Strategic Accounting Assignment Example | Topics and Well Written Essays - 2500 words

Strategic Accounting - Assignment Example Widgets Gadgets Helios Total MH = MH per unit* number of units 100,000 200,000 120,000 Total DLH = DLH per unit* number of units 350,000 120,000 60,000 Number of set-ups 120 200 200 Customer orders 8,000 8,000 16,000 Supplier orders 3,000 4,000 4,200 Assigning overhead to the product lines: Activity center Widgets Gadgets Helios Total Machining Services 100,000 MH x 0.85 per MH 85,000 200,000 MH x 0.85 per MH 170,000 120,000 MH x 0.85 per MH 102,000 357,000 Assembly Services 350,000 DLH x 0.60 per DLH 210,000 120,000 DLH x 0.60 per DLH 72,000 60,000 DLH x 0.60 per DLH 36,000 318,000 Set-Up Costs 120 set-ups x 50 per set-up 6,000 200 set-ups x 50 per set-up 10,000 200 set-ups x 50 per set-up 10,000 26,000 Order Processing 8,000 orders x 4.875 per order 39,000 8,000 orders x 4.875 per order 39,000 16,000 orders x 4.875 per order 78,000 156,000 Purchasing 3,000 orders x 7.50 per order 22,500 4,000 orders x 7.50 per order 30,000 4,200 orders x 7.50 per order 31,500 84,000 Total Costs Assigned 362,500 321,000 257,500 941,000 Profitability by product using Activity-based cost system is the following: Widgets Gadgets Helios Total Units 50,000 40,000 30,000 120,000 Selling price 45 /unit 95 /unit 73 /unit Sales Revenues 2,250,000 3,800,000 2,190,000 8,240,000 Direct labour and material costs 1,600,000 3,360,000 1,950,000 6,910,000 Overhead 362,500 321,000 257,500 941,000 GROSS MARGIN 287,500 119,000 -17,500 389,000 GM, % 12.8% 3.1% -0.8% Under Activity-based costing, Widgets and Gadgets exhibit positive GM rates of 12.8% and 3.1% correspondingly, while the new product Helios has a negative GM rate of -0.8% and decreases the division's overall profitability. Noteworthy, Widgets... Application of the traditional methods of overhead allocation to products based on any single activity measure can produce distorted product costs. In brief, the traditional volume-based approach led to an overestimation of the unit costs for Widgets and Gadgets products for 2.30% and .49% correspondingly and underestimation - for Helios by 2.99%. Although the difference percentage is comparatively not high - sometimes the distortion can reach the level of 300% (Emblemsvag, 2003, p.124) - it leads to false conclusions about the performance on the product level. It is obvious that the Helios product should be reassessed and the decision regarding its future should be taken by the management as the product currently makes a negative contribution to the overall result. Yoram Eden and Boaz Ronen (2002) note that "In general, it may be claimed that the greater the complexity of manufacturing a given product the greater the degree to which traditional costing underestimates the cost to be attributed to that product" (p.55). Bingley Products division's case proves this general rule. Helios requires high number of set-ups, as well as quantity of customer and supplier order processing activity. Traditional costing widely used because of its simplified nature and m

