What Is Satanism? :: essays research papers

What is Satanism? Satanism is the religion of the tissue. Joy, to the Satanist must be found at this very moment. No paradise exists to go to after death and no Hell of consuming discipline anticipates the miscreant. Firmly joined to our family and close affiliations, we make incredible companions. Satanists don't accept that you can love everybody and treat each individual the equivalent. By neglecting to loathe you make yourself incapable to adore. Dreaded by their foes and cherished by their companions, Satanist's fabricate their fortification in the network. The term mysterious methods "hidden" or those things or lessons that are obscure data, information that is picked up past the five detects. Hence, information is gotten by a few otherworldly association or association. Anton LaVey of the principal church of Satan in San Francisco, California, says that "Satanism is a conspicuously narrow minded ruthless religion-It depends on the conviction that man is naturally a childish, fierce creature†¦ that the earth will be administered by the individuals who battle and win." Satanism challenges the scriptural lessons with respect to keeps an eye on relationship to other people. Youthful Satanist's accept that the solid will lead with Satan. Force has gotten an fixation on youthful Satanists. It is looked for after on the physical, mental, and profound levels. Picking up information that others don't gangs is another viewpoint of the mysterious. At the point when an individual has more information it permits them a level of control over the individuals who don't approach that information. The Ouija Board has demonstrated especially valuable. The Ouija Board is an instrument for correspondence with the spirits of the dead. The Ouija Board is an open entryway into the universe of the mysterious and wicked movement. Immaterial address the living through the vehicle of the Ouija Board. This data is accepted to be truth from the opposite side; Lucifer's hallucination to pick up our faithfulness. Most cases are with individuals who have utilized the Ouija Board. The Ouija Board is the least demanding approach to become had. The most serious threat of the Ouija is that an individual starts to put his trust and future expectation in the message the board brings. Christians can offer a few reasons with regards to why one ought not be associated with the utilization of the Ouija Board. One is basically that the book of scriptures censures it as being association in the mysterious. And afterward theirs the way that the message got is regularly bogus what's more, deceptive. As indicated by sacred writing (Matt 4:9, Rev, 12:19) "Satan's objective is to mislead man by blinding him to reality of the gospel and to get venerate for himself. Satan wants to change a people esteems and turn them against

Disciplinary Action †Human Resource Management Assignment

Disciplinary Action †Human Resource Management Assignment Free Online Research Papers Talk about the utilization of disciplinary activity in overseeing HR: Human Resource Management is the foundation of each organization. From a business stance, Human Resource Management does numerous things from being a key join forces with the corporate structure, managing work investigation, representative testing, enlisting and recruiting, preparing and creating workers, building up pay examination strategies, overseeing professions, and setting up worker pay. Let’s not overlook that, since HRM (Human Resource Management) manages representatives it likewise needs to teach them when they make issues. A disciâ ¬ple learns self-restraint by watching a trained educator. Additionally, workers find out about control from their superviâ ¬sors. What the director decides to train them is a decision; he can show regard, sympathy and duty, or he can carry on in a pompous, belittling and offending way. Regular classifications of disciplinary issues are participation, terrible showing, or unfortunate behavior. Participation issues incorporate unexcused nonappearance, constant truancy, unexcused or unnecessary lateness, and leaving without authorization. Lackluster showing incorporates inability to finish work assignments, delivering inadequate items or administrations, and inability to meet built up creation necessities. Unfortunate behavior incorporates robbery, adulterating business application, adamantly harming authoritative property punching another workers time card. A representative not performing up to the settled upon norms or not keeping the comprehended principles is dependent upon discipline, i.e., disciplinary activity. The filthy mystery about overseeing is that most entrepreneurs hate to teach workers who are tumbling down at work; they will in general put it off, trusting the issues settle themselves. Yet, things simply deteriorate. Most business people have restrict ed experience getting a constructive reaction when and on the off chance that they do train their representatives. Generally, drooping specialists were just terminated. Perhaps the supervisor experienced a scripted disciplinary technique proposed by legal counselors to stay away from conceivable unjust end claims, yet an emphasis on really changing worker conduct was uncommon. ? Disciplinary Action At the point when an issue happens, the director/boss should decide the reality of the circumstance and the proper reaction. In settling on this choice the administrator/manager should be reasonable towards the representative. Being thirty minutes late for work the fourth time in about fourteen days must be taken care of uniquely in contrast to being thirty minutes late without precedent for a long time. A representative ought to be trained in view of what he did, not what his identity is and never due to race, shading, sex or whatever else. A few elements to consider in making this assurance are: Past Record What is the representative like? Is the conduct predictable or conflicting with past conduct? Intent Did the representative demonstration with goal or was the issue because of imprudence or mindlessness? Frequency How ordinarily has the issue happened? Time Frame Has the issue happened every now and again in a moderately brief timeframe? Repetition Has a comparative or a similar issue occurred previously? To what extent back was the past event? Seriousness How genuine is the issue and has it negatively affected the association or potentially different workers? Treatment of Others How have different workers been treated for a similar conduct? Confirmation and Apology Has the representative confessed to acting ineffectively and apologized for the conduct? Figure 1 Before it gets important to give discipline including directing reminders and censures you ought to have arrangements set up which characterize the systems to be followed. All the observers of the occasion ought to be gotten some information about what occurred. In discipline conversations with a representative, the manager calls attention to the unsuitable conduct, clarifies the requirement for and motivation behind the standard or practice that is being abused, and communicates trust in the workers readiness and capacity to make the important changes in conduct. During a control conversation the boss should be objective in looking into the circumstance and give the worker explicit instances of the conduct that is causing the issue. The representative ought to be permitted a chance to introduce his/her own case. The manager needs to ensure the worker has an away from of the results of his/her conduct. The administrator and the representative ought to concede to explicit proposals fo r adjusting the exhibition. The three fundamental ways to deal with discipline representatives are: 1) Punitive way to deal with discipline Numerous supervisors (and guardians) accept that disciplinary activity is expected to rebuff an individual for fizzling and rebuff subordinates who are not exactly great, which, obviously is everybody. There is expanding proof that the corrective way to deal with discipline ingrains dread and outrage, however not expanded profitability or changed conduct correctional control, which stresses terrorizing and discipline, neglects to address the main drivers of trouble making or horrible showing; rather it addressâ ¬es side effects. For instance, under the reformatory model, habituâ ¬ally late representatives might be restrained without addressing by the board, paying little heed to the explanations behind delay. A simply correctional disciplinary methodology assaults outward conduct instead of making impetuses or awards for positive conduct. At long last, the reformatory model accept the supervisor is in every case right while restraining representatives. Nonetheless, if managers need to be respectâ ¬ed, they should admit to representatives that they likewise commit errors by dropping the veil of flawlessness. Under this methodology, workers won't be happy with the strategies techniques of the association will end up being this way: Figure 2 2) Progressive Discipline Disciplinary treatment in many associations is dynamic, whereby the association endeavors to address the workers conduct by forcing progressively serious punishments for every infraction. Chiefs likewise should know that specific practices request prompt activity. Such infringement incorporate battling, taking and some other painful practices an organization decides to list. The typical strides in dynamic control are: Stage 1-Discussion Verbal conversation in which the manager has a vis-à-vis meeting with the representative to talk about issues with work execution or lead and the requirement for remedy. Stage 2-Assessment If there is practically zero improvement after the conversation, the subsequent stage is a composed appraisal. A composed admonition is increasingly official and sums up the past oral endeavors. This composed criticism is examined with the worker and afterward positioned in the staff document for future reference. Stage 3-Suspension The representative will be suspended for five working days without pay. A set up account of the suspension is finished by the chief in the representatives nearness. Stage 4-Termination After stage 3, if there is no stamped improvement, the representative might be ended. This dynamic order model has detriments. The board may feel they are committed to address each performâ ¬ance blemish and dole out a proper discipline. The board may concentrate exclusively on the issue representatives to the detriment of the great entertainers, subsequently devouring an over the top administrators time. The dynamic order model has two points of interest for administrators: It permits the worker extra chances to address his perâ ¬formance preceding release. They may discover what's up with company’s work rules and polices which can be changed to make the workplace for their representatives progressively powerful. 3) Positive way to deal with discipline- Luckily, for some, supervisors, restraining workers can be practiced with a positive methodology. It can even assistance help resolve and instruct workers and supervisors all the while. The best approach to see discipline shouldn’t be negative however the emphasis ought to be on, helping a ‘problem employee’ develop, and, right away, what may have appeared to be a killjoy turns into a positive for both the chief the worker. Continuously approach restraining a representative in light of an objective: What conduct do you need the worker to change and how? Approach the representative for proposals about how s/he hopes to improve, yet go into any control meeting remembering your own thoughts for development. Imagine a scenario in which the worker goes insane and gets hawkish in his self-preservation. A decent director anticipates contention. Its human instinct for a representative to get guarded, and a touch of venting is fine. Give him/her some time, listen brilliant ly, and afterward return to your primary concern, for instance: â€Å"Tom, youve missed these last five cutoff times, and we need to discover why and make sense of how youre going to meet your future deadlines.† Executing a positive order arrangement can be practiced without losing control of representative conduct. This methodology incorporates investment as every worker has the option to address issues that emerge in the working environment and be permitted the time required to come back to completely adequate performâ ¬ance. Each progression in the framework perceives this representative right. The initial step of positive control is an oral update, requiring the superâ ¬visor to talk about the issue with the worker casually, and remind him to satisfy execution guidelines. No transcribed update notes are set in the workers staff record, in this manner ideally filling in as a motivation to improve execution. On the off chance that the exhibition issue endures, the subsequent stage is a composed update. Another gathering is held with the worker and a writâ ¬ten reminder of the gathering is set in the representatives faculty record. At the subsequent meeting, if theres been forward moveme nt by the representative, dont let it go unnoticed. Let the

