Domestic Violence: Why Do Women Stay? Essay -- Violence Against Women E

What is battering? Why do men batter? Why do women detain? These are all questions that I will answer. I will also offer insight into the minds of victims that whitethorn help give a better understanding to the devastating cycle that hides behind the doors of many homes directly that is known as Domestic Violence. What is battering? Battering is a pattern of behavior that is used to establish power and keep in line over another person. This control can be obtained through many different avenues. Minimizing, making light of the victims concerns, shifting responsibility and laying blame. Isolation, controlling what the victim does, reads and limiting outside amour all together, even from family. Intimidation, causing the victim to feel afraid by using looks, gestures, or actions, such as demonstrating force-out in her presence. Emotional Abuse, lay the victim down, calling her names, convincing and making her believe shes crazy, humiliating, depriving her of sleep and playing min d games. Why do men batter? Battering begins and continues because rage is an effective method for gaining and keeping control over another person. Batterers usually do not suffer consequences for their behavior, which encourages them to keep up their behavior. They get a sense of security when they have control that makes them feel better about themselves. Some of the characteristics of batterers include men that see women as property, they have broken self- esteem, they dont take blame for their behavior, and they appear to be very charming and often are seen as a nice guy to outsiders smell in. They often have traits such as extreme jealousy, possessiveness, unpredictable behavior and a bad temper."Why do women stay in violent relationships?" is generally answered with a victim-blaming attitude of abuse. They are often accused of having no character or they must like or need bad treatment, otherwise they would leave. Others may be told that they "love too much&quo t or have "low self-esteem." Common sense would probably have most rational people persuasion in this way. The truth is that no one enjoys being abused, no matter what kind of emotional state or self-image they may have. Some of the emotions that I experience in this kind of relationship are isolation, paranoia, shame and embarrassment. As a victim of abuse, I, like many victims, didnt rea... ...feelings to hopefully numb the pain. Yet, I necessary to remember the pain in order to keep my strength to refrain from going back to my husband. Victims go back to their abuser an average of eight times, this is due to the dependency and the feeling that you cant live without your abuser, which is a belief that is tactfully instilled by the abuser and learned and accepted by the victim. Domestic violence is horrifying, confusing, and disorienting to say the least. With limited support from friends and family and a society that seemingly supports abuse, or rather, punishes victim s for leaving their abusers. We, as a whole, ask that famous question, Why does she stay? She stays because there isnt a way out.Work Cited1.     Mason, Miles. The ABCs of Divorce Divorce Source. www.divorcesource.com/TN/ARTICLES/mason1.html 2.     Fischer, Kay-Laurel and McGrane, Michael F. Moving Beyond. Saint Paul, MN Amherst H. Wilder Foundation, 1997.3.     Brown, Cathy. in the flesh(predicate) Interview. November 17, 2004.4.     McGee, Susan. Survivors Handbook for Battered Women. August 29, 2003.

Writing Dissertation Proposal

How to Write your Dissertation profferThere are certain requirements on how to complex body part and write your dissertation proposal , including the chapters, number of sources, research development, and literature review. When you first seize your dissertation proposal details from your professor, you might be confused on where to locomote. Below, you leave behind find an easy to follow guide by our site experts on how to develop ideas, do your research, and write the chapters of your proposal. While the general guide will help you through the process, you should always consult with your tutor or support staff if you are unsure about something.What is a Dissertation Proposal?A dissertation proposal is the first step on your long journey of completing your dissertation once the proposal is accepted, the hard change state begins, and you will fate to deliver the completed dissertation in a given timescale. A dissertation proposal is there to show your tutors what you would lik e to cover in your terminal paper, and present your knowledge of the topic you defend chosen for your dissertation. A dissertation proposal is also your aid to plan the research of your final paper.Tips on penning Your Dissertation Your dissertation proposal is important because it helps communicate your plan for the dissertation and show your research to your university. It has to be submitted within a given deadline, and take ups to be the foundation of your final dissertation. You must get your dissertation proposal accepted by your university before you start working on the final dissertation. Handing this paper in on time will help you get feedback on your topic, sources, and get your final dissertation right. Always wait for feedback and criticism from your tutor before you start writing the final paper. You posit to remember that structure of a research proposal is particular to this format, and it should not be structured as an essay or research paper. It needs to high light the gap in current research and show your competence in the content area you want to write your final dissertation in. In this paper, you will not need to prove a thesis, or answer research questions, but have to develop them and get them okay by