Impact of Technology Essay Example for Free

Impact of Technology Essay Students in the early grades, from pre-K to grade 3, and in the middle school grades appear to benefit most from DES applications for reading instruction, as do students with special reading needs. In a 2000 study commissioned by the Software and Information Industry Association, Sivin-Kachala and Bialo (2000) reviewed 311 research studies on the effectiveness of technology on student achievement. Their findings revealed positive and consistent patterns when students were engaged in technology-rich environments, including significant gains and achievement in all subject areas, increased achievement in preschool through high school for both regular and special needs students, and improved attitudes toward learning and increased self-esteem. ODwyer, Russell, Bebell, and Tucker-Seeley (2005) found that, while controlling for both prior achievement and socioeconomic status, fourth-grade students who reported greater frequency of technology use at school to edit papers were likely to have higher total English/language arts test scores and higher writing scores on fourth grade test scores on the Massachusetts Comprehensive Assessment System (MCAS) English/Language Arts test. Michigans Freedom to Learn (FTL) initiative, an effort to provide middle school students and teachers with access to wireless laptop computers, has been credited with improving grades, motivation and discipline in classrooms across the state, with one exemplary school seeing reading proficiency scores on the Michigan Education Assessment Program (MEAP) test, administered in January 2005, reportedly increasing from 29 percent to 41 percent for seventh graders and from 31 to 63 percent for eighth graders (eSchool News, 2005). In examining large-scale state and national studies, as well as some innovative smaller studies on newer educational technologies, Schacter (1999) found that students with access to any of a number of technologies (such as computer assisted instruction, integrated learning systems, simulations and software that teaches higher order thinking, collaborative networked technologies, or design and programming technologies) show positive gains in achievement on researcher constructed tests, standardized tests, and national tests. Cavanaughs synthesis (2001) of 19 experimental and quasi-experimental studies of the effectiveness of interactive distance education using videoconferencing and telecommunications for K-12 academic achievement found a small positive effect in favor of distance education and more positive effect sizes for interactive distance education programs that combine an individualized approach with traditional classroom instruction. Boster, Meyer, Roberto, ; Inge (2002) examined the integration of standards-based video clips into lessons developed by classroom teachers and found increases student achievement. The study of more than 1,400 elementary and middle school students in three Virginia school districts showed an average increase in learning for students exposed to the video clip application compared to students who received traditional instruction alone. Wenglinsky (1998) noted that for fourth- and eighth-graders technology has positive benefits on achievement as measured in NAEPs mathematics test. Interestingly, Wenglinsky found that using computers to teach low order thinking skills, such as drill and practice, had a negative impact on academic achievement, while using computers to solve simulations saw their students math scores increase significantly. Hiebert (1999) raised a similar point. When students over-practice procedures before they understand them, they have more difficulty making sense of them later; however, they can learn new concepts and skills while they are solving problems. In a study that examined relationship between computer use and students science achievement based on data from a standardized assessment, Papanastasiou, Zemblyas, Vrasidas (2003) found it is not the computer use itself that has a positive or negative effect on achievement of students, but the way in which computers are used. Researchers are also making progress on the more complicated task of investigating the impact of technology use on higher order thinking skills as measured through means other than standardized tests. They are examining students ability to understand complex phenomena, analyze and synthesize multiple sources of information, and build representations of their own knowledge. At the same time, some researchers are calling for newer standardized assessments that emphasize the ability to access, interpret, and synthesize information. Research indicates that computer technology can help support learning and is especially useful in developing the higher-order skills of critical thinking, analysis, and scientific inquiry by engaging students in authentic, complex tasks within collaborative learning contexts (Roschelle, Pea, Hoadley, Gordin ; Means, 2000; Means, et. al. , 1993). While research linking technology integration, inquiry-based teaching, and emphasis on problem solving with student achievement is emergent, some research exists that suggests a connection. In a 2001 study of Enhancing Missouris Instructional Networked Teaching Strategies (eMints) program, a statewide technology integration initiative, eMINTS students scored consistently higher on the Missouri Assessment Program (MAP) than non-eMINTS students, including eMINTS students classified as having special needs. The higher MAP results were found to be associated with the instructional practices (Evaluation Team Policy Brief, 2002). The eMINTS program provides teachers with professional development to help integrate technology so that they can use inquiry-based teaching and emphasize critical-thinking and problem-solving skills. The program has since expanded to not only Missouri schools and districts but also other states as well. Currently, 232 Missouri districts, 10 Utah districts, 56 Maine districts, 2 Nevada districts, and 1 Illinois district, representing 1,000 classrooms and 22,500 students now take advantage of the eMINTS program offerings. Test results continue to show that, on most state tests, students enrolled in eMINTS classrooms scored higher than students enrolled in non-eMINTS classrooms and that low-income and special education students in eMINTS classes generally score higher than their non-eMINTS peers (eMINTS, 2005). Results from other studies (Perez-Prado and Thirunarayanan 2002; Cooper 2001; Smith, Ferguson and Caris 2001) also suggest that students can benefit from technology-enhanced collaborative learning methods and the interactive learning process. Roschelle, Pea, Hoadley, Gordin, Means (2000) identify four fundamental characteristics of how technology can enhance both what and how children learn in the classroom: (1) active engagement, (2) participation in groups, (3) frequent interaction and feedback, and (4) connections to real-world contexts. They also indicate that use of technology is more effective as a learning tool when embedded in a broader education reform movement that includes improvements in teacher training, curriculum, student assessment, and a schools capacity for change. Back To Top FACTORS TO CONSIDER Inclusion: Reaching All Students A major concern of many educators with regard to educational technology is its potential to exclude those who may not have access to it, or may not be able to use it. Regardless of what research may indicate concerning positive effects of technology on student learning, technology will be of limited use in achieving the goals of NCLB if is not available to all students. Students at Risk. Research demonstrates that the challenge of helping teachers and students achieve ICT literacy, and the challenge of establishing frameworks for assessing their skills, is most acute in schools serving low-socioeconomic, minority students (Becker, 2000b; Becker ; Ravitz, 1997). While public debate about the digital divide centers on basic technology access, the gap is even wider when measured by the pedagogical practices associated with technology use in different schools. More than half (53%) of teachers in public schools who have computers use them or the Internet for instruction during class. But in schools whose students are from higher-income families, 61 percent of teachers with computers use them in class compared to 50 percent of those teaching in schools with lower-income students (Lenhart, Rainie ; Lewis, 2001). And as wired as many young people are, the same study that found 87 percent of young people use the Internet also found that 3 million remain without Internet access. Many of those without access come from financially disadvantaged backgrounds, and a disproportionate number are black (eSchool News, 2005a). Schools serving students living in poverty tend to use technology for more traditional memory-based and remedial activities, while schools serving wealthier communities are more likely to focus on communication and expression. A nationwide study examining the relationship between socioeconomic status and teaching practices around technology found that teaching in low-SES schools correlated most strongly with using technology for reinforcement of skills and remediation of skills, while teaching in higher-SES schools correlated most with analyzing information and presenting information to an audience (Becker, 2000b). At the same time, although less studied than other outcomes, demonstration efforts and anecdotal evidence suggest that teaching ICT literacy skills (specifically those related to multimedia literacy in Web, publishing and video production) can improve the economic prospects of at-risk youth by giving them marketable skills (Lau ; Lazarus, 2002). Back To Top Language Learners. Likewise, in teaching language learners, using technology has distinct advantages that relate not only to language education but preparing students for todays information society. Computer technologies and the Internet are powerful tools for assisting language teaching because Web technology is a part of todays social fabric, meaning language learners can now learn thorough writing e-mail and conducting online research (Wang, 2005). In Oregon secondary schools, wirelessly networked note taking is used to support Hispanic migrant students who speak English as a second language (ESL). As part of the InTime project, ESL students attend regular high school classes along with a bilingual, note-taking/mentoring partner. Note takers and students communicate using a collaborative word processing and graphics package on wirelessly networked laptop computers. During class presentations, ESL students can read their note takers translation of key words, allowing students to build both English and Spanish literacy skills as they advance academically (Knox and Anderson-Inman, 2001). Students with Disabilities. For several decades, the American educational system has taken a narrow view of special education, treating it as a mini-school within the school where teachers, largely cut off from the rest of the staff, faced a group of students with an incredibly wide range of abilities and disabilities and made the best of it. Today, that view of special education is giving way to a broader, more philosophical approach—an approach designed to weave inclusive practices into t he fabric of the whole-school environment. (MOSAIC, 2000a). The shift in recognizing the needs of students with disabilities in relationship to their general education peers began with the 1997 amendments to the Individuals with Disabilities Education Act. Before the law, many children with disabilities who were not in schools at all because schools had chosen to exclude them (MOSAIC, 2000b). IDEA clearly established that all students with disabilities have the right to public education. More than 6 million children with disabilities ages 3 to 21 years old are served in federally supported programs (Snyder Tan, 2005). However, students with disabilities frequently experience insufficient access to and success in the general education curriculum. This is especially true for adolescent learners, even non-disabled students, who must cope with the emphasis on learning from text (Biancarosa Snow, 2004; Kamil, 2003). Universal Design for Learning (UDL) takes advantage of the opportunity brought by rapidly evolving communication technologies to create flexible teaching methods and curriculum materials that can reach diverse learners and improve student access to the general education curriculum (Rose Meyer, 2002). UDL assumes that students bring different needs and skills to the task of learning, and the learning environment should be designed to both accommodate, and make use of, these differences (Bowe 2000; Rose Meyer, 2002). To promote improved access to the general curriculum for all learners, including learners with disabilities, Rose Meyer (2002) have identified three key principles or guidelines for UDL: Presenting information in multiple formats and multiple media. Offering students with multiple ways to express and demonstrate what they have learned. Providing multiple entry points to engage student interest and motivate learning. For example, printed reading materials pose substantial challenges to the learning of students with disabilities (J. Zorfass: personal communication, October 2005). Technology can assist with such difficulties by enabling a shift from printed text to electronic text, which Anderson-Inman and Reinking (1998) assert can be modified, enhanced, programmed, linked, searched, collapsed, and collaborative. Text styles and font sizes can be modified as needed by readers with visual disabilities; read aloud by a computer-based text-to-speech translators; and integrated with illustrations, videos, and audio. Electronic text affords alternative formats for reading materials that can be customized to match learner needs, can be structured in ways that scaffold the learning process and expand both physical and cognitive access, and can foster new modes of expression through revision and multimedia (J. Zorfass: personal communication, October 2005). It represents one way that technology can support the achievement of students with disabilities. Technology also has a role to play in the testing of students with disabilities. A notable outgrowth of NCLB is the legislations mandatory requirement that states account for individual subgroups, which has further challenged schools and districts to acknowledge students with disabilities (McLaughlin, S Embler, K Nagle, 2004; Nagle, 2005). State academic content and achievement standards now define the goals of education for all students, and most students with disabilities are now expected to reach the same level of proficiency as their non-disabled peers. In order to ensure that disabilities do not prevent students from participating in standardized assessments, students with disabilities are entitled to take these tests in the same way as their peers, with accommodations, or with an alternate assessment (Thompson, Thurlow, ; Moore, 2003). These accommodations or alternatives must not alter the content standard being measured nor the achievement standard (McLaughlin, Embler ; Nagle, 2004). While technology can support such accommodations and alternatives, striking a balance between accommodation and standardization across all students testing experiences remains a subject of debate today (Murray, 2005). Back To Top Educational Technology and Data Driven Decision Making The effectiveness of educational technology on student learning depends not only on what outcomes are targeted and how the technology is integrated into instruction, but also on how teachers assess student performance in classrooms and adjust instruction accordingly. Technology offers teachers a broad range of tools to collect and analyze data, and richer sets of student data to guide instructional decisions. NCLB has prompted educators to think much more systematically about educational decision-making and the use of data to inform their decisions about everything from resource allocation to instructional practice. Schools are now expected to monitor their efforts to enable all students to achieve, and administrators and teachers are now expected to be prepared to use data to understand where students are academically and to establish targeted, responsive, and flexible ways to improve this academic standing (Mitchell, Lee, Herman, 2000, p. 2). However, despite encouragement at the policy level, there is growing consensus that schools are not adequately prepared for the task of routinely thinking critically about the relationships between instructional practices and student outcomes (Confrey Makar, 2005; Olsen, 2003; Hammerman Rubin, 2002; Herman Gribbons, 2001; Kearns Harvey, 2000). Recent research conducted by EDCs Center for Children and Technology has found that educators working at different levels of a school system have distinctive intuitive approaches to the process, despite the absence of systematic training in a particular approach to data-driven decision-making. For example, school administrators use high-stakes test data to allocate resources and plan professional development and other kinds of targeted intervention activities by identifying general patterns of performance, class-, grade-, and school-wide strengths and weaknesses. Teachers tend to use multiple sources of data—homework assignments, in-class tests, classroom performances, and experiential information—to inform their thinking about their students strengths and weaknesses (Brunner, Fasca, Heinze, Honey, Light, Mandinach ; Wexler, 2005; Light, Wexler ; Heinze, 2004; Honey, Brunner, Light, Kim, McDermott, Heinze, Bereiter ; Mandinach, 2002). While drawing on varied sources of data to form opinions about students competencies is not new behavior for teachers, significant research (Mandinach, Honey, Light, Heinze, Rivas, 2005; Confrey Makar, 2002, 2005; Hammerman, Rubin, 2002, 2003) suggests that teachers examine factors that contribute to individual patterns of behavior and think case-by-case, rather than identify patterns in data at different levels of aggregation, from student-to-student, class-to-class, and year-to-year, and systematically analyze the relationship between student performance and instructional strategies and materials. Data literacy—the ability of instructional leaders and teachers to work individually and collectively to examine outcomes-based achievement data, formative assessment measures of student performance, and students work products, and to develop strategies for improvement based on these data—is now widely recognized as a critical strategy in the academic performance of schools (Fullan, 1999; Haycock, 2001; Johnson, 1996; Love, 2004; Schmoker, 1999; Zalles, 2005). A key concept of data literacy is generating only the data that are needed and making full use of whats collected. The National Research Council (1996) notes that, far too often, more educational data are collected and analyzed than are used to make decisions or take action (p. 90). Those resources become meaningful to educators only when they are transformed into information, and ultimately into usable or actionable knowledge (Mandinach Honey, 2005). Taken as a whole, the emerging research in this area suggests that what is needed is a comprehensive and purposeful approach to the use of data that not only informs the practices of individual teachers, but is supported as an essential and strategic part of school-wide improvement strategies. New professional development programs are now training teachers and school leaders in how to make use of data in systematic and rigorous ways to continuously improve student performance. For example, TERC has created Using Data, a professional development model that introduces teachers to a process through which they learn to frame questions, collect data, formulate hypotheses, draw conclusions, take action, and monitor results (Love, 2002). Preliminary studies have indicated that this model has had an impact on teacher classroom behavior and on their approach to data analysis and interpretation (Love, 2004), and has also improved student learning as indicated by state and formative assessments (Zuman, 2005). Results from external evaluations of the intervention conducted in various locations have shown substantial gains in student performance on state accountability measures in the areas of math and language arts. Technology has a vital role to play in enabling data-driven decision-making. Web-based test data reporting systems provide an interface to the state and city testing results by organizing raw data into information that is aligned with state standards and mobile computing devices, such as handhelds, provide teachers with a platform to administer and analyze the data of classroom-based assessments. For example, according to the 2004 Quality Education Data, 55 percent of the nations public school districts used PDAs or handheld PCs in the 2002-2003 school year with an additional 8 percent expected to purchase them for use during the 2003-2004 school year. The numbers released by Wireless Generation, a for-profit company that designs educational assessment applications for handheld devices, suggests an even greater increase. During the fall of 2005, Wireless estimates that roughly 80,000 teachers, working in 48 states will be using their software to collect and analyze data for up to one million students in pre-K through sixth grade. The company currently has contracts with ten Reading First states, as well as with some of the largest school districts in the nation, including the New York City Board of Education and Chicago Public Schools. While using PDAs to administer assessments and view data are becoming increasingly popular, few studies have examined the effect they have on teacher practice and student achievement (Brunner ; Honey, 2001; Hupert, Martin, Heinze, Kanaya, ; Perez, 2004; Sharp ; Risko, 2003; Sharp, 2004). Studies that have begun to examine this trend suggest that that these tools assist teachers in thinking more substantively about students progress. As a whole, the research indicates that the single most powerful