Approach in the Evolution of Endosymbiosis In the article, â€Å"The Birth of Complex Cells,† Christian de Duve proposed the theory of cell evolution in which prokaryotes evolved into eukaryotes through a complex process of endosymbiosis. In this theory, de Duve proposes that the beginning step to the evolution is that the prokaryote loses its cell wall which increases its ability to grow in size as well as its ability to change shape. It would then be able to expand and fold its membrane, simultaneously increasing its surface area for more intake of food and nutrients. Further, de Duve explains that this enhanced ability of taking in nutrients through the membrane would boost their survival because it would then be easier for the cells to catch and process their food. Prokaryotes would now digest their food inside the cell instead of outside the cell. The cells would now be able to perform features that are associated with phagocytosis where the cell possesses the ability to engulf objects located outside the membran e by using a process similar to endocytosis. The phagocyte would eat smaller prokaryotes which would then form into endosymbionts of the cell to perform specific functions that the cell needed in order to survive in the environment in which it was living. The phagocytes, for example, incorporated endosymbionts similar to mitochondria and peroxisomes. The development of the mitochondria and peroxisomes then could form the precursors of plastids which would allow the cell to perform photosynthesis. Finally, through a long process, the DNA and proteins from the original phagocyte were transferred and migrated into the endosymbionts to transform them into cell organelles, from â€Å"prisoner to slave† as de Duve wrote. They would now be part of the cell itself and be considered one entire eukaryote. The process of incorporating the mitochondria, plastid, and the peroxisomes from other cells is supported by the ar...

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