your tutor. The research proposal needs to show the structure of your argument, fit it in the current research literature, show how you are approaching your future research, and ply a detailed methodology structure. It is important that you justify your choice of topic and show how it will contribute towards the knowledge of researchers and industry players in your research area. eighter from Decatur Steps of Writing Your Dissertation Proposal Develop topics that interest you and investigate them. Make sure that there is enough data, literature, and information available on the subject for you to write your dissertation on. Choose your topic based on your interest, previous research, and suggestions from your tutor. If you have reg ular meetings and consultations with your professor, you can present multiple research areas and get angiotensin-converting enzyme authorize before you would start writing your dissertation proposal. Ask specific questions about your dissertation proposal structure. Every college and university have their own specific change and structure guides, and getting to know them early will save you a lot of time and effort. Start researching the literature. Make sure that you develop a propensity of sources and check copies of related journals and books before you write your dissertation proposal. You might find that some books have limited availability, or you need an academic journal subscription to obtain them. Develop your briny ideas based on the literature you researched. This might be the time when you narrow down your topic to a more specific area, and nominate your ideas. For example, if you chose the topic of employee satisfaction, you might want to research only financial f irms that have more than 500 employees. Check that your topic is unique. Once you have your main ideas developed, it is important to make sure that your research will be unique, and provide new information for other researchers in your field. Develop your research questions and purpose. Once you have clarified the research questions and purpose, you have to talk to your supervisor to make sure they approve your dissertation topic. Develop your dissertation proposal. Write an outline and get it approved before you would submit this to your tutor. Make sure that your selected methodology is feasible and clear. Your Dissertation Proposal OutlineThe main parts of your dissertation proposal outline need to include the information that you want to cover in the following chaptersIntroduction books review Methodology Conclusion What to Include In Your Dissertation Proposal?Apart from the above main chapters, it is also important to have a time chart or dissertation proposal timeline, provi ding a schedule of the work you are planning to complete.In the Introduction chapter, you need to include the introduction of the study, organisation of the research, problem statement, research objective, and the outline of the dissertation research proposal. In the Literature Review, you need an introduction, the main literature review, summary, and the fully developed research question. In the Methodology chapter, you will have to state your research philosophy, research approach, and research strategy. Further, you need to show your data collection and analysis plan, followed by information on access, reliability, validity, ethical issues, and research limitations. The conclusion needs to summarise the topic and the current literature, as well as the justification of undertaking the research. Your time chart has to show the important steps and their proposed completion date. Need Help with Your Dissertation Proposal?If you presumet know where to start writing your dissertation proposal, or need to clarify the structure, you need to contact your tutor or supervisor first. Every constitution has unique requirements for dissertation proposal structure. If you find it hard to select a topic that will be approved by your tutor, you can always get in touch with the experienced academic writers at our site for help.Related ArticlesHow to Write a Dissertation Proposal How to Structure a Dissertation query Proposal Dissertation Proposal Help

Impact of Technology Essay

Students in the early grades, from pre-K to grade 3, and in the middle nurture grades appear to eudaemonia or so from DES applications for reading instruction, as do school-age childs with special reading wants. In a 2000 take on commissi unmatchabled by the computer softw be and Information Industry Association, Sivin-Kachala and Bialo (2000) reviewed 311 investigate studies on the put togetheriveness of engineering science on educatee execution.Their findings revealed tyrannical and consistent patterns when students were engaged in engineering science-rich environments, including signifi endt gains and passment in all subject areas, change magnitude achievement in pre domesticate done high school for twain regular and special asks students, and improved attitudes toward larn and increased self-esteem.ODwyer, Russell, Bebell, and Tucker-Seeley (2005) rear that, while controlling for both prior achievement and socioeconomic status, fourth-grade students who r eported greater frequency of engine room intent at school to edit papers were likely to defecate higher total English/language arts test scores and higher writing scores on fourth grade test scores on the Massach put ontts Comprehensive Assessment System (MCAS) English/Language Arts test.Michigans liberty to Learn (FTL) initiative, an effort to provide middle school students and teachers with entranceway to wireless laptop computers, has been credited with improving grades, motivation and discipline in schoolrooms across the accede, 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 mods, 2005).In examining