affordance of the technology is its ability to support teachers in using assessments to acquire information about students thinking and learning, and to use the understanding gained to further shape their instructional practice (Brunner ; Honey, 2001; Hupert et al. , 2004; Sharp ; Risko, 2003). Such a strategy places assessment squarely in the center of the classroom where it can potentially count the most. Back To Top The Complex Nature of Change Another factor influencing the impact of technology on student achievement is that changes in classroom technologies correlate to changes in other educational factors as well. Originally the determination of student achievement was based on traditional methods of social scientific investigation: it asked whether there was a specific, causal relationship between one thing—technology—and another—student achievement. Because schools are complex social environments, however, it is impossible to change just one thing at a time (Glennan ; Melmed, 1996; Hawkins, Panush, ; Spielvogel, 1996; Newman, 1990). If a new technology is introduced into a classroom, other things also change. For example, teachers perceptions of their students capabilities can shift dramatically when technology is integrated into the classroom (Honey, Chang, Light, Moeller, in press). Also, teachers frequently find themselves acting more as coaches and less as lecturers (Henriquez ; Riconscente, 1998). Another example is that use of technology tends to foster collaboration among students, which in turn may have a positive effect on student achievement (Tinzmann, 1998). Because the technology becomes part of a complex network of changes, its impact cannot be reduced to a simple cause-and-effect model that would provide a definitive answer to how it has improved student achievement. Back To Top IMPLICATIONS These findings have implications for every district and school using or planning to use technology. Research on successfully developing, evaluating, studying, and implementing a wide range of technology-based educational programs suggests that the value of technology for students will not be realized unless attention is paid to several important considerations that support the effective use of technology (ISTE, 2002; Byrom ; Bingham, 2001; Chang, Henriquez, Honey, Light, Moeller, ; Ross, 1998; Cradler, 1997; Frederiksen ; White, 1997; Hawkins, Panush, ; Spielvogel, 1996; Honey, McMillan, Tsikalas, ; Light, 1996; National Foundation for the Improvement of Education, 1996; Pea ; Gomez, 1992). These considerations are: Specific educational goals and a vision of learning through technology Ongoing professional development Structural changes in the school day A robust technical infrastructure and technical support Ongoing evaluation Back To Top 1. Educational Goals and a Vision of Learning Through Technology Before technology is purchased or teachers participate in their first professional development session, the educational goals for students should be determined. What do students need to learn, and how can technology promote those learning goals? To answer these questions, the school can convene a technology planning team comprising administrators, teachers, other instructional staff, technology coordinators, students, parents, and representatives of the community. This team first develops a clear set of goals, expectations, and criteria for student learning based on national and state standards, the student population, and community concerns. Next, it determines the types of technology that will best support efforts to meet those goals. The viewpoints of parents and community members are helpful in presenting a broader perspective of skills that students need to succeed after school. In fact, communitywide involvement in determining the schools technology goals benefits the entire educational process (Byrom Bingham, 2001; Panel on Educational Technology, 1997). Rather than using technology for technologys sake, the planning team ensures that particular educational objectives are achieved more efficiently, in more depth, or with more flexibility through technology. Cuban (cited in Trotter, 1998) states, The obligation is for educators, practitioners, and educational policymakers to think about what they are after. Only with clear goals can educators be intelligent about how much they want to spend for what purpose and under what conditions. If there is a clear understanding of the purpose of and type of technology used, evaluating the impact is easier and more valuable. According to Hawkins, Panush, and Spielvogel (1996) and Byrom ; Bingham (2001), school districts that successfully integrate technology show a clear and meaningful connection between technology and larger educational goals. Next, the planning team develops a vision of how technology can improve teaching and learning. Without a vision, lasting school improvement is almost impossible (Byrom ; Bingham, 2001). Team members come to consensus in answering the question How Will You Use Technology to Support Your Vision of Learning? Essential to this vision is an emphasis on meaningful, engaged learning with technology, in which students are actively involved in the learning process. Educational technology is less effective when the learning objectives are unclear and the focus of the technology use is diffuse (Schacter, 1999). The schools vision of learning through technology also emphasizes the importance of all students having equitable access and use of technology—females, special-needs students, minority students, disadvantaged students, students at risk of educational failure, rural and inner-city students. All students need opportunities to use technology in meaningful, authentic tasks that develop higher-order thinking skills. (For further information, refer to the Critical Issue Ensuring Equitable Use of Education Technology. ) Back To Top 2. Professional Development After the educational goals and vision of learning through technology have been determined, it is important to provide professional development to teachers to help them choose the most appropriate technologies and instructional strategies to meet these goals. Students cannot be expected to benefit from technology if their teachers are neither familiar nor comfortable with it. Teachers need to be supported in their efforts to use technology. The primary reason teachers do not use technology in their classrooms is a lack of experience with the technology (Wenglinsky, 1998; Rosen Weil, 1995). Wenglinsky (cited in Archer, 1998) found that teachers who had received professional development with computers during the last five years were more likely to use computers in effective ways than those who had not participated in such training. Yet teacher induction programs too often focus narrowly on helping new teachers survive the initial year (Fulton, Yoon, Lee, 2005). Ongoing professional development is necessary to help teachers learn not only how to use new technology but also how to provide meaningful instruction and activities using technology in the classroom (Ringstaff Kelley, 2002). Teachers must be offered training in using computers, notes Sulla (1999), but their training must go beyond that to the instructional strategies needed to infuse technological skills into the learning process. In successful projects, teachers are provided with ongoing professional development on practical applications of technology. Teachers cannot be expected to learn how to use educational technology in their teaching after a one-time workshop. Teachers need in-depth, sustained assistance not only in the use of the technology but in their efforts to integrate technology into the curriculum (Kanaya Light, 2005). Teachers also need embedded opportunities for professional learning and collaborating with colleagues in order to overcome the barrier of time and teachers daily schedules (The National Council of Staff Development, 2001; Kanaya ; Light, 2005). Skills training becomes peripheral to alternative forms of ongoing support that addresses a range of issues, including teachers changing practices and curricula, new technologies and other new resources, and changing assessment practices. This time spent ensuring that teachers are using technology to enrich their students learning experiences is an important piece in determining the value of technology to their students. According to Soloway (cited in Archer, 1998), teachers always have been the key to determining the impact of innovations, and this situation also is true of technology. Besides pedagogical support to help students use technology to reach learning goals, teachers also need time to become familiar with available products, software, and online resources. They also need time to discuss technology use with other teachers. Transforming schools into 21st century learning communities means recognizing that teachers must become members of a growing network of shared expertise (Fulton, Yoon, Lee, 2005). Professional collaboration includes communicating with educators in similar situations and others who have experience with technology (Panel on Educational Technology, 1997). This activity can be done in face-to-face meetings or by using technology such as e-mail or videoconferencing. The effects of introducing technology on teacher professionalization include increased collaboration among teachers within a school and increased interaction with external collaborators and resources. Back To Top 3. Structural Changes in the School Day It is important to build time into the daily schedule allowing teachers time to collaborate and to work with their students. Engaged learning through technology is best supported by changes in the structure of the school day, including longer class periods and more allowance for team teaching and interdisciplinary work. For example, when students are working on long-term research projects for which they are making use of online resources (such as artwork, scientific data sets, or historical documents), they may need more than a daily 30- or 40-minute period to find, explore, and synthesize these materials for their research. As schools continue to acquire more technology for student use and as teachers are able to find more ways to incorporate technology into their instruction, the problem will no longer be not enough computers but not enough time (Becker, 1994). Back To Top 4. Technical Infrastructure and Support Increased use of technology in the school requires a robust technical infrastructure and adequate technical support. If teachers are working with a technology infrastructure that realistically cannot support the work they are trying to do, they will become frustrated. School districts have a responsibility to create not only nominal access to computers and electronic networks but access that is robust enough to support the kinds of use that can make a real difference in the classroom. Teachers also must have access to on-site technical support personnel who are responsible for troubleshooting and assistance after the technology and lessons are in place. Back To Top 5. Evaluation Ongoing evaluation of technology applications and student achievement, based on the overall educational goals that were decided on, helps to ensure that he technology is appropriate, adaptable, and useful. Such evaluation also facilitates change if learning goals are not being met. Administrators can acknowledge and recognize incremental improvements in student outcomes as well as changes in teachers curricula and practices. Gradual progress, rather than sudden transformation, is more likely to result in long-term change. Baker (1999) emphasizes that besides being a means to collect, interpret, and document findings, evaluation is a planning tool that should be considered at the beginning of any technology innovation. She adds that the overall focus of evaluation is student learning. Heinecke, Blasi, Milman, and Washington (1999) note that multiple quantitative and qualitative evaluation measures may be necessary to document student learning outcomes. To ensure that evaluation procedures are adequately designed and carried out, administrators and teachers may wish to consult evaluation sources such as An Educators Guide to Evaluating the Use of Technology in Schools and Classrooms. All of these issues are important in using technology to improve student achievement. Educational technology is not, and never will be, transformative on its own. But when decisions are made strategically with these factors in mind, technology can play a critical role in creating new circumstances and opportunities for learning that can be rich and exciting. At its best, technology can facilitate deep exploration and integration of information, high-level thinking, and profound engagement by allowing students to design, explore, experiment, access information, and model complex phenomena, note Goldman, Cole, and Syer (1999). These new circumstances and opportunities—not the technology on its own—can have a direct and meaningful impact on student achievement. When educators use the accumulating knowledge regarding the circumstances under which technology supports the broad definition of student achievement, they will be able to make informed choices about what technologies will best meet the particular needs of specific schools or districts. They also will be able to ensure that teachers, parents, students, and community members nderstand what role technology is playing in a school or district and how its impact is being evaluated. Finally, they will be able to justify the investments made in technology. To help states, school districts, and school personnel plan ways to measure the impact that technology is having on classroom practices and academic achievement, Dirr (2004) in partnership with the Appalachian Technology in Education Consortium and the Mid-Atlantic Regional Technology in Edu cation Consortium, identified the following evaluation strategies: Encourage SEAs and LEAs to set aside 10 percent to 15 percent of funds to evaluate their technology grants. Provide a model comprehensive plan for states and districts to consider as they design their own evaluation plans to include a statement of purpose, identifies clear objectives, demonstrates valid approaches to research design, and specifies appropriate time frames for analysis and reporting. Support efforts to develop shared instruments and sets of common data elements. Develop a database of best practices for technology programs and applications that have shown to support student achievement in scientifically based research studies. Develop a list of highly qualified researchers and evaluators from whom SEAs and LEAs can obtain guidance. Explore the development of validated instruments that could be shared across states. Back To Top ACTION OPTIONS: Administrators, the technology planning team, and teachers can take the following steps to improve student achievement through technology. Administrators and the Planning Team (comprising teacher representatives, technology coordinator, students, parents, and interested community members): Review a range of national and state educational standards for student learning (such as those listed in Developing Educational Standards). Seek out content standards that articulate the goals for students to achieve. Determine key aspects of national and state student learning standards for the school or district to focus on as educational goals. Involve teachers in this process to ensure that their expertise and opinions are considered. Charge cross-disciplinary groups of teachers and technology coordinators with finding new ways that technology can help students to achieve those learning goals. Collaborate to create a technology plan for the school. (Refer to the Critical Issue Developing a School or District Technology Plan. ) Set one-, three-, and five-year goals for improving student learning through technology. Identify specific curricula, practices, skills, attitudes, and policies that can be enhanced through the use of technology to foster significant improvement in the character and quality of student learning. For example, if the district is interested in improving students writing performance, word processing with an emphasis on revision and editing should become a salient part of the curriculum across disciplines. ) Identify classrooms in the district where students are already producing exemplary work using technology; or visit virtual classrooms by viewing CD-ROMs (such as the Captured Wisdom CD-ROM Lib rary produced by the North Central Regional Technology in Education Consortium), videotapes of echnology use in schools (such as the Learning With Technology videotapes), or Internet sites relating to technology integration in content areas (such as lessons using the Amazing Picture Machine and the Handbook of Engaged Learning Projects). Build a database or other resource that allows the school to share these best practices with school staff and the community in general. Be aware of state technology plans, district technology plans, and related policies. Ensure that the school is in compliance. Become familiar with factors that affect the effective use of technology for teaching and learning. Learn about research studies conducted in real school settings that describe how technology use is influenced by teachers experience with technology, adequacy of release time, professional development opportunities, and length of class periods. Ensure that teachers are aware of the value of technology for all students, especially those considered at risk of educational failure. (Refer to the Critical Issue Using Technology to Enhance Engaged Learning for At-Risk Students. ) Ensure that all students have equitable access to effective uses of technology. Develop strategies for addressing access inequities, strategies for addressing type-of-use inequities, and strategies for addressing curriculum inequities. Provide ongoing, extensive, and research-based professional development opportunities and technical support to help teachers use technology to develop meaningful instructional strategies for students. (Refer to the Critical Issues Realizing New Learning for All Students Through Professional Development and Finding Time for Professional Development. ) Ensure that new, research-based approaches to professional development are consistent with the National Staff Development Council (NSDC) standards for staff development. Provide incentives, structures, and time for teachers to participate in highly effective staff development (such as study groups and action research) to help them integrate technology into their teaching and learning. Find ways to make app ropriate structural changes in the school day and class scheduling to support engaged learning with technology. Consider block scheduling as a possibility. Educate parents about new assessment methods that enable teachers and administrators to make judgments about the effectiveness of technology in supporting student learning. Use appropriate evaluation procedures and tools to determine the impact of technology use on student achievement based on the learning goals that were set. Consult evaluation sources such as An Educators Guide to Evaluating the Use of Technology in Schools and Classrooms. Share findings with the community. Teachers: Determine the purpose of using technology in the classroom, as determined by the specified educational goals. Is it used to support inquiry, enhance communication, extend access to resources, guide students to analyze and visualize data, enable product development, or encourage expression of ideas? After the purpose is determined, select the appropriate technology and develop the curricula. Create a plan for evaluating students work and assessing the impact of the technology. Coordinate technology implementation efforts with core learning goals, such as improving students writing skills, reading comprehension, mathematical reasoning, and problem-solving skills. Collaborate with colleagues to design curricula that involve students in meaningful learning activities in which technology is used for research, data analysis, synthesis, and communication. Promote the use of learning circles, which offer opportunities for students to exchange ideas with other students, teachers, and professionals across the world. Encourage students to broaden their horizons with technology by means of global connections, electronic visualization, electronic field trips, and online research and publishing. Ensure that students have equitable access to various technologies (such as presentation software, video production, Web page production, word processing, modeling software, and desktop publishing software) to produce projects that demonstrate what they have learned in particular areas of the curriculum. Encourage students to collaborate on projects and to use peer assessment to critique each others work. In addition to standardized tests, use alternative assessment strategies that are based on students performance of authentic tasks. One strategy is to help students develop electronic portfolios of their work to be used for assessment purposes. Ensure that technology-rich student products can be evaluated directly in relation to the goals for student outcomes, rather than according to students level of skill with the technology. Create opportunities for students to share their work publiclythrough performances, public service, open houses, science fairs, and videos. Use these occasions to inform parents and community members of the kinds of learning outcomes the school is providing for students. Learn how various technologies are used today in the world of work, and help students see the value of technology applications. (Pertinent online information can be found in the 1998-99 Occupational Outlook Handbook and the Bureau of Labor Statistics Career Information. ) Participate in professional development activities to gain experience with various types of educational technology and learn how to integrate this technology into the curriculum. Use technology (such as an e-mail list) to connect with other teachers outside the school or district and compare successful strategies for teaching with technology.