Questions for 2016

Questions for 2016 I have something of a love-hate relationship with 2015. Last year was defined by its discontinuities. The first half of the year was spent trying not to fall asleep in my last stale months of preparatory schooling. The second half of the year I was thrust into a new, thriving, churning environment, and I’ve been trying to soak in as much of it as I possibly can. So much of my life has been overhauled this past year that it feels like I’m on a completely different path than I was last January. Most of you are probably wondering where you’ll be a year from now; considering that you’re reading this blog, that question will probably take the form of where you’ll be attending college. In reality, that is such a small part of the question. A year ago, I was where a lot of you are now. I was a very impatient second-semester senior who had just finished all my college apps. Mentally, I had long since left high school behind and my attention was trained on fall of 2015. For me (like I think it is for a lot of students) high school was a relatively straight path. I knew I was going to college. I focused on my academics and used my free time productively. Though I did not see college as an end-all-be-all, it was still sort of a blinding goal, a safety net for things that I wasn’t satisfied with in high school. A year ago today, I knew basically what my immediate future would look like. In a year, I would be in college. I would be exposed to more challenging classes, a more varied group of people, a livelier social scene, a wider breadth of opportunities, an environment where I would have more chance to reach my fullest potential. To paraphrase a favorite song, it had been a long December spent polishing essays and hitting submit buttons, and I had reason to believe that the coming year would be better than the last. College can be a blinder. It can screen you from looking too far into the future, to what happens after you show up at the school of your dreams. It’s really enlightening realizing how my perspective has completely changed in one short year. Right now, I’m not confronting such a significant single decision as choosing a university. But I’m facing a lot of questions that are much more ambiguous and even more important. What do I want to major in? Am I set on Computer Science? What else should I be exploring? What jobs should I be looking at? Do I even want an employer, or should I be starting my own company? What kind of company? Also, now that sewing isn’t as accessible to me, and given the huge variety of activities offered at MIT, how do I want to spend my free time? How do I want to present myself to other people? What am I capable of? In short, what do I want my life to look like, and what kind of person do I want to be going through it? Answering questions like these is the work of a lifetime. It is difficult and stressful and certainly seems overwhelming at times. But it is also a glittering opportunity. Students at MITâ€"me includedâ€"are incredibly blessed in that we are perfectly poised to answer any of the above questions in any way we want. We have the academic flexibility to dive into any field that inspires us, not excepting the most challenging and innovative disciplines in the modern world. And we have at our disposal the resources to pursue any goals we tenaciously set for ourselves. The coming of the new year made me reflect on what a semester at MIT has meant to me (aside from a lot of new questions). I arrived at a few important points. 1. I think differently. In high school, I was, like a lot of you, an academic perfectionist. When I took a test, I was used to knowing the answer to almost every question. If I had to deduce the answer or arrive at it circuitously, I felt like I was being sneaky or clever. MIT has smashed that academic philosophy. At MIT, deduction, inference, and critical thinking is not a second-resort trick, it’s the name of the game. Memorization is secondary. A lot of classes give you liberal equation sheets on tests or let you make your own cheat-sheets. In the mandatory intro bio class, instead of having to internalize the structure of an amino acid side-chain, you might be given a diagram of all the possible side-chains and asked which one would allow a substrate to bond to a particular enzyme. And for good reason. There is way too much knowledge in the world to ever be able to memorize all of it. Professors know that in a practical setting, a real biologist (or even a student with wifi) will have access to basic facts about a discipline. MIT teaches you how to apply relevant knowledge and how to solve tricky problems. Now, I dont feel like Im thinking unless I have to make some sort of leap. 2. I’ve changed as a person. College is a fresh start. It is a chance to reinvent yourself, which is a powerful and precious opportunity. For instance, when my dad went to school, he essentially changed his name; he started going by his middle name. My own silly example: before moving into MIT, I went shopping with my mom for some new shirts and ended up purchasing the loudest, brightest, most seizure-inducing pair of wide-legged, tribal print lounge pants you have ever seen. In my dorm, I wear them constantly because they are comfy and awesome. I have since added a couple more sixties-inspired pairs to my collection and have developed a reputation. Now, crazy pants are my thing! Coming into MIT, I decided that I was going to be a friendly, positive person. I’m more social and more cheerful here than I was in high school. I used to think I was completely non-athletic; now I’m really enjoying my P.E. classes and working out regularly. I’m even planning on joining the dance team next semester (no experience required, thankfully!). I think that before showing up to college, it’s important to think about who you want to be personally as well as academically. 3. I stress differently. It’s no secret that MIT can be a high-stress environment. Classes are hard and there is a lot to take advantage of beyond them. Plus, everyone around you is incredible, creative, motivated, and intelligent, and you know that you have the potential to be just as much of an earth-shaker. There is a lot of pressure (rightly so) to accomplish amazing things. And as a college freshman, I have very little idea what those amazing things are going to be. Arriving at college has definitely raised the bar for me. But the mentality that you have to simply “be amazing” is overwhelming and, frankly, unconstructive. The most productive thing I can do is to focus on pursuing those opportunities I have in front of me and taking advantage of where they lead. 4. but after everything, I’m still (just) me. After spending a semester at MIT, I can definitively say: college, even MIT, is not a miracle-worker. As finals approached and second semester came to a close, I had a similar conversation with a lot of my friends. “I can’t believe the first semester is over!” we would commiserate. “I can’t believe we’ve had a whole semester of MIT! Shouldn’t we be building rockets by now or something?” Even though I know I’ve changed a lot since the beginning of 2015, I don’t feel radically different. That’s because no college is going to magically transform you without your consent. What I get out of MIT is a product of the work I put in. Everything that I accomplish (or don’t) comes from my own decisions and motivation. MIT provides resources for its students to accomplish amazing things; but it is our responsibility to take advantage of those resources. The students make the school; the school does not make the students. 2015 brought me new opportunities and a plethora of new questions. My New Year’s Resolution is to form an answer, a preliminary one, to those questions, so that next year I can feel proud of what I have accomplished in 2016. Happy New Year! Where I spent my New Years Day. California beaches: what I will miss most during IAP!

Why Is Research An Integral Part Of Landscape Architecture

Why is research an integral part of landscape architecture? This semester we tried to learn and discuss the influence of research work in landscape architecture design. Landscape architecture is becoming more and more important in people’s daily life today and it is essential for us to have a good awareness of how research work would affect landscape architecture design. I will illustrate this point from three parts: (1) why is research an integral part of landscape architecture? (2) what roles do it fill? (3) how will landscape architecture be impacted by over the fifty years as a result of landscape architecture research? First of all, a successful landscape architecture design work is not only based on designers’ design technique and talent, information about the site and guideline of the design process are also important issues. Evidence-based design is an ideal example of landscape architecture design today, which is a theory emphasizing credible evidence to influence design work. It is vey popular in healthcare field and designers try to perfect their work by credible information. So, information is really important in landscape design today. Our world is full of information and information is really easily acquired today by internet. Information is essential for our design work. While, not all of information we collected is true. So, research work is becoming more and more important for us to collect credible information. Research work is a process to look forShow MoreRelatedAqualisa Quartz: Simply a Better Shower 71553 Words   |  7 PagesQuartz: Simply a Better Shower Innovation is the process of turning ideas and know-ledge into products and services which create customer demand in the marketplace. 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With the inception of international influences and urban planning techniques, it has been realized that the old heritage andRead MorePurpose Of A Business Model For An E Procurement Marketplace At Conduct Business2779 Words   |  12 Pagescontext of a wider e-business strategy and not in isolation of stakeholder needs. XYZ is an SME (Small Medium-Sized Enterprise) and currently has a manualised set of business processes, with many business interactions taking place via phone. Research for the European Union on adoption of e-invoicing among European SMEs is classified as ‘early majority’ (Moore, 1991) and not yet mass market. XYZ could be classified as somewhere between early and late majority. One advantage of being amongstRead MoreEvolution of the Temple-Palaces in Mesopotamia2277 Words   |  10 PagesThe Evolution of the Temple-Palaces in Mesopotamia The constructions of the temple-palace had large scale implications for the Mesopotamian landscape. 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Analysis Of The Things They Carried - 1106 Words