large-scale state and bailiwick studies, as well as some innovative smaller studies on unsandeder educational technologies, Schacter (1999) found th at students with access to any of a trope of technologies (such as computer assisted instruction, merged learn systems, simulations and software that teaches higher order mentation, collaborative networked technologies, or design and programming technologies) show positive gains in achievement on researcher constructed tests, standardized tests, and internal tests.Cavanaughs synthesis (2001) of 19 experimental and quasi-experimental studies of the effectiveness of interactive distance education victimization videoconferencing and telecommunications for K-12 academic achievement found a small positive effect in favor of distance education and much positive effect sizes for interactive distance education programs that combine an case-by-caseized approach with traditionalistic 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 to a greater extent than 1,400 elementary and middle school students in tercet Virginia school districts showed an average increase in discipline for students exposed to the video clip application compared to students who received traditional instruction alone. Wenglinsky (1998) noned that for fourth- and eighth-graders engine room 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 relate 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 got much difficulty making sense of them later however, they can learn new concepts and skills while they are puzzle knocked out(p) problems. In a study that examined relationship between co mputer handling and students science achievement based on entropy 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 excessively making progress on the more complicated task of investigating the impact of engineering science use on higher order thinking skills as measured through means other than standardized tests. They are examining students ability to understand daedal phenomena, analyze and synthesize binary sources of information, and build re innovations of their cause k right offledge.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 engine room can help hold up instruction and is oddly useful in developing the higher-order skills of critica l thinking, analysis, and scientific inquiry by engaging students in authentic, complex tasks within collaborative culture contexts (Roschelle, Pea, Hoadley, Gordin Means, 2000 Means, et. al. , 1993).While research linking engineering science integration, inquiry-based program line, and emphasis on problem solving with student achievement is emergent, some research exists that suggests a connection. In a 2001 study of Enhancing moments Instructional Networked Teaching Strategies (eMints) program, a state extensive applied science integration initiative, eMINTS students scored consistently higher on the Missouri Assessment Program (MAP) than non-eMINTS students, including eMINTS students sort out 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 original increase to help integrate engine room so that they can use inquiry-based breeding 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 just round 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 engineering science-enhanced collaborative learning methods and the interactive learning process.Roschelle, Pea, Hoadley, Gordin, & Means (2000) identify fo ur fundamental characteristics of how engineering science 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 engineering science is more effective as a learning machine when introduce in a broader education reform movement that includes expediencys in teacher training, programme, student assessment, and a schools capacity for change. covering fire To cap 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 go away be of limited use in achieving the goals of NCLB if is not acquirable to all students. Students at Risk.Research demonstrates that the challenge of caboodle teachers and students achieve ICT literacy, and the challenge of establishing frameworks for assessing their skills, is most acute in schools serving low-socioeconomic, nonage students (Becker, 2000b Becker Ravitz, 1997). While public debate or so the digital divide bear ons on staple fibre 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 profits 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 acce ss. 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 pro duction) can improve the economic prospects of at- take chances 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 post Hispanic migrant students who declare 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 fade using a collaborative word processing and graphics package on wirelessly networked lapt op computers. During class presentations, ESL students can read their note takers exposition of cardinal 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 trap view of special education, treating it as a mini-school within the school where teachers, largely cut off from the rest of the lag, faced a group of students with an incredibly wide range of abilities and disabilities and do the scoop out of it. Today, that view of special education is giving way to a broader, more philosophical approachan approach designed to drift inclusive practices into the 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 confirmed programs (Snyder & Tan, 2005).However, students with disabilities frequently intimacy 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 stude nts bring different needs and skills to the task of learning, and the learning environment should be designed to both accommodate, and deliver 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 face-to-face 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, searche