Christianity and The Chronicles of Narnia Essay -- Chronicles of Narni

Christianity and The Chronicles of Narnia      Ã‚  Ã‚   C. S. Lewis, a well-known author and apologist, is best known by people of all ages for his seven volume series entitled The Chronicles of Narnia. As Lewis wrote about the land of Narnia, an imaginary world visited by children of this world, he had two obvious purposes: to entertain the readers and to suggest analogies of the Christian faith. Although some feel that his stories are violent, Lewis is successful at using fiction to open peoples' hearts to accepting Christ as their Savior because he first entertains the audience with a wonderful story.    Lewis talked about how he came to write the books of Narnia, saying that they "all began with a picture of a Faun carrying an umbrella and parcels in a snowy wood" (Lewis 79). The Chronicles tell of the different adventures of English children as they visit the kingdom of Narnia and fall in love with the lion Aslan. Aslan, "the son of the Emperor over Sea," can be compared to this world's Jesus Christ (Schakel 133). As a child, Lewis always favored fairy tales and fantasies; as an adult, he decided to write one (Lewis 60). And so began The Chronicles of Narnia. Rather than planning to write a fictional book that succeeded in using apologetics, Lewis admits that the "element" of Christianity, "as with Aslan," entered "of its own accord" (Hooper 31). Walter Hooper, C. S. Lewis' biographer, describes Lewis as being the most religious man he ever met (Schakel 132). For this reason, no matter what Lewis wrote, his religion would greatly impact all of his works.    Although Christian symbolism can be found... ...rtainer.    Works Cited    Dorsett, Lyle W. and Marjorie Lamp Mead, eds. C. S. Lewis Letters to Children. New York: Macmillan Publishing Company, 1985.    Holbrook, David. The Skeleton in the Wardrobe: C. S. Lewis's Fantasies: A Phenomenological Study. Lewisburg: Bucknell University Press, 1991.    Hooper, Walter. Past Watchful Dragons: The Narnian Chronicles of C. S. Lewis. New York: Collier Books, 1979.    Lewis, C. S. Of This and Other Worlds. Ed. Walter Hooper. St. James Place, London: Collins, 1982.    Martin, Holly Bigelow. "C. S. Lewis in the Secular Classroom." The Bulletin of the New York C. S. Lewis Society 22.4 (1991): 1-7.    Schakel, Peter J. Reading with the Heart: The Way Into Narnia. Grand Rapids, Michigan: William B. Eerdmans Publishing Company, 1979.   