Beginning. Thematic Statement: â€Å"The Things They Carried†- The mental and morale that a person go through is intense because it becomes the fundamental that will be throughout the whole story. Device Concrete Detail w/ MLA Commentary Situational Irony of how the soldier talked about Lavender â€Å"They told stories about Ted Lavender’s supply of tranquilizers, how the poor guy didn’t feel a thing, how incredibly tranquil he was†(O’Brien,19). So when Ted Lavender got shot in his head, he got his â€Å"mind blown† for the last time, now the phrase â€Å"mind blown† has many meanings, it depends on the context and how it’s used the definition of it is when something shocking happens and the mind isn’t able to comprehend it, or whenever Lavender would smoke marijuana to calm himself down because he gets scared, and then there’s its literal meaning. In the novel the author, O’Brien uses this to show a sense of humor to show that Lavender got his mind blown literally, how he couldn’t feel a thing and was â€Å"..incredibly tranquil...†The author uses Situational Irony to discuss the tragedy of death, but also include a sense of humor to encircle the tragedy of the book. Symbolic meaning of the title â€Å"They were tough. They carried all the emotional baggage of men who might die. Grief, terror, love, longing--...They carried their reputations. †¦ carried the soldier s greatest fear,which was the fear of blushing. ItShow MoreRelatedAnalysis Of The Things They Carried 1120 Words   |  5 Pages Scars From Vietnam: An Analysis of a Soldier’s Connection With War Itself in The Things They Carried. â€Å"War is like love, it always finds a way.† -Bertolt Brecht War , like love, is always present can be a person’s worst nightmare, since it always finds ways to emotionally or physically impact one’s life. Mary Anne and Norman Bowker in Tim O’Brien’s The Things They Carried both possess a strong sense of self certaintyRead MoreThe Things They Carried Analysis883 Words   |  4 Pagesin his short story â€Å"The Things They Carried,† using personal experiences from his time serving in the Vietnam War. Jimmy Cross, the main character who did not believe in the war, was drafted in June 1968. Being commissioned to a foreign territory to fight for your life and the freedoms of others is a life changing experience. Soldiers often bring items from home that give them hope of motivation to survive in order to return home. The short story â€Å"The Things They Carried† gives an insight on whatRead MoreAnalysis of The Things They Carried1048 Words   |  5 Pagesquestion of its worth. Usually when s omeone has done something honorable they know it and accept it as is. However in this case O’Brien feels that the cost of earning the honor is too great to be justified even if everyone believes he did the right thing. O’Brien illustrates the uncertainty of the war in Vietnam by alternating clear references of beauty and gore. The butterfly and the â€Å"small blue flowers shaped like bells† he mentions show the stark ugliness and abruptness of death in the midst ofRead MoreAnalysis Of The Things They Carried 2058 Words   |  9 PagesTrauma in Lit 12/3/15 The Things They Carried The things they carried was a very interesting book that was filled with various stories. They all took place during the Vietnam War and follow multiple protagonists that reappear in later stories. Throughout the story, there is a vast number of themes and symbolism. One theme I found interesting is the theme of physical and emotional burdens. 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Salinger’s novel, The Catcher in the Rye, Holden utilizes

3g networks Free Essays

â€Å"Knock , Knock. Who’s There? It’s the Papparzzi† In 1960 Federico Fellini directed a film intitled â€Å"La Dole Vlta†. In the film actor Walter Santesso plays a news photographer named ‘Paparazzo’. We will write a custom essay sample on 3g networks or any similar topic only for you Order Now Little did any of them know the term ‘paparazzo’ would be a staple in households and news lines everywhere. In today’s times the paparazzi are considered to be rutheless photographers who will do anything to get a snapshot of a celebrity or athelete. Whether it be them leaving practice or a movie set, going out to clubs at night, grocery shopping, or even walking their kids to school. Some say paparazzi are down right (excuse my french) assholes. Standing in line at the supermarket or walking down the streets in some cities, we see magazines or tabloids that have celebrites faces plastered on them in sometimes disapproving situations. We never wonder how the pictures got taken or what lengths it took to get such an amazing or sometimes horrid shot. In June of 2005, then 18 year old Lindsay Lohan’s car was hit by photographer Galo Cesar Ramirez who was trying to follow her. In an interview she said â€Å"A line needs to be drawn in terms of getting violent. † She then Joined other celebs including Cameron Diaz and Justin Timberlake in trying to prevent the â€Å"pap† from invading their personal space. In several instances the paparazzi claim the First Amendment, which prohibits the making of any law abridging the freedom of speech, infringing on the freedom of the press, or interfering with the right to peaceably assemble. It is very hard for a celebrity to not seem like a hyprocrite when asking for the paparazzi to leave them alone. When leaving your â€Å"normal† life behind to partake in the lavish yet dangerous life of being famous, there are some things that comes with the erritory. How to cite 3g networks, Papers

Experimental Research Elements free essay sample

In the United States the development of a new drug, for human consumption is a long and difficult process requiring many levels of testing. Mandated by the food and drug administration (FDA) the rigorous process of new drug development can consists of at least four phases. If the FDA approves the new drug to be safe and effective for humans, generally, from start to finish the entire process of new drug development, take an average of 12 years of experimental research costing the pharmaceutical company millions of dollars. Recently a pharmaceutical company wants to test a new sleep aid for humans, using a scenario like this can provide more specificity on exactly how the potentially new sleep aid goes from the laboratory to a consumer. In new drug development, researchers systematically use the experimental research placing emphasis on key elementshypothesis, randomization, treatment group, control group, and measurement (University of Phoenix, Week Three Supplement, 2012). We will write a custom essay sample on Experimental Research Elements or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Each key element of experimental research corresponds to a specific phase in new drug development. Possibly the most important element is hypothesis testing that occurs in the pre-clinical research phases of new drug development. Hypothesis testing in the pre-clinical phase is necessary to support the claim made by the pharmaceutical to convince the FDA that the new sleep aid shows is effective and safe to test on humans (Simonoff, 2010). In this case, the hypothesis is that the new sleep aid is more effective in reducing the symptoms of insomnia. Using evidentiary support in pre-clinical trials of the new sleep aid did prove the claim of efficacy and that it is safe to test on humans in clinical trials. The next step in new drug development occur in three phases of clinical trials in which researcher’s further use experimentation to test the hypothesis of the sleep aide on human subjects. Critical to clinical researchers/scientists is to reduce confounding factors (health, age, culture, gender, and race) as this can affect the results of the experiment (Myers, 2012). Therefore, clinical scientist or researchers randomly assign the human subjects to a treatment group, or control group. The treatment group exposes the independent variable to the subjects whereas the subjects in the control group do not have exposure to the independent variable (Comer, 2012). By comparing the treatment and control groups, the experimenter can better determine the effect of the independent variable— or measure the variable that indicates if the hypothesis is true or not (Comer, 2012). Therefore, in terms of measurement the independent variable to measure is the new sleep aid in which experimenters did expose to participants in the treatment group with symptoms of insomnia. Proving effective, in terms of the time it takes for one to fall and stay asleep the experimenters might consider the new sleep aid or independent variable as therapy, or a way of treatment for participants with symptoms of insomnia. Furthermore, the clinical scientists, researchers, and or experimenters consider the dependent variable the medical or psychological improvement caused by the independent variable. Clinical trial phases in new drug testing lasts up to three years in which the new sleep aid continues further testing on thousands of existing patients (who volunteer) in clinics and or hospitals (Today’s Science, 1995). If perhaps, the new sleep aid meets FDA approval, this may occur at least ten to twelve years later after which experiments will continue to determine if there are long-term side effects of the new aid. It is evident that in the United States, new drug development is a long, costly process including but not limited to hypothesis testing, pre-clinical, clinical trials, thousands of brave subjects in treatment and control groups (and more). In the hope to provide safe, effecting drug treatment to help in the treatment of illness and disease in human and animals dedicated scientists, various specialists, and researchers press on using the key elements of experimental research to do so.

ECCE 2115 Flashcard

ECCE 2115

comparative report essays

comparative report essays Scene eleven from the play Mother Courage and her Children and act one scene four from Summer of the Aliens are scenes which are performed very differently, according to their theatrical styles and using conventions relating to those styles. The context in each scene diverses too, however there are some similarities. Mother Courages scene, written in 1940s by Bertolt Brecht, is a work of epic theatre, created by the writer. It is totally opposite to realistic theatre style of the scene from Summer of the Aliens written by Louis Nowra in 1968. According to this realistic style, invented by Constantin Stanislavsky, the perforance of the scene has to be very real and believable. The actors have to re-enact the circumstances as realistically as possible through life like characters with the right use of voice and movements, realistic costumes, the overall stage resembling photographic detail of the period in the scene and the main aim for audience to empathy with characters. Along with Stanislavsky, Bertolt Brechts Epic Theatre is the very essence of non-realism with the main aim to avoid the typical theatrical conventions of realism. Through this, avoiding an illusion of realistic theatre. The acting and staging techniques such as use of a narrator, simple or fragmentary costumes, basic open wh ite stage lighting, fragmentary props and scenery, actors swapping characters mid-scene, actors playing multiple roles and occasionally speaking directly to the audience are all used in performance of Brecht's scene from Mother Courage. These theatrical conventions, according to Brecht, can portray social truths in a way audiences could not ignore. They are didactic in nature with audience alienating purposes. The purpose of performance is to teach or instruct the audience about the issue in the scene. As well as in the performance of Summ ...