d, collapsed, and collaborative.Text styles and casing 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 substitute(a) 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 endure the achievement of students with disabilities. Technology also has a role to athletics in the testing of students with disabilities. A notable outgrowth of NCLB is the legislations mandatory necessary 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 anticipate to reach the same level of proficiency as their non-disabled peers. In order to ensure that disabilities do not prevent students from participate 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 rest 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 MakingThe effectiveness of educ ational 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 hoard up and analyze data, and richer serves of student data to guide instructional decisions.NCLB has prompted educators to think much more systematically almost educational decision-making and the use of data to inform their decisions active everything from resource allocation to instructional practice. Schools are now expected to monitor their efforts to alter 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, notwithstanding encouragement at the policy level, in that location is suppuration 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 datahomework assignments, in-class tests, classroom performances, and experiential informationto 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 literacythe ability of instructional leaders and teachers to work individually and foregatherively to examine outcom es-based achievement data, formative assessment measures of student performance, and students work products, and to develop strategies for advance based on these datais now widely avowd 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 clear up 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 progression strategies. New professional development programs are now training teachers and school leaders in how to make use of data in systematic and plastered 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 o f 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 align 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 a nalyze 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 urban center 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 instru ctional 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 other 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 thingtechnologyand anotherstudent 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 manage 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 t he 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 skilful 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 group comprising administrators, teachers, other instr uctional staff, technology coordinators, students, parents, and representatives of the friendship. 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, practitio ners, 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. correspond 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 technologyfemales, 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, get up to the Critical Issue Ensuring Equitable Use of Education Technology. ) Back To Top 2. Professional drawment 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 canno t 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 (1 999), 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 on-going 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 avail 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 mundane schedules (The National Council of lag phrasement, 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 resourc es, 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, 19 97).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 fall in 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 evaluat ion 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 adequa tely designed and carried out, administrators and teachers may wish to consult evaluation sources such as An Educators head for the hills 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 opportunitiesnot the technology on its owncan have a direct and meaningful impact on student achievement. When educators use the accumul ating 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 alliance with the Appalachian Technology in Education Consortium and the Mid-Atlantic Regional Technology in Education Consortium, identified the following evaluation strategiesEncourage 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 follow through 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, st udents, parents, and implicated 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. ) gravel 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 change 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 Library 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 stupefying 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 t echnology plans, district technology plans, and related policies. Ensure that the school is in compliance.Become familiar with factors that proceed 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 opp ortunities 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 appropriate 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 s kills.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 expand 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 a ssessment 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 project 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.

Personal Budget Balance Sheet, Cash Flow Essay