The Benefits of Attending a Community College

The Benefits of Attending a Community College Some prospective college students tend to overlook the many benefits that come along with attending a community college. This may be because they aren't aware of the advantages or they don't have a true understanding of how this type of educational training can benefit them. Whatever the case may be, year after year large numbers of people opt to go straight from high school into four-year universities.Although that is of course a fantastic route to take, people should also give some thought to the notion of attending a community college. One of the best things about attending this type of educational institution is the smaller class sizes that are offered. At traditional universities, sometimes classes can have anywhere from 50 to 400 students at one time. This may not seem like a big deal, but the larger the class, the less opportunity students have to get one-on-one interaction with their professors.This may not be important to some pe ople. However, being able to contact their professor with questions or even for tutoring sessions is vital to many people. In fact, being able to have an accessible professor can make the difference in whether or not some students pass or fail. So, one of the great things about choosing these types of establishments are the fact that they promote more student and teacher interaction. Therefore, whenever someone has issues, there's a better chance that those problems will actually be addressed.Another great thing about attending a community college is that it costs much less than the traditional four-year institution. This is extremely important to note, especially now that the cost of education is rising and more people are struggling to stay financially stable. Being able to get a good education at an affordable rate is something that is sometimes hard to come by when people choose to attend traditional colleges. The good news is that the average community college allows people to get a good education without having to pay an arm and a leg.Lastly, another benefit these institutions provide is the ability for students to transfer their course credits to traditional universities. In other words, if someone decided to take this particular route and then one day they decided that they wanted to attend a four-year university, they wouldn't have to feel like they wasted their time. There are many benefits that come along with attending a community college, but many people might not realize it. As the landscape of education continues to change, more and more people are beginning to take this route instead of the traditional path.

Case Study Reflections Analysis Education Essay

This paper will research information presented from EDSL 673 and EDSL 671 from the Teaching English as a Second Language ( TESL ) plan. The information presented will research the five top thoughts that have generated to most fascinate over the continuance of these last two classs. Information will be discussed as to the importance of these thoughts and the deductions they will hold on future instruction. This paper will besides research ways that these thoughts can be implemented in current instruction under the preexistent conditions of the teaching assignment. Explanations will besides be presented to show what could potentially be the immediate consequences every bit good as the long-run consequences expected for holding implemented these thoughts within the current instruction assignment. These thoughts are relevant to instructors that will profit from information refering to direction of English Language Learners ( ELL ) or English as a Second Language ( ESL ) pupils. Contemplations There are so many different facets of instruction that are necessary in order for pedagogues to be effectual and to guarantee that all pupils are larning to their fullest potency. This is no exclusion for instructors of ELL or ESL pupils. However, due to the nature of kids and the manner each kid learns, instructors need to cognize the best patterns for direction based on the demands of their pupils. There are several different techniques and methods that may be utilized with ELL and ESL pupils in order for these kids to be successful in their acquisition ; and hence to go successful when working with their equals within the schoolroom. Based purely on the information being presented from the last two classs, there were several different constructs and thoughts that were being introduced. Although many of these impressions are familiar to experient instructors, there are several thoughts that may standout to persons as they may hold higher deductions to their instruction than others. There are five thoughts from these two classs that present the highest deductions, and they are the constructs of Natural Order Hypothesis, Affective Filter Hypothesis, Culturally Responsive Teaching, Schema, and Accessing Prior Knowledge. The construct of Natural Order Hypothesis presents pedagogues with the order that persons get linguistic communication accomplishments. There are predictable phases for primary linguistic communication acquisitions along with predictable phases for the acquisition of secondary linguistic communications. Primary linguistic communication is acquired following these phases: babble ( 6 – 8 months ) , holophrastic ( 1 twelvemonth ) , two-word phrases ( 1 – 2 old ages ) , and multi-word ( 2 – 5 old ages ) . A individual ‘s 2nd linguistic communication is acquired following these phases: soundless receptive or preproduction ( 6 – 8 months ) , early production ( 6 months ) , speech outgrowth phase ( 1 twelvemonth ) , and intermediate linguistic communication proficiency ( 1 twelvemonth ) . Having an apprehension of the Natural Order Hypothesis allows pedagogues to develop an apprehension of where their Ell or ESL pupils may be in respects to their linguistic communication acquisition. Therefore, by understanding this thought, the instructor may develop lessons that are better suited for the pupil. This will besides help the instructor in the creative activity of activities that are completed in the schoolroom so all pupils are able to take part. Teachers that are able to link this construct to their English linguistic communication scholars are besides able to help these pupils when working in little differentiated instructional groups, and hence doing the acquisition much more meaningful for these pupils. Developing an apprehension of Affective Filter Hypothesis will assist pedagogues present themselves along with their schoolroom construction and lesson thoughts in a mode that will set their English linguistic communication scholars at easiness with the information they are showing. This will help these pupils from making a filter that could hinder larning. Students that are in structured environments with instructors that genuinely care about their acquisition keep a low degree of emphasis, and pupils are more likely to be motivated and confident, and hence a batch of linguistic communication acquisition can take topographic point. Teachers that have been able to make an environment that focuses around the Affective Filter Hypothesis are able to help their pupils in higher degrees of linguistic communication acquisition. Students that are so able to bring forth a larger degree of linguistic communication acquisition are so able to stand out at greater rates within the schoolroom. The deductions of Affective Filter Hypothesis in instruction is high in order to guarantee pupils are larning. Helping pupils maintain a low affectional filter is an of import measure in the confidence that pupils are traveling to get the linguistic communication skills they need in order to go successful in the schoolroom. Culturally Responsive Teaching is a teaching method that recognizes the importance of including pupils ‘ cultural mentions in all facets of larning. Culture is the deeper degree of basic premises and beliefs that are shared by members of an organisation, that operate unconsciously and specify in a basic ‘take for granted ‘ manner an organisations position of its ego and its environment. Culture contains both external and internal elements. External elements of civilization contain those such as ; nutrient, festivals, vacations, dances and vesture. Internal elements of civilization are those such as ; values, beliefs and forms of non-verbal communicating. By acknowledging the value of Culturally Responsive Teaching, pedagogues are able to demo pupils that they value their civilization and hence will observe their heritage in the schoolroom. This shows pupils that they are valued as persons and at the same clip could even bring forth a low Affective Filter. Culturally Responsive Teaching is of import in order to demo pupils that as the instructor, you value where they come from, and wish to observe that with the remainder of the category. All pupils should be able to portion with each other their civilization and heritage. This creates a schoolroom of culturally antiphonal pupils and helps the pupils understand that their backgrounds are of import. Teachers that partake in this pedagogical pattern create unfastened and receptive environments where pupils feel welcome when they enter the schoolroom. Last, scheme and accessing anterior cognition are of import factors that can act upon larning within the schoolroom. Schema is the organisational form or construction ; the conceptual model that pupils possess. Teachers that are able to entree a pupil ‘s scheme are more likely to be successful in assisting that pupil develop an apprehension of the constructs that are being taught. Teachers that are able to understand the deductions of scheme are so able to use this cognition into their schoolroom and their lessons. By showing to pupils how different accomplishments build upon one another will help these pupils in doing connexions between one construct and another. Accessing anterior cognition is manner for the pupils to take what they already know, and so use that cognition to the stuff they are presently larning. Teachers that focus on accessing their pupils ‘ anterior cognition are more likely to hold pupils that are able to retain information. Bing able to entree one ‘s anterior cognition is of import when working in the country of bring forthing illations. Bing able to do illations is an highly of import accomplishment when increasing reading comprehension. Bing able to use what one already knows to what the writer is connoting will assist the pupil in holding a greater apprehension of equivocal constructs. Both scheme and accessing anterior cognition are impressions that all instructors should implement in their schoolroom course of study. Constructing a pupil ‘s scheme while at the same clip holding the pupil entree their anterior cognition will further a greater apprehension of the thoughts that are being taught in the schoolroom. During the continuance of these two classs, I was able to develop a greater apprehension of these constructs and recognize how of import they are in being implemented in the schoolroom on a regular footing. Although these constructs are ideals that I presently posses, these classs have presented extra methods for execution in order to better pupil accomplishment. I will go on to implement these thoughts in my schoolroom environment with the end of continued pupil betterment. Currently, I do n't hold pupils in my schoolroom that are coded as being English linguistic communication scholars, and hence do non use the tactics for teaching English linguistic communication scholars in the schoolroom. However, I have had English linguistic communication scholars in old categories, and hence reexamining this information will help me with the continued execution of these techniques. The major benefits of these constructs are that they work with all pupils, and non merely those pupils that are considered to be English linguistic communication scholars. The immediate consequence of implementing these thoughts in the schoolroom would be the hope of increased accomplishment on the behalf of the pupils. The continued reappraisal of these constructs will bring forth a better apprehension of these thoughts, and hence a deeper apprehension of how they may be implemented into the schoolroom construction on a regular and ongoing footing, therefore holding a continued impact on pupil larning. Long-run effects of the execution of these thoughts will be the long-run apprehension of the different impressions covered within the schoolroom. By constructing on the pupils ‘ scheme, therefore increasing the pupils ‘ anterior cognition will take to them holding a greater keeping rate for their future class work.