Research report-Tour Down Under Paper Example | Topics and Well Written Essays - 2500 words

Report-Tour Down Under - Research Paper Example Some of the notable events include AFL Grand Final, Clipsal and Tour Down Under. Based on its popularity among Australians and foreigners, Tour Down Under has been recognized as a major sport tourism event. Tour Down Under (TDU) is a cycling event held in South Australia. Based on its popularity in the country and across the globe, TDU attracts large numbers of tourists thus having a positive implication for the South Australia economy as well as social and cultural aspects of the region. Being held in January each year, the event has continued to attract a large number of participants thus making it act as a major source of tourism attraction. To the residents of Australia, TDU is not only seen as a sporting activity but also as a charity and international event that greatly benefit local people and the government (Hall, 1992). This paper seeks to evaluate the impact of the Tour Down Under on different stakeholders. In addition, the paper will discuss a strategy of using the event t o attract more tourists to South Australia. ... For instance in 2011 and 2013, 782,300 and 760,400 spectators respectively experienced the Tour Down Under. Due to the large number of spectators who come from various countries, the event was recognized by the Qantas Australia Tourism Awards in 2011 and 2012 as the best festival event. In order to attract more spectators, the Australia government in collaboration with Mike Turtur, the Tour Down Under directors, undertakes extensive promotion strategies. For example, in 2013 event the organizers held that when the Tour Down Under would hit the Adelaide Hills all the spectators would experience a European-style treat (John, 2013). In this way, the event has benefited from a strong loyalty from the spectators thus making it more popular. A notable aspect of the spectators is the creation of festival atmosphere by creating strong friendship with the visitors thus leading to visitor satisfaction. 3.0 Impacts on participants Tour Down Under participants include all 19 UCI WorldTour. Once the teams are ready, they join the Australian National UniSA team thus forming the Australian National UniSA team. Each team consists of seven riders (Gammon and Robinson, 2003). One of the major factors that enable the event to attract a large number of participants as well as spectators is the visual attributes of the landscape within which the event is held. The natural environment, the scenic vineyard and the sea, make the event provide a strong experience to the participants (Gibson and Heather, 1998). Some of the major regions that make up the tour include Barossa, Clare Valley, urban circuits, Saddleworth, Norwood and Hahndorf among other towns. Tour Down Under invites the winners of each year to join other

American Arbitration Associate Article Example | Topics and Well Written Essays - 250 words

American Arbitration Associate - Article Example The Dispute Resolution Services is the largest worldwide provider of Alternative Dispute Resolution (ADR) that is aimed at reducing the effect of the dispute through mediation, arbitration and out-of-court settlements that involve employment healthcare, international trade conflicts, intellectual property, consumer technology and construction. It also enables the access to the American Arbitration Association claim program, rules and real-world solutions to business and industry professionals, government agencies as well as consumers. It of paramount importance to note that these services are involved in the establishments of protocols as well as methods geared towards resolving disputes before they occur, thus contributing positively in saving costs and time and at the same time maintaining relationships. The dispute resolution services also contribute in assisting to meet the objectives by providing a variety of process and procedures that set the stage for early resolution for conflicts ideally helping to reduce the level of antagonism between parties. Monica, A. M.(1992). Reference to American Arbitration Association Rules in Home Warranty Contract Makes Arbitration Decision Binding, 4 Loy. Consumer L. Rev. 63. Retrieved from: http://lawecommons.luc.edu/lclr/vol4/iss2/7 and

Advantages of Cooperative Learning for English Language Learners

Advantages of Cooperative Learning for English Language Learners Cooperative learning is a successful teaching strategy in which small teams, each with students of different levels of ability, participate in a variety of learning activities to improve their understanding of a subject (Noyes, 2010). Each member of a team is accountable not only for learning what is taught but also for helping teammates learn, thus creating an environment of success (Kagan, 2002). Students work through the task or assignment until all group members successfully understand and complete it. For English language learners, cooperative learning is critical, because it truly accelerates learning. There is no better way to learn language, other than using it. Teachers often model language but, hamper students by not providing them with opportunities to apply it and master aspects of the language as rapidly as possible (Noyes, 2010). Cooperative learning provides the opportunity for English language learners (ELL) to accelerate learning of the language skills required to be doing well in academic subjects. The purpose of cooperative learning is each member of the team is accountable for not only learning what is taught, but also helping their teammates learn. It creates an atmosphere of community and achievement (Kagan, 2002). The students are actually teaching each other and a function thats community based and builds collaboration. Cooperative learning is a strategy that can be used with all students. Benefits for English Language Learners Cooperative learning is usually valuable for any student learning a second language. Cooperative learning activities support peer communication, which helps the expansion of language and the learning of concepts and content (Kagan, 2002). It is essential to assign ELLs to different teams so that they can benefit from English language role models. ELLs learn to convey themselves with greater independence when working in small teams. In addition to picking up vocabulary, ELLs benefit from observing how their peers learn and explain problems. Roles need to be assigned and rotated each week or by activity. By rotating, students increase skills they mainly need to perform. Cooperative learning builds learning communities as students grow to be experienced at how to get along, how to be concerned for themselves and for each other and how to deal with their own performance as they work on the way to a common objective (Kagan, 2002). Cooperative learning groups make best use of the swift attainment of English because it provides students with understandable contribution in English in encouraging, non-threatening surroundings (Noyes, 2010). Academic and language learning requires that students have opportunities to figure out what they hear and read as well as express themselves in significant tasks (McGroarty, 1993). Cooperative learning creates normal, interactive contexts in which students have bona fide reasons for listening to one another, asking questions, expounding issues, and re-stating points of observation. The foundation of school achievement is academic literacy in English; age appropriate comprehension of English is a requirement in the accomplishment of content standards. We learn mainly through language and use of language to convey our knowledge. Cooperative learning increases opportunities for students to construct and figure out language and to gain modeling and criticism from their peers. A great deal of the significance of cooperative learning lies in the way collaboration encourages students to connect in such high level thinking skills as analyzing, explaining, synthesizing, and elaborating (McGroarty, 1993). Teachers Role in Cooperative Learning Standards must be taught. The rules of learning groups must be understood by all students (Noyes, 2010). The learning groups must be free from negative comments which hinder learning and growth. Everyone must be active listeners; each team member must participate, and help everyone understand the objective and what is being learned. Additionally, noise levels must be kept in perspective and the group needs to keep on the assignment. Schools must provide teaching that assists ELLs in acquiring content area comprehension along with resources for becoming skilled in English (NCLB, 2001). Cooperative learning is not just group work (Noyes, 2010). For it to be effective, the teacher must teach high utility words that appear within the content areas that are a means to comprehension along with definitions and examples of use in context. The group must engage each member in learning words through an assortment of methods of comparing, analyzing, and using target words because academic language is important for reading and mastery of skills in all subject areas. Careful planning is a must for cooperative learning to be effective. ELLs working in cooperative learning groups must be given assignments according to their levels of English proficiency. The teacher must be aware of their stages of language acquisition. Class building and team building activities such as mix pair share, mingle and match, give one/get one, find someone who, think pair share, round table, and roam the room are useful ways to integrate cooperative learning into the classroom (Noyes, 2010). Conclusions Research suggests that cooperative learning techniques boost ability for all students (Noyes, 2010). Cummins (2001) considers cooperative learning an empowerment pedagogy because students have greater opportunities to practice oral language. Cooperative learning is a successful approach in which small teams, each with students of diverse levels of capability, use a range of learning activities to advance their understanding of a topic (Noyes, 2010). Each member of the team is accountable not only for learning what is taught, but also for helping teammates learn through the formation of an environment of accomplishment (Kagan, 2002). Cooperative efforts result in members motivated for mutual achievement so that all gain from each others efforts, recognize that all members share a common fate, know that ones performance is caused by each other working together and feel proud and jointly celebrate when one is recognized for success. Cooperative learning is not just group work or a way to keep students busy. Teachers must provide key instruction in phonemic awareness, phonics, fluency, vocabulary, and comprehension and allow the dynamics of cooperative learning to provide practice for proficiency.