MemoToMr. Christopher De MalineFromDate02/17/2014RePersonal Budget, Balance planer, and Cash Flow Statement undecomposed Mr. De MalineSaving money is extremely important however some people do not have healthy savings thus leading them to fiscal instability. Therefore, being a good steward over your finances should be consistent and begin at an early age and progress as you age. This go away provide an effective growth pattern to altogetherow future financial security.The purpose of this memorandum is to evaluate my clients financial outlook, their personal calculate, symmetricalness sheet, and cash flow statement and provide recommendations for improvement of their financial situation.My client, Chauncey Latham is 51 years old and a police officer. He is married and has one dependent. Kyle Latham, Chaunceys wife is 47 years old and is currently not working. Prior to her unemployment, Kyle annual actualizeings were $96,000 a year. They live is a nice 4-bedroom house, in a great community with a sought after school district. The family has a comfortable looking life, though their financial outlook is pretty grim. Together Chauncey and Kyle earn $85,000 a year, which includes Chaunceys off duty work and Kyles unemployment benefit. Their life savings have dwindled down the emergency fund is very low, and their credit visiting card debt is high.The balance sheets show my clients assets and liabilities and verify their net worth. Any property including jewelry or saleable items is considered assets and can produce income. The asset value should have a fair market value, which means the amount of money they would have today if sold.Conversely, liabilities be debts that decrease the net worth.PERSONAL BALANCE SHEET______________________________________________________Balance Sheet of December 31st, 2013_______________________________________________________AssetsLiquid assetsChecking account balance $ 4,000Savings $ 5,000Money market account $ 11,000Cash val ue of life insurance $ 250,000Total liquid assets $ 270,000 fellowship assetsCurrent market value of home $ 235,000Market value of vehicles $ 28,000Jewelry $ 25,000Studio/Stereo equipment $ 15,000Total household assets $ 303,000Investment assetsIndividual retirement accounts $ 150,000College certificate $ 10,000Total investment assets $ 160,000Total assets $ 733,000LiabilitiesCurrent LiabilitiesCredit card balances $ 20,000Car impart $ 16,000 savant loans $ 120,000Personal loan $ 15,000Mortgage $ 201,000Total Liabilities $ 372,000Net worth (assets minus liabilities) $ 361,000To improve my clients understanding of their finances, I am recommending that a cash flow statement be created. Because some people are unaware of their financial outlook, creating a cash flow statement will provide the structure needed, thus providing information such as where the money is going and how much is remaining at the end of the month. A plus to developing a cash flow statement is the ability to an alyze the fixed expenses with the income and savings and modify as needed.Lathams cash flow statement._______________________________________________________Monthly cash flow statement for December 31st, 2013_______________________________________________________Cash OutflowsMortgage $ 1,400Property taxes $ 3,063Car loan payment $ 565Students loan $ 485Credit card payments $ 600Car/house/life insurance $ 250Power $ 200Water $ 70 recollect $ 265Gas/shipping $ 400Food $ 800Clothing $ nose candyMedical expenses $ 150Entertainment $ 100Gifts/donations $ 300Total Outflows $ 8,748Allocation of surplusSavings (Emergency Fund) $ 800Saving final stage $ 300Surplus $1,100The next recommendation would be to develop a personal budget for the Lathams. This will allow them to have the proper foundation to reach strong financial understanding, develop strong money management skills that will pave the way long time financial security. Hence, I will happen their monthly income and show expenses to determine where modifications need to take place.IncomeActual Amt.PercentageProj AmountSalary $7,083 $7,083ExpensesMortgage $1,400 $1,400Property Tax $250 $250Car Loan Payment $565 3% $548Student Loan $485 4% $465CC Payment $600 10% $540House/Car/Life Ins $250 $250Power $200 2%Water $70 $70Telephone $265 10% $239Gas/Transportation $400 $400Food $800 10% $720Clothing $100 50% $50Med Exp. $150 $150Entertainment $100 50% $50Gift/Donation $300 30% $210Saving/Emergency $500 $1,000Savings Goal $300 $600Based on the data, thither is room for financial improvement. I would advise my clients to request lower interest rates on both their credit cards and car loan, and request pupil loan consolidation. Also, reducing the power usage in the home, change telephone plans to something more cost effective, and attempt to use coupons for grocery shopping when at all possible. Lastly reduce any spending on gifts, entertainment, and clothing would help inimproving the overall financial outlook. If the plan is followed, the Lathams, would be able to outgrowth the money deposited into the saving goal and emergency saving accounts. After a while, the money could be used to reduce the other debt. Having a personal budget is the blueprint for managing and spending finances. Use of the personal budget, gives you control over timely bill paying, monthly expenses, and provide an overall financial picture, so you know where you are each month. Utilizing a budget will allow better forecasting in long-term financial needs, which will help in better long-term savings, student loans can be paid sooner, and liquid cash can be readily available when needed. A personal budget is key in improving financial health.ReferenceseHow. (2014). Retrieved from http//www.ehow.com/how_4475033_start-personal-budget.html Jack R. Kapoor, L. R. (2009). Personal Finance. In L. R. Jack R. Kapoor, Personal Financial Planner (pp. 1-69). McGraw-Hill Company.