WHAT IS THE ROLE OF GOVERNMENT IN HUMAN SOCIETY essays

WHAT IS THE ROLE OF GOVERNMENT IN HUMAN SOCIETY essays WHAT IS THE ROLE OF GOVERNMENT IN HUMAN SOCIETY? Be the government a dictorcratic, autocratic or democratic, all these have one thing in common and that is to rule the citizens under its power as established by the ruling citizens and or parties. Any government form will fight to preserve its sovereignty from both foreign and domestic enemies. Based on all wants and needs of the governing party and the people associated, laws are established to tax the people and develop both a working force and militia for the society and to establish penalties for any that would violate such laws and oppose the current government. Government is a leadership from of society structuring in which a person or a group of people act in behalf of those that placed the leadership on them, be it a birth-right, family position, an election, or a nomination. The simplest form of government is that of the basic family unit. Where there is a single-family head over all the other members. The family head judges and balances all the families wants and needs based on the resources of the family and its capabilities. In most instances the head is one of the family elders who has: sound knowledge and wisdom about most matters affecting the family. The head acts for the betterment of the family and all associated with it by either marriage or other agreements. A government is a protective body set up to protect the people from domestic and foreign threats. Insuring that all citizens share the cost. A government is like a scale, balancing the needs and the wants of' the people. The government is established through individuals being elected to represent the citizens in its community, state and nation. These individuals establish laws to be voted on by the citizens. These laws are set up to protect and provide for the people. Balancing the needs of everyone fairly. The government is also the banker who collects and dispenses the money it needs in orde ...

Essay on Criminal Justice and Violent Female Offenders part 2Essay Writing Service

Essay on Criminal Justice and Violent Female Offenders part 2Essay Writing Service Essay on Criminal Justice and Violent Female Offenders part 2 Essay on Criminal Justice and Violent Female Offenders part 2Essay on   Criminal Justice and Violent Female Offenders part  1Stacey  and Spohn found out consistently more lenient treatment of female offenders, even after they checked and controlled for the presumptive sentence, offenders marital status, and if the offender has dependent children. They suggest that fact of gender disparity in sentencing is not a product of insufficient controls for related variables or the use of outdated data sets (Stacey, Spohn, 2006).The effect of the offenders gender is clearly revealed by the effect of the presumptive sentence. However, the offenders gender does influence every sentence outcomes examined regardless of the fact it is a legally forbidden basis for judicial and prosecutorial decisions.Researchers have found out that female offenders are more likely than male offenders to get a downward departure for providing substantial assistance. Besides, female offenders who received that type of departure usually received a larger sentence discount than male offenders in similar situations. All offenders included in the study conducted by Ann Martin Stacey and Cassia Spohn, were convicted of drug crimes, which means that substantial assistance departures would have been given primarily to offenders who was able to provide information leading to the arrest and prosecution of other members in their drug distribution network. It seems doubtful that women would have that type of information or that female offenders would be more likely than male ones to be willing to exchange the information they had for a lighter sentence. Prosecutors may use the action for substantial help to mitigate the sentences of sympathetic offenders, no matter whether they have information they are willing to trade; if female drug offenders get more sympathy than male ones, they are more likely to get substantial assistance departures. On the other hand, there is a possibility that female drug offenders have been arrested and prosecuted in court with the expectation that they would give information about the drug-dealing activities of their boyfriends or husbands. This issue should also be studied, as the topic of equality in criminal justice system is of great importance.Another fact is worth mentioning. While all rehabilitation programs are ready to help all people with criminal past despite their gender, there is a number of programs and services especially for women. For example, Federal Bureau of Prisons (BOP): Female Offenders provides female offenders with appropriate help to meet the physical, psychological and social needs of this group. National Directory of Programs for Women with Criminal Justice Involvement provides information about programs available in each state that provide assistance and guidance for women involved in the justice system.Female prisoners constantly attract the attention of the media. However, many experts in the United States say that r esearch in this area is carried out on the insufficient level. Amount of research devoted to the problem of women in prison is just enough to set the existing specific difference in the performance and the serving of sentences in comparison with men. In general, womens community in the United States is characterized by a smaller prison violence, more harmony, less destructive nature of the subculture as compared to men of the prison community (Nagel, Johnson, 2004).Ward and J. Kassebaum investigated violations in prison related to sexual perversions. As a result, they concluded that in the majority of cases in the womens community forced sexual contact is absent.Studies of R. Gialombardo note that in contrast to the male prison community, in womens prisons mutual sexual relationship characterized by harmony, role-playing family life (mom, dad, daughter, brother, sister) dominate.Heffern studied socio-psychological characteristics of women prisoners in the prison in Columbia. Accordi ng to the scientist, the womens prison community is very diverse. She identified three main categories of women prisoners.For the first category of inmates, prison is a center of life in which they are struggling with the administration and other inmates for the right to control the situation and get access to restricted services (alcohol, drugs, extra food, and so on.)The second category consists of female prisoners who have committed unintentional crime, often murder of passion. Their behavior in prison is characterized by denial of their belonging to the underworld. Throughout incarcerated they are trying to recreate in prison conditions usual for freedom, to actively maintain contact with the outside world.The third category of women prisoners are professional criminals, usually serving criminal sentences for acquisitive or selfish and violent crimes. Their behavior in prison is characterized by the adoption of external rules and regulations established by the administration. Ho wever, this behavior is aimed at an early parole for the continuation of the criminal way of life.Tightening of criminal law in the 1980s had a great impact on the growth of female population in prisons of the United States (since 1984 the number of female convicted increased by 100%, men by 51%). Main number of women has been convicted of theft and crime related to drugs. Sufficient number of women were convicted of the murder of husbands or partners, who were violent to them. Thus, the National Council on Offenses of the United States stated that womens prisons in the mid-1990s were significantly overcrowded. This fact has contributed to the development of criminal procedural law of a wider range of measures and penalties, non-custodial from society (Samaha, 2008).It is believed that the majority of female offences does not significantly affect the physical or psycho-social sphere of the person or the society. D. Wagner watched liberated women for 2 years and found that women were 44% less likely than men to commit crime again. According to various sources the number of women who have committed repeated crimes amounts 17% of the total number of women released from prison. While the number of male offenders is approaching 40%. It has also been noted that women commit far fewer crimes if they are in the focus of attention of various community-based services (social, psychological, medical, and others.). The majority of female prisoners have serious economic, medical, psychological and social problems. Especially these problems are exacerbated and come to the attention only in prison.Special social programs for women are more effective than imprisonment. In Pennsylvania, for example, the implementation of such programs on female offenders has significantly reduced repeat offenses. Sample of 1,000 people who participated in the program showed a relapse only in 3.2% of cases. Measures such as house arrest, intensive support are also an effective alternative to im prisonment in case of direct exposure. Thus, the modern American penal science focuses not on punitive, but humanistic traditions in the correction of female convicts.EthicsCriminality of women and its prevention is most acute at the moment, because according to statistics there is a steady increase in female crime in our country. Many scientists have set a goal to explain the phenomenon of female criminality. Scientific community is still debating regarding the psychological or innate biological nature of female criminality, its exogenous or endogenous.Endogenous theory of crime explains the phenomenon of womens criminalization based on psychogenetic factors. It is known that one of the founders of criminology Cesare Lombroso suggested mental predisposition of women to commit crimes. Thus, even the occasional criminals, in his opinion, discover because of the conditions of life, the fraction of moral perversion, which is peculiar to every woman who is in her ordinary conditions in a latent state (Samaha, 2008).Supporters of biological criminology perceive causes of female crime in the physiological and biological characteristics of human. In particular, some scholars of the school explain female aggressiveness through hromosomnogonabora anomalies. Thus, in the normal condition sex chromosomes of women should be of the form XX and of a man XY. Scientists believe that the cause of female aggression lies in the presence of the chromosome of XXY set in some women, ie that they have the extra male chromosome. Authors of endocrine biological theories find the origins of aggression in the anomalies functioning of the endocrine glands and the development of an increased amount of substances that cause nervousness and aggression, such as testosterone.However, a direct correlation between the number of criminal convictions and biological inclinations of women haven’t been found. It is likely that the biological inclinations effect female criminality in an indire ct way: particular qualities of the physiology of women are responsible for their role in society and have thus an impact on the behavior of women, including their criminal behavior and violence.Factors that are considered to be causes of female crime, can be divided into four groups:1) adverse processes in the field of culture, changing the concept of womens culture, its replacement by a variety of substitutes;2) socio-political situation in the country;3) professional activities of women;4) family life and domestic sphere;The first group of factors include:underestimation of the importance of traditional womens society functions (the birth and upbringing of children, housekeeping)priority of male activities (civil service, industry, commerce);depravity of the womens movement that encourages women to perform male functions.These factors lead to a gradual loss of womens culture phenomena such as femininity, meek​​, tenderness, mercy.The second group could includes:incr eased criminality culture imposed on the media;economic crisis, low level of life, unemployment (and the proportion of women among overall unemployed is around 70%);criminal rationalism of being, i.e. limiting the possibility of certain groups of population to provide a normal life by legal means;insecurity, which provokes drug addiction and alcoholism.We should also mention the international conflicts, which represent one of the most criminogenic phenomena. As a result of armed conflicts, women lose their husbands, relatives, place of living. Single women and girls are often subjected to abuse, resulting usually with severe psychological trauma, which significantly reduces the ability to control committed actions.Generating female criminality factors associated with work (the third group) include:deficiencies of legal regulation of womens work (employment problems, inadequate working conditions, lower than men wages);lack of social support for working women (inadequate protection o f labor, lack of child care and employee social benefits).Factors related to the family and household sphere (fourth group) are:family conflicts (in the parent or own family);negative impact of the husband or cohabiting partner (incitement to crime);lack of permanent residence;aggressive advertising of beautiful and fashionable clothes, which combined with the low standard of living creates motivation to commit acquisitive crime.Speaking of female criminal motivation, it should be noted that under normal conditions, women do not tend to commit crimes. Usually dramatic circumstances of their own life push them to the criminal acts and violence. Undoubtedly, approach of division of crime based on gender makes sense, as both quantitative and qualitative content of female criminality has its own peculiarities and differences than male crime. With regard to the quantitative features and differences, for centuries female criminality has always been much inferior than men’s one. The modern pace and style of life force women to take on traditionally male function, which leads to the perception of the elements of male culture, enabling them to assert themselves, but leaves deep psychological frustration and guilt. Hence the feeling of hostility of the world, uncertainty, and as a result, the likely protective aggression, bitterness, social maladjustment.Modern society is constantly developing, social and political attitudes are changing, previously recognized in our society values and moral are replaced by new ones, spiritual culture falls, traditions and customs are broken, the role of woman as a house person changes. The ratio of the level of crime committed by women, to the level of crimes committed by men, equals 1:6. This is despite the fact that the number of women in the country is higher than the number of men (Greenfeld, Snell, 1999).With regard to the qualitative features and differences, we should note that the statistics show that the ratio of selfis h and violent crimes, and other crimes committed by women is different from the situation of men. There are crimes with reflected pattern, formed under the influence of a particular characteristic specifically for women nature or situation in a certain period. The character of changes of female crime does not always coincide with altered male crime.All these factors have a definite impact on female crime and the forms of its manifestation.   It is known that women are more exposed, both physically and mentally weaker than men. But at the same time, women are faster and easier to adapt to the rapidly changing realities of life. Criminality of women is different from mens crime in nature of the crime and its consequences, and in the methods and tools of the crime and the choice of the victim and the confluence of family circumstances. Crimes of women are different from crimes committed by men, they are more emotional, rash. The most common among women are crimes of theft of personal , state and public property, this category of crimes is 15% of the total crime committed by women.Infanticide is a typical crime for women. Recently there has been an upward trend in this category of crimes, especially clearly this trend is manifested in the countryside. Noteworthy is also the prevalence of violent crime among female prisoners, according to statistics, 2% of women are persons convicted of murder and attempted murder, 3% convicted of grievous bodily harm, more than 4% for robbery and aggravated assault in order to capture state, public and personal property.Women most often commit robberies in urban areas, this is due to the fact that cities have more shops, foodservice.   Besides, the larger number of population in urban areas played an important role, since the great mass of the population makes it difficult to reveal this category of crime. Among women, who commit robbery, there are a lot of females, who commit this type of crime constantly, vagrants and begga rs who have no permanent residence. This category of offenders is the most difficult one in terms of conducting variety of activities for the prevention of crimes and criminals correction.Essay on   Criminal Justice and Violent Female Offenders part  3