Childhood disorders Essay

CHILDHOOD DISORDERS While children can have similar mental health problems that adults have, like anxiety or depression, children’s problems often have a different focus. Children may have difficulty with changes associated with growing up, such as beginning school. They may lag behind in comparison to how other children their age are progressing, or during stressful times, they may behave like a younger child would do. Even when children do have problems that also appear in adults, the problem tends to look different in a child. For example, anxious children are often very concerned about their parents and other family members. They may want to be near loved ones at all times to be sure that everyone is all right. This site covers the following topics: Childhood Anxiety, Encopresis, Enuresis, and Oppositional Behavior. Childhood Anxiety Childhood anxiety occurs when a child is overly anxious, experiences separation anxiety, or avoids certain situations, people, or places. Usual signs of childhood anxiety include excessive distress when separated from home or from family members, worry about losing a loved one, worry about being lost or kidnapped, fear of going to school or away from home, difficulty sleeping away from home, and nightmares. Physical complaints such as stomachaches and headaches are common when the child is anticipating being separated from parents or other family members, such as spending the weekend with grandparents. These symptoms sometimes develop after an upsetting event in the child’s life, such as the death of a loved one or a pet, beginning or changing schools, moving, or being ill. Some evidence suggests that cognitive behavioral therapy is beneficial for treatment of childhood anxiety disorders. While other psychotherapies may be helpful for treatment of childhood anxiety, they have not been evaluated scientifically in the same way as the treatment listed here. The Anxiety Disorders of Association of America: Anxiety Disorder in Children and Adolescents site has specific information about how anxiety disorders appear in children that  may be different from adult anxiety. Encopresis Encopresis is the inability to control bowel movements, resulting in defecation (bowel movement) in clothing, in the bed, or on the floor. Encopresis is diagnosed in children who are at least 4 years old, although frequently children younger than 4 also cannot control their bowels. Encopresis more commonly affects boys than girls. Some evidence suggests that behavior modification is beneficial for treatment of encopresis. While other psychotherapies may be helpful for treatment of encopresis, they have not been evaluated scientifically in the same way as the treatment listed here. The Children’s Medical Center at the University of Virginia (â€Å"Kid’s Health†) has an excellent website with more information about normal bowel habits and facts on encopresis. Enures:Enures is, commonly known as â€Å"bedwetting†, is repeated urination during the day or night into bed or clothes. Enuresis is diagnosed in children who are at least 5 years old, although younger children often do have difficulty controlling urination. Behavioral treatment is well-established as a beneficial treatment for enuresis. Behavioral treatment usually involves the use of a urine alarm device and parent education. While other psychotherapies may be helpful for treatment of enuresis, they have not been evaluated scientifically in the same way as the treatment listed here. Click on the Fact Sheet on Bed-Wetting (PDF) for more facts on enuresis and some tips on helping your child with this problem. If you are interested in obtaining a urine alarm device, use your web browser to search for†urine alarm device† to find companies who sell these products on the internet. Oppositional Behavior Oppositional behavior includes things like losing one’s temper, arguing with parents or teachers, refusing to follow rules, being mean or seeking revenge, deliberately annoying people, being angry and resentful, blaming others for one’s own mistakes, and persistently being stubborn and unwilling to compromise. Usually oppositional behavior occurs at home, but it may also occur at school or in the community. Oppositional behavior is common in both preschool children and in adolescents. Parent Management Training is well-established as a beneficial treatment for oppositional behavior in  children. Parent Management Training involves helping parents learn new skills for dealing with oppositional and defiant behavior. While other psychotherapies may be helpful for treatment of oppositional behavior, they have not been evaluated scientifically in the same way as the treatment listed here. The Not My Kid site has links with information on oppositional behavior, parent guides, anger control tips, and support groups. PAGBASA †¦ ang pagbasa ay isang proseso o paraan ng pagkuha ng ideya, informasyon o kahulugan sa mga simbulong nakalimbag. ito ay nkktulong rin sa ating kaalaman upang lumawak ang ating isipan. Ano ang salik sa pagbasa at proseso ng pagbasa? Ang mga salik na nakakapekto sa pagbasa ng isang tao ay pisyolohikal, sikolohikal, pangkaisipan, pangkapaligiran, panlipunan at panlinggwistika. Ano ang salik sa pagbasa at proseso ng pagbasa? Ang mga salik na nakakapekto sa pagbasa ng isang tao ay pisyolohikal, sikolohikal, pangkaisipan, pangkapaligiran, panlipunan at panlinggwistika. Teorya ng pagbasa: teorya ng pagbasa a. Teoryang Bottom-Up- Ito ay isang traditional na pagbasa. Ito ay bunga ng teoryang behaviorist na higit na nagbibigay pokus sa kapaligiran sa paglinang ng komprehension sa†¦ ang mga uri ng pagsulat ay ang mga sumusunod: 1. akademik 2. teknikal 3. jornalistik 4. reperensyal 5. propesyonal 6. Malikhain Mga Layunin sa Pagsulat Ekspresiv Transaksyunal  © Isa itong impormal na paraan ng pagsulat.  © Gumagamit ito ng unang panauhan naako, ko, akin, at iba pa, sa pagsasalaysay.  © Sarili ng manunulat ang target nitong mambabasa.  © Naglalarawan ito ng personal na damdamin, saloobin, ideya at paniniwala.  © Nakapaloob din dito ang sariling karanasan ng manunulat at pala-palagay sa mga bagay-bagay na nangyayari sa paligid.  © Malya ang paraan ng pagsulat dito at walang sensura. Hindi gaanong mahalaga rito ang gramatika at pagbaybay ng ga salita bagkus mahalaga rito na mailabas kung ano ang talagang naiisip at nararamdaman ng isang tao.  © Halimbawa nito ay dyornal, talaarawan, personal na liham at pagtugan sa ilang isyu.  © Layunin nito na maipahayag ang sariling pananaw, kaisipan at damdamin sa pangyayari.  © Ito ay isang pormal na paraan ng pagsulat na may tiyak na target na mambabasa, tiyak na layunin at tiyak na paksa.  © Karaniwang ginagamit dito ang ikatlong panauhan na siya, sila, niya, nila, at iba pa sa paglalahad ng teksto  © Ibang tao ang target nitong mambabasa.  © Hindi ito masining o malikhaing pagsulat bagkus ito’y naglalahad ng katotohanan na sumusuporta sa pangunahing ideya.  © Nagbibigay ito ng interpretasyon sa panitikan, nagsusuri, nagbibigay ng impormasyon, nanghihikayat, nangangatwiran, nagtuturo o kaya’y nagbibigay ng ensahe sa iba.  © Kontrolado ang paraan ng psagsulat dahil may pormat o istilo ng pagsulat na kailangang sundin.  © Halimbawa nito ay balita, artikulo, talambuhay, patalastas, liham sa pangangalakal, papel sa pananaliksik, ulat, rebyu, sanaysay na pampanitikan, sanaysay na naghihikayat, sanaysay na nangangatwiran, interbyu, editorial, dokumentaryo at iba pa.