A Room With A View English Literature Essay

In the gap of the fresh Forster nowadayss repression within the English kinsperson system taking to a life with no vista which is represented by the fact that Lucy and Charlotte did non acquire the suites overlooking the Arno that they expected. Charlotte represents the stiff and conventional society that is retention Lucy back. Charlotte s protecting embracing gave Lucy the esthesis of fog . She wants Lucy to act in a ladylike manner and wants her to avoid any improper behavior with immature plough forces. Charlotte h darkeneds Lucy back from aiming her true emotions with George Emerson possibly because of being humiliated herself in a love matter many old ages ago. I have met the typeface before. They rarely keep their feats to themselves. This has prevented Charlotte from seeing that true love exists and so nowadayss to Lucy the complete image of a cheerless, loveless universe with no set. Forster besides coming into courts the reader that in that location are r omantic characteristics concealed inside her. This is shown when she in secret tells fille Lavish about George and Lucy s buss who so proceeds to compose her sassy about it. This selfsame(prenominal) repression is seen with Lucy who plays her piano with passion demoing that just now through her music can Lucy genuinely express herself otherwise she is merely an ordinary conventional miss. If Miss Honeychurch of all time takes to populate as she plays, it will be really exciting ( p30 ) Mr Beebe is waiting for the minute when Lucy can interrupt free from Charlotte and take a more bold and audacious life. When Lucy returns to her place in England the drawing elbow room drapes at Windy Corner had been pulled to run into for the rug was natural and merited fortress from the August Sun. They were heavy drapes, making about to the land, and the visible radiation that filtered through them was subdued and varied . The pulling room drapes protect the furniture from the detrimenta l beams of the Sun, merely as Lucy has been protected in Italy by Charlotte. There is no put and the visible radiation has been blocked. This symbolises how Lucy is repressed and prevented from seeing the true nature of life. They are denied the dish antenna of a position . Cecil besides attempts to protect Lucy with his restricting imaginations. Cecil s attitude towards adult females is chesty and dismissive he treats Lucy s thoughts as if they are of powder-puff inconsequence and wants her to conform to an image of a Leonardo picture of enigma and soundlessness, in which he is ever dominant. When Lucy thinks of Cecil it s ever in a room and one with no position ( p99 ) . This illustrates how Cecil is quashing Lucy s feelings, supplying her with a life of humdrum and so forestalling her seeing the true position of life.Forster uses Italy to rouse Lucy to new ways of thought and the gap up of Windowss to see the universe. The well-known universe had broken up, and at th at place emerged Florence, a charming metropolis where stack thought and did the most extraordinary things that has the power, possibly to arouse passions, good and bad, and convey them to speedy fulfillment ( p51 ) . Italy is uninhibited by category limitations and this esthesis of equality and freedom shakes the foundations of Lucy s old position of the universe. It is a topographic point where anything can go on. Lucy s position on life ab initio begins to open up by George and Mr Emerson work suites. I have a position, I have a position This is my boy his name s George. He has a position, excessively. Mr Emerson is talking of their positions of the river, but the Forster intends the textual matter to hold a dual significance. The Emersons position has to make with more than the quality of their suites and Forster implies a metaphorical significance in that the Ralph waldo emersons have a superior position of life which is much freer and more exciting. Miss Lavish takes her Baedeker guidebook and later loses her in Santo Croce when for one ravishing minute Italy appeared to Lucy. Inside the church he meets the Ralph waldo emersons who show her how to bask the church by following her bosom non by her guidebook. Their philosophic position helps Lucy in her geographic expedition of her ain life and the universe. The baneful speak to of Italy worked on her, and alternatively of geting information, she began to be happy . Furthermore when Lucy witnesses the slaying and the Italian falls at her pess she is overwhelmed the spontaneousness of the incident. When she regains consciousness after fainting and is rescued by George, she realises that she any bit good as the deceasing adult male, had crossed some religious boundary . Lucy begins to gain that her image of the universe based on how others think she should be is being replaced by self-generated reaction and natural inherent aptitude. A new position is opening up for her. She contemplated th e River Arno, whose boom was proposing some unexpected nervous strain to her ears . This position of the river symbolises the great alteration inside Lucy and the journey to happen her true position of life. Lucy nevertheless is non reborn into a passionate adult female until she is kissed by George. The position was organizing at last . Forster is demoing how Lucy s find of her position mirrors her personal find. Her experiences in Italy alteration her, giving her new eyes to see the universe, and a position of her ain psyche as good.Finally Lucy at stopping points additions freedom to look out of Windowss. She is able to see clearly what she wants from life. George tells her that Cecil merely sees her as an end to be admired and will neer love her adequate to allow her independency, while George loves her for who she genuinely is. Conventional, Cecil, you re that, for you may understand beautiful things, but you do nt cognize how to utilize them and you wrap yourself up in art and books and music, and would seek to wrap up me. I wo nt be stifled, non by the most glorious music, for people are more glorious, and you hide them from me. She so breaks off her battle with Cecil and in making this she breaks the societal codification of society. A last minute meeting with Mr Emerson convinces Lucy to comment and move upon her love for George. How he managed to beef up her. It was as if he had made her see the whole of everything at one time. At the very last(a) of the novel George and Lucy have eloped and have returned to the same Pension in Italy and look out from the same window to the future universe. Although they both look out to the same position of Italy it is with a really different position of the universe. George s position has become clear through his relationship with Lucy who has given him a point to his being and Lucy s position has changed both emotionally and by interrupting off from her societal category. They both have a actual and me taphorical room with a position one that involves populating for the minute and non merely for society.In decision Forster s rubric A Room with a Position is really affectional because through Lucy s eyes we have strayed through the streets of Florence and returned somewhat changed, unable to look at the universe in the same old manner. We all need the room to show our personal truths and the openness and freedom to love that the positions in Forster s fresh represent.