Galvanic or Voltaic Cell Definition

Galvanic or Voltaic Cell Definition A galvanic cell is a cell where chemical reactions between dissimilar conductors connected through an electrolyte and a salt bridge produce electric energy. A galvanic cell can also be powered by spontaneous oxidation-reduction reactions. Essentially, a galvanic cell channels the electrical energy produced by the electron transfer in a redox reaction. The electrical energy or current may be sent to a circuit, such as in a television or light bulb. The electrode of the oxidation half-cell is the anode (-), while the electrode of the reduction half-cell is the cathode (). The mnemonic The Red Cat Ate an Ox may be used to help remember reduction occurs at the cathode and oxidation occurs at the anode. A galvanic cell is also called a  Daniel cell or a voltaic cell. How to Set Up a Galvanic Cell There are two main setups for a galvanic cell. In both cases, the oxidation and reduction half-reactions are separated and connected via a wire, which forces electrons to flow through the wire. In one setup, the half-reactions are connected using a porous disk. In the other setup, the half-reactions are connected via a salt bridge. The purpose of the porous disk or salt bridge is to allow ions to flow between the half-reactions without much mixing of the solutions. This maintains charge neutrality of the solutions. The transfer of electrons from the oxidation half-cell to the reduction half-cell leads to a buildup of negative charge in the reduction half-cell and of positive charge in the oxidation half-cell. If there were no way for ions to flow between the solution, this charge build-up would oppose and half the electron flow between the anode and cathode.

Threat of Economic Development in Ireland Essay Example | Topics and Well Written Essays - 500 words - 1

Threat of Economic Development in Ireland - Essay Example omic theory tells us to examine costs and benefits in order to determine whether resources are allocated in a manner that increases or decreases economic growth,† Adding further down in his commentary that, â€Å"Other forms of government spending have a less desirable impact on economic activity. If a program does not facilitate or encourage economic activity, or has only a small positive effect, then the aggregate impact on the economy will be negative because there are limited benefits – if any – to outweigh the costs. And if the program actually undermines work, saving, and investment or encourages misallocation of resources, then the overall adverse impact on economic growth will be particularly pronounced. A good example from recent events is federal flood insurance. Not only does the program require resources to be taxed or borrowed from the productive sector of the economy – with all the associated economic costs, but it also encourages over-buildi ng in flood zones, which leads to the destruction of wealth during natural disasters,† (Mitchell 10/25/2005). As it pertains to Irish environment, it can be determined that first a sense of which in environment is key in understanding the implications, positive or negative, that economic development will have on the said environment. When it comes to the political environment of a nation, economic development is important as it comes to progressive advancement. Any other environment can find itself hampered in one way or another by economic advancement because as was seen with the Industrial Revolution, which had great economic benefits even presently, the environment itself has suffered through greenhouse gases that have left the environment in continuously deteriorating health. According to the brief description provided within the article, Ireland is described as being the second richest nation within the European Union. As such, logical deduction would state that for a country to have reached that

The Phoenix Supermarket Fire Incident Case Study

The Phoenix Supermarket Fire Incident - Case Study Example For instance, the phoenix fire of March 2001 started on an exterior dock just like the Charleston fire. Admittedly other fires have started from the interior of the supermarket but many vital survival observations and lessons can be learnt from phoenix disaster. During the Phoenix supermarket fire incident, a fire engine attacked the fire from the exterior loading dock while a rescue company embarked on checking the interior of the building ensuring that all occupants safely evacuated the building (NIOSH, 2001). At the initial moments of the rescue mission, there was clear visibility within the building and the crew worked hard to check for extensions. As the crew advanced with a one-and-a-half inch attack line, they noticed that smoke was easing into the building from a storage area at the rear corner. As the firefighters continued with their mission, they realized that they needed backup and communicated this to the incident commander. The commander gave orders to another engine crew to advance another one-and-a-half inch line through the building. At this very time, another engine crew from the loading dock entered the storage area to attack the fire. There were11 firefighters in the building when a second alarm team was on its way to the incident scene. With time visibility levels within the main store began to reduce as a result of spreading smoke. The situation suddenly worsened as dense smoke filled the supermarket to the ground and the heat increased almost instantly (NIOSH, 2001). This necessitated the team's retreat. Meanwhile, the interior sector officer continued to give progress reports and updates to the incident commander of the worsening state of affairs and the decision to evacuate. This almost immediately led to the commander announcing emergency traffic. Within a short time, following emergency tones, the incident commander ordered that the entire store be evacuated. The condition worsened quite fast. A first mayday call was broadcast during the evacuation by Brett Tarver, a firefighter. He made a declaration that he was out of air, offline and lost. This prompted the immediate ordering of the front rapid-intervention team to take action by the commander (NIOSH, 2001). The team consisted of a ladder and an engine. Another engine was also ordered to support the rescue mission from the front of the building, and yet another went through the loading-dock region. During this time several other mayday calls were received. Post Incident Activities In total, four firefighters got injured and were taken to hospital. A fire captain was saved from the scene unconscious and spent many days in hospital, but Brett died before the rescue team could reach out to help him. Following the incident, the National Institute of Occupational Safety and Health and the Phoenix fire Department have both conducted in-depth investigations (NIOSH, 2001). The investigations examined the following areas: incident command system, standard operating procedures, rapid-intervention teams, progress reports, air consumption, accountability systems, concealed systems and deep-penetration fire operations. According to report findings, the command organization was good; consisting of several sector officers and an incident commander. During the crisis, the command team reacted quickly and effectively.