Racial Autobiography Curriculum Unit

Products of Our Town: Using Theory to Create Racial Identity Autobiographies and Explore Social Justice Danae O’Bryan EDU 6051: Race & Ethnicity 21 October 2011 Final Action Plan Assignment Products of Our Town: Using Theory to Create Racial Identity Autobiographies and Explore Social Justice 1 Contents: Introduction to the Action Plan Project Stage 1 For Project/Unit Unit Outline Sample Lesson 1 & Handout(s) Sample Lesson 2 & Handout(s) Sample Lesson 3 & Handout(s) Sample Lesson 4 & Handout(s) Culminating Performance Task ResourcesPage Number 3 4 6 7 9 13 18 23 25 Products of Our Town: Using Theory to Create Racial Identity Autobiographies and Explore Social Justice 2 Introduction to the Action Plan: Welcome to my action plan! This curricular approach to creating an anti-racist classroom experience was designed for four ninth grade classes at Malden High School in Malden, Massachusetts. The lessons attached to this action plan are anchored in the Massachusetts Common Core Cur riculum Frameworks (2010).Upon first glance at the demographics of Malden High School it is easy to assume that the school has successfully integrated various racial minority and majority groups into its system (African American or Black – 22. 2%, Asian – 22. 7, Hispanic or Latino – 17. 6%, Multi-race, Non-Hispanic – 2. 7%, Native American – 0. 6%, Native Hawaiian or Pacific Islander – 0. 1%, White – 34. 2%). However, there is still a lack of knowledge among students regarding their own racial identity and the experiences of others of different race and ethnic groups.In Northeastern University’s Race & Ethnicity course the idea of â€Å"colorblindness† was discussed at length as being something as powerfully ineffective as racism itself. At Malden High School students of differing racial groups sort of â€Å"coexist,† which is something I hope this action plan will begin to change through students’ awarenes s of racial identity development. Fortunately, the 9th grade curriculum for English Language Arts has placed a heavy emphasis on the overarching theme of identity.Students read Our America over the summer for their summer reading, and write about their own identity in an essay upon entering school this year. This allowed for a more fluid transition into the introduction of racial identity development. After studying the various racial identity development theories in Northeastern University’s Race & Ethnicity course, it seemed essential to tie the importance of racial identity into a students discovery of his or herself. I have learned that the end goal of our recognition of identity is just as important as the developmental process it took to get there.If students reflect only on who they are today, without acknowledging the events and experiences that have shaped their racial identity, they are missing the key information needed in order to create change; And that is the mo tivation behind exploring our past to change our future through this antiracism action plan project. This action plan is centered around the Understanding by Design model, which allows for essential questions and understanding to be thoughtfully explored while working towards an end product.The end product, or, the culminating performance task, is one that challenges students to think critically about the experiences that shaped their racial identity. In turn, the students are asked to produce a racial identity autobiography. I hope you find this action plan useful and choose to incorporate some of the lessons into your own classrooms. Enjoy! Products of Our Town: Using Theory to Create Racial Identity Autobiographies and Explore Social Justice 3 Racial Identity Development Autobiography Stage 1Understandings Students will understand that†¦ Racial identity plays a role in how he/she interacts in society and become involved with his/her community Different factors, including lif e experiences, shape his/her racial identity Potential Essential Questions Misunderstandings Students may be unable to see how his/her identity contributes to the community at large Student may overlook or be unable to remember particular experiences that contribute to his/her identity Application: How can we use the knowledge and understanding of our racial identities to overcome racism?Explanation: What are the stages of racial identity development? Interpretation: What do my experiences reveal about my racial identity? Why does knowing my racial identity development process matter? Perspective: How do our racial identities differ from each other? Empathy: How might we reach and understanding of others' racial identities? Self-Knowledge: How are my opinions about other races and ethnicities shaped by stereotypes, assumptions, and prejudices? What are my â€Å"blind-spots† and limitations of understanding the racial experiences of others?There are various consequences for ra cial stereotypes, which affect the society we live in No person fits neatly into a clear racial group, people are individuals, not just members of a racial group Students may have a hard time letting go of stereotypes and bias he/she has seen as â€Å"normal† for so long Students may feel Racial identities are that his/her racial always flux and complex, identity autobiography now never fixed or simple, and should be discussed defines them instead that way in the classroom of realizing that it is a work in progress, and outside of school something that can changeProducts of Our Town: Using Theory to Create Racial Identity Autobiographies and Explore Social Justice 4 Knowledge Students will know†¦ ? Skills Students will be able to†¦ Core vocabulary: Race, ethnicity, (Including MCCR frameworks) stereotype, bias, -ism, ? Discuss what shapes their racial identity with definitive language nationality, prejudice, appropriate to the dialogue (MCF autobiography (MCF L 4). S L 1). ? The following terms: ?Evaluate identity narratives from Socioeconomic status; various authors whole focusing institutional racism and on â€Å"craft and structure† as well discrimination; discrimination as â€Å"key ideas and details† (MCF RL 1-6). through economic, cultural, and ? Create and revise a racial identity political means; scapegoating; autobiography (MCF W 3, 5, 6). dehumanization; segregation; ? Recognize and identify various oppression; civil rights (MCF L 4). stereotypes as portrayed in ?The language involved in anti popular television and other racist activism. media. ? The stages of racial identity development. Products of Our Town: Using Theory to Create Racial Identity Autobiographies and Explore Social Justice 5 Unit Outline: Since this project is being implemented after the To Kill a Mockingbird unit has already begun, the students have already read chapters 1-11 of the novel. In addition, they have watched a documentary on the Scottsboro t rials titled â€Å"Scottsboro: An American Tragedy. Thus, the lessons that follow are not at the start of the To Kill a Mockingbird unit, but they do start at the implementation of the Action Plan project (which is being incorporated into the To Kill a Mockingbird unit). This is only a suggested timeline. You may wish to include additional lessons. In addition, you may replace or adjust some of these lessons provided.  ¦ Sample Lesson 1: (Included)  ¦  ¦  ¦  ¦ Sample Lesson 2: (Included)  ¦  ¦  ¦  ¦ Sample Lesson 3: (Included)  ¦  ¦  ¦ â€Å"A Product of this Town† by J.Malcom Garcia Rules to follow in class discussion Mark up the Text / In-class discussion Racial Identity Anticipation Guide Discussion (On Racial Identity Anticipation guide) Introduction to the Project – GRASPS Breaking down stereotypes Analyzing media in search for stereotypes PowerPoint slides (uploaded as separate document) – Introduction to theories Teacher shares pe rsonal Racial Identity Autobiography Work as class to develop mini-RIA for Jem (character in TKAM) Using self-interview answers and knowledge of theory stages, plan autobiography Photo definition of self – free write/reflection Computer lab- work on typing RIA Sharing RIA’s – possible â€Å"silent† discussion Revisit Anticipation guides  ¦ Sample Lesson 4: (Included)  ¦  ¦ Sample Lesson 5: (Not Included)  ¦  ¦  ¦ Sample Lesson 6: (Not Included)  ¦  ¦  ¦ Sample Lesson 7: (Not Included)  ¦  ¦ Products of Our Town: Using Theory to Create Racial Identity Autobiographies and Explore Social Justice 6 Sample Lesson1 : â€Å"A Product of This Town† – Mark Up Text and In-Class Discussion I.Learning Objectives for Today & Evidence/Assessment of Learning Learning objectives: (SWBAT) Students will be able to†¦ Explain the parallels between the â€Å"old† South and the â€Å"new† South with regards to racism, segr egation, and injustice (Scottsboro/Jena) Discuss how Garcia’s experiences in Jena influenced his racial identity Produce a short reflection that sums up the discussion on Scottsboro and P. O. T. T Evidence/Assessment of Work Collection of â€Å"Do Now† notebooks at the end of quarter Informal checks for understanding through participation in the class discussion Collection of reflection for participation credit Standards: MCF (Massachusetts Curriculum Frameworks) RI 9, SL 1 & 4 II. Essential Question[s] for Today: ? ? ?Interpretation: What do my experiences reveal about my racial identity? Why does knowing my racial identity development process matter? Perspective: How do our racial identities differ from each other? Self-Knowledge: How are my opinions about other races and ethnicities shaped by stereotypes, assumptions, and prejudices? III. Why Learning this Matters: Up until this point in the unit, students have been reading To Kill a Mockingbird and discussing Jim C row, the Scottsboro Trials, and segregation as well as racism in the south. Today they are reading and marking up the article by J. Malcom Garcia titled â€Å"A Product of this Town. † This article deals with the â€Å"Jena 6† event that happened down in Louisiana in 2006.I wanted to give students a modern day perspective on the existence of extreme racism and segregation to get them talking about these issues in a modern day context. It’s also important that students start learning how to â€Å"talk† about these issues of racism and segregation out loud in a class discussion. IV. Learning Experiences: ? Optional: For this class, the students watched the following video yesterday, but for future classes, it might work to show the video before the discussion (http://www. youtube. com/watch? v=3SrIEM8X0qA). The students also came to class having marked up the article for homework. This could be done as an in-class assignment as well. Products of Our Town: U sing Theory to Create Racial Identity Autobiographies and Explore Social Justice 7 ?Do now (10 minutes): Respond the the following questions: (1) What are some of the experiences/interactions/conversations Garcia had with Jenains (people of Jena) that influenced the way he saw the town? (2) Why do you think he included some of the perspectives he included? Which did you think were the most powerful, meaningful, and interesting? (3) What parallels can you draw between â€Å"A Product of this Town† and the Scottsboro: An American Tragedy documentary? Lesson (30 minutes): Desks go into circle. Students create â€Å"ground rules† for discussion (no trash-talking or put-downs, everyone must contribute at least once, the person speaking calls on the next person, no interrupting, respectfully disagree, etc).The â€Å"Do Now† questions kickstart our conversation followed by the preceding few questions: 0 Why did Garcia title his work â€Å"A Product of this Town? † What do you think â€Å"product† refers to? 0 What did you think of Cleveland Riser? Why are words so important to him, what does he say they give us the ability to do? 0 What do you notice about the difference in ages/generations that Garcia interacts with? 0 What role does religion play in Jena? What to the the two pastors (Rev. Thompson and Rev. Moran) say about the event?Independent work/Closing (15 minutes): Students will spend the last ten minutes of class writing a reflection on some of the issues and conversation that came up in class today including (1) One thing they agreed with. 2) One thing they disagreed with, (3) Something that was talked about that you would like to explore more, (4) one thing you did