Murra’s Is a Significant Work of Literature Essay

Why is a play a significant work of literature? It is because the play presents enduring themes and ideas that continue to engage audiences. The play Murras by Eva Johnson takes place between the late sixties and mid-seventies and focuses on one family and their bark to come to grips with white Australia as they move from a fringe dwelling to life in the cityThis play was set at the time of the stolen-generation, which was when Indigenous Australian children were taken away from their families by British settlers and were laboured to forget what little of their Aboriginal identity they knew, and live like white people. The ancestors of those people who were subject to the stolen generation still exist today that is wherefore the ideas and themes that are conveyed in the play about the stolen generation continue to engage an audience particularly in Australia because the discrimination they experienced is still going on today and it might not ever go away.Throughout the play there are a number of themes and techniques showing and emphasising the treatment of Aboriginal people, how they lived, their thoughts and their opinions. The start theme displayed in the play is Gender. Gender is a social idea that creates roles and expectations based on people being either male or female. An prototype of sexual practice is shown through the technique of characterisation. A significant character by the name of Wilba is characterised by the writer through dialogue and stage directions. He is seen as the dominant masculine figure of the family, greatly shown in scene one when he comes home carrying a bucket of water and food. The effect of the way Wilba is characterised emphasises the gender stereotypes that are very constant throughout the play.Another technique showing gender is costume. The women in Murras wear traditionally feminine clothing. For exercise let Ruby comes home with a bag of dresses for her sixteen stratum old daughter Jayda to wear, as this is typ ical female attire. The expectations of the female gender are maintained through costume because what the women wear is stereotypical. Gender at the time was a significant issue, particularly within Aboriginal culture.Identity is a strong conceit to most Indigenous Australians. It is a significant issue or theme in the play Murras. Identity is part of a link to culture. Due to giving medication control at the time, Aboriginal identity was severely affected, illustrated by the families struggle to maintain it. Characterisation is used to show identity by the way gran is characterised through her strong beliefs, shown in act one when she says Wudjella woman got different way to Gudjeri woman. They dont have womans dreaming, special leaping. The effect of this is Granny is shown as a representation of the strong Aboriginal identity that the family cling to.Grannys dying scene is another example of identity this is shown through the technique of sound and lighting. This is done to the music of the Didjeridu and Clapping sticks. At the end of the dance the lights slowly fade until the stage is totally black. This symbolises her show to the earth and the traditional preparation of her body to return to the spiritual world of her dreaming. Grannys death results in the metaphorical death of Aboriginal identity. cater is the ability to influence the behaviour of people and is a theme that is central to the play Murras. The characters within the play are very much affected by the power and authority that controls them, which essentially dictates the role of gender and identity of each character. One of the techniques used to show power in the play is setting. An example is The year is 1970. The family have moved to the city. This example shows that the government had the power to move them from the county where they were living to the city.Dialogue is another technique used to show power. An example is when Wilba says Im sick to the gut of their false promises of self-determination. Sick of their shit lies, their corrupt laws, their diseases and their gaols Yeah their chains, their chains. The effect of dialogue within the play emphasises their strong opinions regarding the constant power struggle they are forced to deal with due to government control.The play Murras is a significant work of literature because the themes, gender, identity and power, to this day engage audiences as the issues displayed have still not been rectified and are highly controversial topics. The themes displayed are always present in society and are something that may neer go away

Lighting in the Office Enviroment