Are Teachers Obliged to Supervise Students in the Cafeteria Essay - 7

Are Teachers Obliged to Supervise Students in the Cafeteria - Essay Example The teachers filed the grievances for these new assignments. According to the employers, there was standard management rights’ clause in the parties’ collective bargaining agreement which they had invoked in the present case to contain rowdy behaviour of the students, during the lunch break. The union, on the other hand, asserted that cafeteria supervision was mentioned in the agreement for the secondary teachers only and due to lack of any past practice, assigning these duties to the elementary teachers was against the contract. Yes, Union’s claim is right. There is a contractual basis, expressed in language because the contract mentions the supervision duties for the secondary teachers and not the elementary school teachers. No, there is no past evidence of elementary school teachers burdened with the added responsibilities of supervising cafeteria during the lunch break. There was also no inclusion of such in their job description as against the fact that cafeteria supervision was included in the agreement for secondary teachers. The union also claimed that the lunchtime was used by the teachers for various other educational activities like meeting parents, remediation, preparing and planning students’ performance enhancing activities etc. that were designed for the overall development of the students. Cafeteria supervision would restrict these extra activities that are an essential part of teaching aids and measures. Hence, extra duties are legally and ethically wrong. As an arbitrator, I would ensure that the elementary teachers were not burdened with the extra duty of cafeteria supervision because children in the elementary school require more educational aids and teachers-parental interaction for improved results. The roles and responsibilities of a teacher are multidimensional.   The teachers often serve as role models for their students so they need to be very meticulous and at the same time, he/she should be extremely knowledgeable so as to command respect from their students.  

The effect of economic crisis to the marketing strategy of Volkswagen Literature review

The effect of economic crisis to the marketing strategy of Volkswagen in Asian market - The Case of Vietnam - Literature review Example All relevant literature dealing with the impact of global financial crisis on the automotive industry in general and a special note on its impact on the automotive industry in Vietnam’s automotive sector have been included in this chapter. Moreover since the research study takes a case study approach of studying the impact of economic downturn on Vietnam, the economic and business scenario in Vietnam and its automotive industry and the impact of the economic downturn would also be discussed here. It is important to know the business environment in Vietnam because for companies like Volkswagen which is willing to enter into the automotive industry of the country, it is necessary for them to assess all the environmental impacts that its business might have to face while establishing their business in Vietnam and make it sustainable for the future. In addition to this the oil consumption behaviour in Vietnam would also be studied which is directly related with the economic develo pment of Vietnam and its automotive industry. The oil consumption behaviour and its associated trend can help us to gain insight about how the Vietnam’s economy had been performing during period of global economic meltdown and would also enable us to answer to the research question as to whether the economic downturn had an adverse effect on the economic conditions of the country or not. The changing behaviour of the consumers in the automotive industry and the existing competition in the market would also be discussed because it would help to gain insight on the changing marketing strategies followed by the organisations. The initial requirement in the formulation of any business strategy or marketing strategy of a company is to assess the consumer behaviour in the particular region where the organisation is trying to market its products. Most of the business organisations today are market oriented. Hence their first priority is to develop products in accordance with the spe cific needs and requirements of the customers so that it can best satisfy their expectation levels from having the product. Hence reviewing the literature for the changing consumer behaviour related to the automotive industry worldwide and in Vietnam would serve as a precursor for assessing the needs and requirements of the automobiles consumers in Vietnam which could be further utilised to formulate an optimum marketing strategy by any companies like Volkswagen. Some theories related to formulating marketing strategies in case of financial crisis situation have also been discussed which is directly related to the objective of this research study. The existing literature in alignment with the recent trend in marketing strategies followed by the business organisations would be reviewed and analysed. This would help us to gain understanding about the set of marketing

Photography with a Pinhole Camera Research Paper

Photography with a Pinhole Camera - Research Paper Example Therefore, one has to study a variety of books and other available materials to have substantial information regarding the practice of photography. The pinhole camera is one of the ancient equipment used for photography (Sandler 19). Generally, a pinhole camera can be described as a simple that has a single aperture (pinhole) with no lens. This  study  focuses on an  overview of the pinhole camera, its comparison with the human eye, construction procedure and the procedure of shadow catching. Apparently, several studies have revealed that a pinhole camera is the simplest device to use when taking pictures (Daniilidis 39). The practice of constructing and using the pinhole camera gives the student a broad exposure to various disciplines such as the human psychology and light physics. In essence, the student students get the clear picture of photography and its associated challenges and opportunities. It is worth noting that all cameras, irrespective of the level of complexity, rely on a common elementary principle. Moreover, there exist various elements in the field of photography that should be considered in the study of the pinhole camera. For instance, it is important to recognize that the pinhole camera operates just like the human eye. In essence, the components of the pinhole camera and the various parts of the human eye perform similar tasks as discussed in the subsequent paragraphs. Light from the surrounding environment gets to the human eye through the pupil. The amount of light entering through the pupil is regulated by the Iris. In essence, the major role of the iris is to manipulate the size of the pupil in relation to the amount of light. Just like the eye, the pinhole camera operates with the aid of light. Light enters the camera through the aperture. The aperture can be described as a hole that facilitates penetration of light to the camera. The amount of light through the aperture is regulated by a component referred to as the

What is the true nature of war Essay Example | Topics and Well Written Essays - 750 words

What is the true nature of war - Essay Example In the words of Leo Tolstoy "In all history there is no war, which was not hatched by the governments, the governments alone, independent of the interests of the people, to whom war is always pernicious even when successful". Dictionary meaning of war encompasses "werra" which means confusion. War certainly generates confusion leading to the emergence of various social, economical, physical or mental issues that otherwise prove to bring disaster. It is an open conflict that two sides witness in approved format (McLaughlin). History witnesses that war is not new but it is an ancient episode which has taken a different arms and forms over the years. It was never a simple confrontation between people but it encompasses slaughtering and mutilation of those who were not the creator of war but naive onlookers. What is heroic about war and their heroes stumbling upon to magnificent deaths? The truth is not about glory but war is a conflict that brings about blood and gore. The motives of th e war could vary but the result is blood and grievances for the sufferers may it be the civil war of Libya or it is death of Osama bin Laden, the truth of war is that it has prevaricated human beings (McLaughlin).With the advent of new technologies war has taken advanced form, from simple arms to nuclear missiles and every war must end in a victory that has become the motive of the warriors as the opponent seem to be the most barbaric creatures of the planet. Thus, war gives an implication that humans are the enemies of humane. Victorious army rejoices or rather disgraces enemies to their utmost limits although there is a great economic loss to both the parties whether they lose or conquer, mental trauma to the sufferers, emotional loss or permanent disability, war has never generated happiness in people's mind except for a few instance where people got a saga of relief from the trauma or terror of the terrorism like the one that was done recently against Osama bin Laden by the US N avy SEALs. The value of war could never be estimated nor its implications be wiped off as there is no single funding agency that can relieve the sufferer from the emotional trauma. Still war occur to inflict obedience, enforce collaborations, set a quality on resilience and bravery. Promote as well as cultivate and endorse nationalism, ruined feeble and weak individuals, break up the misapprehension of primordial egalitarianism and stratified civilization or culture (The Social Value of War). In this manner war may display an evolution but promotion of slavery must be deserted. Ancient wars might have provided nations with strength and might but in today's scenario it interrupts cultural norms. Ancient era annihilated inferior people but the present era witnesses discriminating demolition of the paramount human reserves as they are aimed to prove supremacy over the other (The Social Value of War). The common man has to pay the value of the war in terms of biological, chemical as wel l as nuclear weapons. War is not so easy in present era as was in ancient times where there was only armed worriers now there are many unseen weapons which are capable of eradicating the survival of life on the planet. It is therefore war should never be glorified but it should be counted as the legal and authorized devastation that does not possess any ethical as well as social reforms rather it is a predicament that should never be encouraged (The Social Value of War). The economic loss that both the opponents suffer cannot be replenished. In the present scenario it is imperative to save all the energy for fighting against natural calamities rather than wasting upon provide evidence of "might" by means of war. According to William James, the classic problem of politics encompass: "How to sustain political unity and civic virtue in the absence of war or a credible threat". There could be only two solutions to this issue encompassing, either war or threat to procure and establish th eir power or "might". The epoch witnessed

Photography with a Pinhole Camera Research Paper

Photography with a Pinhole Camera - Research Paper Example Therefore, one has to study a variety of books and other available materials to have substantial information regarding the practice of photography. The pinhole camera is one of the ancient equipment used for photography (Sandler 19). Generally, a pinhole camera can be described as a simple that has a single aperture (pinhole) with no lens. This  study  focuses on an  overview of the pinhole camera, its comparison with the human eye, construction procedure and the procedure of shadow catching. Apparently, several studies have revealed that a pinhole camera is the simplest device to use when taking pictures (Daniilidis 39). The practice of constructing and using the pinhole camera gives the student a broad exposure to various disciplines such as the human psychology and light physics. In essence, the student students get the clear picture of photography and its associated challenges and opportunities. It is worth noting that all cameras, irrespective of the level of complexity, rely on a common elementary principle. Moreover, there exist various elements in the field of photography that should be considered in the study of the pinhole camera. For instance, it is important to recognize that the pinhole camera operates just like the human eye. In essence, the components of the pinhole camera and the various parts of the human eye perform similar tasks as discussed in the subsequent paragraphs. Light from the surrounding environment gets to the human eye through the pupil. The amount of light entering through the pupil is regulated by the Iris. In essence, the major role of the iris is to manipulate the size of the pupil in relation to the amount of light. Just like the eye, the pinhole camera operates with the aid of light. Light enters the camera through the aperture. The aperture can be described as a hole that facilitates penetration of light to the camera. The amount of light through the aperture is regulated by a component referred to as the