not get to address that you would like to point out at a later date, and (5) how you think the discussion went overall and what should have changed and why. ? ? Materials ? Student notebooks ? â€Å"A Product of this Town† article (J. Malcom Garcia) Prod ucts of Our Town: Using Theory to Create Racial Identity Autobiographies and Explore Social Justice 8 Sample Lesson 2: Anticipation guide, Discussion, GRASPS I. Learning Objectives for Today & Evidence/Assessment of Learning Learning objectives: (SWBAT) Students will be able to†¦Explore a range of questions pertaining to the topic of racial identity to activate background knowledge and personal experiences regarding race Engage in a whole-class discussion on race Demonstrate an understanding of the culminating performance task for the racial autobiography assignment Evidence/Assessment of Work Collection of anticipation guides Participation in discussion Exit slip: Describe briefly (two or three sentences) your racial autobiography assignment. Standards: MCF SL 1 & 4 II. Essential Question[s] for Today: ? ? ? Application: How can we use the knowledge and understanding of our racial identities to overcome racism? Interpretation: What do my experiences reveal about my racial iden tity? Why does knowing my racial identity development process matter? Self-Knowledge: How are my opinions about other races and ethnicities shaped by stereotypes, assumptions, and prejudices? III.Why Learning this Matters: It is really important that students are given the opportunity to talk about the issues surrounding race and racism. By starting with an anticipation guide and giving students a tangible concrete list of vocabulary definitions for terms that will be coming up over the next few days, students are provided some of the foundational terms in which to begin talking about race and racism. In addition, it is important that students learn the acceptable way to have these conversations with peers outside his/her race and ethnicity. IV. Learning Experiences: Do now (5-10 minutes): What words or phrases come to mind when you think of race? (List all that apply) Lesson (10 minutes): Distribute anticipation guide.Today we will be working on kick-starting our racial identity au tobiography end-of-the-unit assignment. Before I introduce the project to you, I want to get a feel for what you know, or think you know, about race. So, take 10 minutes and complete this anticipation guide. (Go through directions) Products of Our Town: Using Theory to Create Racial Identity Autobiographies and Explore Social Justice 9 Independent (individual, pair, group, whole-class) work (20 minutes): Okay, let’s talk about some of your reactions to the questions in this guide. In your group, share your answers and reactions to the questions. Take ten minutes. Choose one person to jot down some notes about what you are discussing in your group.After ten minutes come back together as a class. Pull the class into a discussion by having one group share some of their reactions and allow those group members to call on other class members to contribute. Closing (10 minutes): I hope today’s lesson got you interested in learning a bit more about race. At the end of our To K ill a Mockingbird unit, you are going to hand in a project which I will explain to you now. Distribute GRASPS handout. Go over with students. In the last two minutes have students, as their â€Å"ticket out the door† complete the following exit slip: Describe briefly (two or three sentences) your racial autobiography assignment.And write one sentence about something they are looking forward to talking about or learning about while we work on these autobiographies. Materials ? ? ? Student notebooks Handouts (Anticipation guide, terms sheet, and GRASPS) Index cards for exit slips Products of Our Town: Using Theory to Create Racial Identity Autobiographies and Explore Social Justice 10 Name: ______________________ Period: _______ Date: _________ Ms. Nims, Ms. O’Bryan To Kill a Mockingbird/Racial Identity Autobiography Project Racial Identity Anticipation Guide Directions: In the space provided in the right column, write a â€Å"D† if you disagree with the statement , or an â€Å"A† if you agree with the statement.Then explain your reasoning for why you agreed or disagreed. # 1 Statement Racism is mostly a dead issue today. Agree/ Disagree Explanation/Reasoning Why did you agree/disagree? 2 I feel comfortable talking about race and racism with those of the same race as me. I feel comfortable talking about race and racism with those of a different race as me. There is a difference between race and ethnicity. 3 4 5 Stereotypes and prejudices about a person’s race can have a negative effect on their life. I have seen or experienced some form of racism at school or in a non-school setting. Certain races benefit from racism. 6 7 8 There isn’t anything I can do to change the way racism exists today.Discrimination: Denying access of goods, resources, and services to members of a particular social group. Discrimination is an action that typically results from prejudice. Discrimination can occur at the individual, organizational, or societal level. Ethnicity: Refers to membership of in a culturally- and geographically defined group that may share language, cultural practices, religion, or other aspects. Examples include Italian, Kurdish, and Bantu. People of the same race can be of different ethnicities.For example, Asians can be Japanese, Korean, Thai, or many other ethnicities. Institutional discrimination: Discrimination that occurs through educational systems, legal systems, or other public systems or services. Denying people the right to vote is a form of institutional discrimination. See also â€Å"ism. † -ism (racism, sexism, etc. ): The use of social power to systematically deny people access to resources, rights, respect, and representation on the basis of gender, race, age, income, or membership in any other group. Isms are based on the false belief that one group is superior to another group. Nationality: Refers to country of citizenship.However, nationality is sometimes used to mean ethnicit y, even though the two are technically different. People of one ethnic group do not necessarily live in one geographic location (such as an Italian living in Italy and an Italian-American living in the US). Because of this, ethnicity and nationality are not always the same. Prejudice: A negative attitude toward a socially defined group and toward any person perceived to be a member of the group. Like biases, prejudice is a belief. Race: Refers to physical differences of skin tone, hair texture, and facial features. Because people can be grouped by any number of physical differences (height, foot size, resistance to certain diseases), race is an artificial way to categorize people.Nonetheless, race remains an important concept because of the social and political issues that arise from it. Socioeconomic status: Refers to differences in wealth, income, other economic resources, and social ranking. Stereotype: an exaggerated belief, image or distorted truth about a person or group †“ a generalization that allows for little or no individual differences or social variation. Products of Our Town: Using Theory to Create Racial Identity Autobiographies and Explore Social Justice 12 Same Lesson 3: Decoding Discrimination and Breaking Down Stereotypes I. Learning Objectives for Today & Evidence/Assessment of Learning Learning objectives: (SWBAT) Students will be able to†¦Reflect on their experience with prejudices and stereotypes and how they result in discrimination and illustrate a stereotype and identify stereotypes illustrated by other students Understand that discrimination is not just the result of individual actions, but rather a system of exclusion that affects economic, social, political, and cultural institutions. Analyze stereotypes in the media Evidence/Assessment of Work In-class discussion and â€Å"Do Now† prompt Mini lesson and evaluation of video clip Homework (suggested two nights or a weekend to complete) II. Essential Question[s] for Today:   Perspective: How do our racial identities differ from each other? Empathy: How might we reach and understanding of others' racial identities?Self-Knowledge: How are my opinions about other races and ethnicity's shaped by stereotypes, assumptions, and prejudices? What are my â€Å"blind-spots† and limitations of understanding the racial experiences of others? III. Why Learning this Matters: The conversation will inevitably grow uncomfortable today. And that’s good! It’s important for students to take at least this away from today’s lesson: As long as you are talking about race and racial discrimination in a constructive way (or a way that at least exposes the issue), it is okay for things to get uncomfortable. Without today’s lesson on exposing stereotypes and prejudices, students will not be able to effectively move forward in the process of uncovering their racial identity development.Students will also learn how to analyze stereotypes that they find in their everyday lives, whether it’s the music they listen to, the Internet sites they visit, or the television shows they watch. IV. Learning Experiences: Do now (5-10 minutes): What is a stereotype? What do you think it is? Have you seen or experienced stereotyping? What is an example of one? Can you list some â€Å"groups† or â€Å"categories† of people? (i. e. , â€Å"jocks,† â€Å"hippies,† etc. ) Products of Our Town: Using Theory to Create Racial Identity Autobiographies and Explore Social Justice 13 Lesson (10 minutes): So where do racial stereotypes come into play? How are racial stereotypes formed? (Display the following on the board:) Race refers to a group of people who share the same physical characteristics such as skin tone, hair texture, and facial features.The transmission of traits from one generation to another is a complex process that is examined in a field of study called genetics. Race is a significant social issue because people use racial differences as the basis for discrimination. Much of today's racism can be traced to the era of colonialism that began in the 1400s. When Europeans began colonizing Africa and the Americas, the white settlers adopted the idea that they were superior to the other races they encountered. The false notion that Africans and Native Americans were inferior (along with the desire for economic power) justified the Europeans' taking land and enslaving people. In this way, naturally-occurring racial differences became the basis for systems of exploitation and discrimination.Racism is the systematic practice of denying people access to rights, representation, or resources based on racial differences. As you will learn in this lesson, racism involves more than personal actions of individuals. It is a thorough system of discrimination that involves social institutions and affects virtually every aspect of society. It's important to remember that racism is neither natural nor inevitable. Through history, people of different racial groups have interacted and co-existed peacefully. During the Middle Ages, for example, Europeans looked up to the people of Africa and China, whose civilization and culture were considered to be more advanced. As noted, however, these ideas changed significantly during the colonial area.As you learn more about race in this lesson, remember that racism is a system people created — and one that people can dismantle. Independent (individual, pair, group, whole-class) work (20 minutes): Okay, let’s explore some of our experiences with stereotypes. As a class make two lists: (1) Race (2) Ethnicity. (1) Begin with a discussion on the concepts of race and ethnicity. Write each word on the board or on a flip chart and ask students to list the attributes that define the terms â€Å"race† and â€Å"ethnicity. † Record their ideas. Next, ask students for the names of five different racial or ethnic groups. (2) Prepare five large sheets of paper (flip chart paper). At the top of each sheet, write the name of one of the groups that the students named. 