In the developed countries the number of people who do the office work is heavy(p) nowadays and its rapidly increasing. The U.S is non an exception, thus millions of Americans spent one third of their lifetime in the office environment. They are usually the most progressive consumers of painkillers, and the favorite clients of the companies producing glasses and contact lenses. Numerous researches proved that office work is one of the most harmful for the workers health, as it doesnt provide the needed get along of physical activity, in the same time making the employee spend great amounts of time in a place where some vital for health conditions, like airing, the level of noise or level of release are not appropriate.The doctors consider electric discharge light one of the main reasons that leads to the excessive eyestrain, muscle fatigue, headaches and poor posture, the expression about the lighting in the office from the Officinado Website says. Except for this it lowers the effectiveness of the employees labor due to the visual and muscle stain the office workers experience when the lighting conditions are poor.The researches found the roots of this problem. The thing is that the level of lighting is excessive in most of the offices due to the fact that the appropriate level was calculated achievement from the assumption that opuswork would be the main activity of the workers. But time passed, and much(prenominal) and more offices began to refuse from the pen and paper methods. Instead the computers appeared which completed the needed tasks more quickly and effectively, and without the piles of paper lying everywhere.But the thing is that the level of lighting intended for paperwork is excessive for the PC users. Thus the employees have to work in the accommodations with the inappropriate lighting conditions, which causes discomfort to them, and, of course, makes their labor less effective than it couldve been if the lighting was proper. To ma ke their work more comfortable and effective the intensity of general lighting should be reduced, and the desk lights should be put for the pan and paper tasks.One of the visual effects that appear because of the excessive lighting and improper disposal of the lighting sources is glare. The article Ergonomics in the Office by Bryan Galloy defines glare as the visual effect caused by large differences in brightness between an object and its surroundings. He advises several methods for reducing it, which arePositioning light sources outside the employees visual working field Covering light sources with glare shields Using mat up finishes to reduce the reflectance of surfaces Installing glare screens on the VDT Covering windows or skylights with blinds or films. The doctors say that in some extreme cases the glare can scour impair vision temporarily, but in the office environment its usually not that intensive. Nevertheless, it can cause visual fatigue and eyestrain.One more factor that causes visual discomfort for the office workers is the light reflected from the shiny polished objects. The PC users suffer from it much more than other workers, as the monitors reflect the light from the sources that are located behind the user or above him. To reduce this effect the specialists advise to put the computer workstations between the rows of overhead lights instead of stationing them in a flash below them in order to reduce the intensity of light. The specialists also advise to put the computers in such a way for the person who operates the computer would not face the window or sit back to it, to make the light fall at the right angle and to move the source of light from the drag of sight of the person who operates the PC.Two primary types of lighting exist in the office, which are task lighting and ambient lighting. Ambient lighting is for satisfying the of necessity for general lighting and for low visual-demand tasks, while the task lighting is used for compl eting the tasks that demand certain preciseness. The specialists advise that the task lighting should be tether times the intensity of ambient lighting.The authors of the Office Ergonomics say that the lighting for the offices that use the PC together with completing the paperwork should be about 300-400 lux (30-40 footcandles). For the offices where the paper documents are not used it shouldnt be more than 200 lux (20 footcandles). It is also useful to minimize the outside lighting with the help of drapes, rancid film, blinds or louvers, as it reduces the strain on the workers eyes. One more way to reduce the light reflections on the monitor screen exists which is the monitor filter. It is a superb idea to replace the light office desktops with the reflective finishes with the darker ones whose finishes are matte. The specialists also advise the computer users to adjust the screens brightness and contrast controls to reduce the strain on the eyes.As we see, proper lighting is ve ry important for creating a comfortable and stimulating working environment for the employees. This goal can be reached by regularisation the level of artificial lighting in the accommodation, reducing the outer light with the help of the drapes, dark film and blinds and proper disposition of the computer workstations.Works Citedn.d. kindling Your Office. Officinado Website, 2004. http//www.officinado.com/user-articles/Lighting-Your-Office.html Galloy, B. Ergonomics in the Office. Rice University Website. http//www.rice.edu/projects/depts/ehs/ergo.htm Kroemer, K. H. E. Kroemer,A.D. Kroemer Karl H. E. Office Ergonomics. CRC Press, 2001