3) Give each group one of the five sheets of paper. Ask them to list as many stereotypes that are commonly used to describe the category of people written at the top of paper.Give students three minutes to complete the exercise. Emphasize that students should list stereotypes that they have heard, not ones that they necessarily believe to be true. Products of Our Town: Using Theory to Create Racial Identity Autobiographies and Explore Social Justice 14 (4) When they are finished, rotate the sheets of paper between groups so that each group works on a new sheet. Have them add any unlisted stereotype adjectives. Rotate every three minutes until every group has worked on every sheet. 5) Post the sheets in class where everyone can see them and give students five minutes to read the sheets. (6)Conclude the lesson with a discussion on t he exercise, asking students the following: ? How do the stereotypes recorded by the class make you feel? ? What do you notice about the stereotypes listed? Be aware that the students may have listed good and bad adjectives, many stereotypes for different groups, or the same stereotypes for different groups. ? Where have you seen these stereotypes portrayed? television programs, movies, magazines, books? ? How do you think a stereotype might cause someone to act unfairly toward another person?Now, let’s look at some stereotypes (more specifically some racial stereotypes) we can see in the media. If there’s time play the following clip: This is a clip comprised of many moments from the show â€Å"Modern Family† where Gloria, the only racial minority in the show, is highlighted for all of her mispronunciations: http://www. youtube. com/watch? v=bKwOoRd5tHk This clip is meant to be humorous but what is the stereotype it is casting forth about Columbians? Closing (1 0 minutes): In our Racial Identity Autobiographies (RIAs) we will be exploring our own racial identities and how racial stereotypes (good or bad) have shaped some of our experiences. Over the weekend, I want you to fill out this handout.It asks you to evaluate some of the modern â€Å"pop culture† stereotypes you encounter daily. Record the shows you watch, songs you listen to, radio stations you tune into, and Internet sites you visit. Prepare to discuss these on Monday. Materials ? ? Student notebooks Handouts (Stereotypes in the media) Products of Our Town: Using Theory to Create Racial Identity Autobiographies and Explore Social JusticeKeep a log over the weekend in which you will record your observations about racial stereotyping in the media (including news stories, advertisements, television programs, music, music videos, billboards and movies). Continue on back or attach extra paper if needed. Type of Media (movie, TV, billboard, song, etc) What racial stereotypes are being shown? What action is taking place? What role does the ethnic character have? Is this person part of the majority or minority? How are the other characters treating this person? In your opinion, was this person being negatively or positively stereotyped? What was your personal reaction to this example of stereotyping (angry, funny, no reaction really, etc)? (1) (2)Products of Our Town: Using Theory to Create Racial Identity Autobiographies and Explore Social Justice 16 (3) (4) (5) Guidelines for discussion on this assignment:  · Use â€Å"I† statements only. Speak only of your own experiences, thoughts, and beliefs.  · Speak honestly, but also consider the impact of your words. Products of Our Town: Using Theory to Create Racial Identity Autobiographies and Explore Social Justice 17 Sample Lesson 4: Introduction to Racial Identity Development Theories and Ms. O’Bryan’s RIA I. Learning Objectives for Today & Evidence/Assessment of Learning Learning obj ectives: (SWBAT) Students will be able to†¦ Explain the various stages of Black, White, biracial, and minority racial development.Conduct a â€Å"self-interview† where they explore questions about his or her experience regarding race Evidence/Assessment of Work Informal checks for understanding and checks to see that students are â€Å"marking up† their lecture notes Homework – collected on later date (suggested two days to complete) II. Essential Question[s] for Today: ? ? ? Empathy: How might we reach and understanding of others' racial identities? Self-Knowledge: How are my opinions about other races and ethnicity's shaped by stereotypes, assumptions, and prejudices? Self-Knowledge: What are my â€Å"blind-spots† and limitations of understanding the racial experiences of others? III.Why Learning this Matters: Today will inevitably be a challenging lesson for students. Since most of them have not been exposed to any type of â€Å"theories,† they might have a hard time grasping a theory that pertains to development. However, for students to truly work towards the understanding of their own racial identity, it is important that they are exposed to some research on the subject that can help them make sense of their experiences. Not only will they have a chance to see what the â€Å"normal† stages are for racial identity development, but they will also get a chance to see what an RIA will look like. IV. Learning Experiences: Do now (5-10 minutes): Do you think that stereotyping shapes a person’s racial identity?What other experiences do you think shape a person’s racial identity? Lesson (10 minutes): (If this lesson follows the stereotype lesson, use this time to discuss some of the examples the students brought to class). In addition: Today you are going to see an example of a Racial Identity Autobiography – mine! This will help you get a better understanding of what yours will look like, since you will begin working on it tonight. Before I show you mine though, it’s important that you learn about the â€Å"theories† of how racial identity is formed. Products of Our Town: Using Theory to Create Racial Identity Autobiographies and Explore Social Justice 18Independent (individual, pair, group, whole-class) work (20 minutes): PowerPoint : Provide students with copies of the slides (3 per page that have a section for taking notes). Encourage (or assign) students to mark up the text as we go through these slides. (See PowerPoint document) Closing (15 minutes): Homework: For tonight, use the handout provided to start exploring some of your own experiences that may have shaped your racial identity development. Materials ? Student notebooks ? Self-interview questions Products of Our Town: Using Theory to Create Racial Identity Autobiographies and Explore Social Justice 19 Name: _______________________ Date: ______________ Period: ___ Ms. Nims, Ms.O’Bryan Raci al Identity Autobiography/TKAM Self-Interview Questions This assignment will help you start brainstorming some experiences you wish to discuss in your racial identity autobiography. Pretend as though you are â€Å"interviewing† yourself to get at the importance of each of these experiences. Jot down notes to answer these questions. Let them guide but not limit your thinking. Jot down any other memories or ideas that seem relevant to you. (You won't hand in these notes, but they'll help you participate in the discussion. ) 1. Family: Are your parents the same race? same ethnic group? Are your brothers and sisters? What about your extended family — uncles, aunts, etc.? Where did your parents grow up?What exposure did they have to racial groups other than their own? (Have you ever talked with them about this? ) What ideas did they grow up with, regarding race relations? (Again, do you know? Have you ever talked with them about this? Why or why not? ) Do you think of yours elf as white? (If you're not white, do you think of yourself as black, or AsianAmerican, etc.? ) or just as â€Å"human†? Do you think of yourself as a member of an ethnic group? What is its importance to you? Products of Our Town: Using Theory to Create Racial Identity Autobiographies and Explore Social Justice 202. Neighborhood: What is the racial makeup of the neighborhood you grew up in? What was your first awareness of race? – that there are different â€Å"races† and that you are one. What was your first encounter with another race? Describe the situation. Is there anyone here who hasn't heard the word â€Å"nigger†? [usually no one] Where did you first hear it? What messages do you recall getting from your parents about race? from others when you were little? 3. Elementary and Middle School: What was the racial makeup of your elementary school? Of its teachers? Think about the curriculum: what black Americans did you hear about? How did you celebra te Martin Luther King Day? Cultural influences: TV, advertising,novels, music, movies, etc. What color God was presented to you? angels? S. Claus? the tooth fairy! Dolls?What was the racial makeup of organizations you were in? Girl Scouts, soccer team, church, etc.? 4. High School and community: Products of Our Town: Using Theory to Create Racial Identity Autobiographies and Explore Social Justice 21 What is the racial makeup of your high school? Of its teachers? Is there interracial dating? Any racial slurs? Any conflict with members of another race? Have you ever felt or been stigmatized because of your race, gender, or ethnic group membership? Because of your sexual orientation? social class? What is the racial makeup of your home town? of your metropolitan area? What of your experiences there, in summer camp, summer jobs, etc.? 5.Future: Realistically, think about where you envision living as you start a family. What is its racial makeup? social class makeup? What occupation do you foresee, 10 years hence? What is its racial makeup? social class makeup? 6. General: What's the most important image, encounter, whatever, you've had regarding race? Have you felt threatened? In the minority? Have you felt privileged? What do you want to tell us that we didn't ask about? About handicap, sexual orientation, social class, whatever? Products of Our Town: Using Theory to Create Racial Identity Autobiographies and Explore Social Justice 22 Name: _________________________ Period: _________ Date: __________Ms. Nims, Ms. O’Bryan To Kill a Mockingbird- RIA Assignment Culminating Performing Task for To Kill a Mockingbird: Racial Identity Autobiography Description of project: Alright, ninth graders, for your end-of-the-unit assignment you will be working to create a racial identity autobiography. Most of you completed an identity (who am I? ) paper at the beginning of the school year, but this time you will be doing something much different. I will explain the proje ct to you in the terms of an acronym, because I know how much we all love acronyms! GRASPS Goal:  ¦ The goal of this project is for you to get a better understanding of your racial identity.Throughout the rest of our work this quarter, we will be exploring some of the following questions that you should be able to answer by the time you get to your autobiography: Application: How can we use the knowledge and understanding of our racial identities to overcome racism? Explanation: What is a racial identity and what are the stages of racial identity development? Interpretation: What do my experiences reveal about my racial identity? Why does knowing my racial identity development process matter? Perspective: How do our racial identities differ from each other? Empathy: How might we reach and understanding of others' racial identities?Self-Knowledge: How are my opinions about other races and ethnicities shaped by stereotypes, assumptions, and prejudices? What are my â€Å"blind-spots † and limitations of understanding the racial experiences of others? Role:  ¦ You are writing this autobiography as yourself. The experiences you share in this racial identity development are of you past, but they will be helpful in shaping who you are in the future. Audience:  ¦ Just as you are writing this autobiography as yourself, you are also writing it for yourself. I think that it would be great if you would be willing to share it at some point, but that is up to you. Write your autobiography as if no one else will read it.Who knows, maybe towards the end of the unit you will be willing and comfortable enough to share yourself with the class. Situation:  ¦ The situation is as follows: We could talk day in, and day out, about what racism looks like in our society. We could learn every stereotype and become comfortable discussing all of this in class. However, one of the more important parts of overcoming racism is coming to terms with Products of Our Town: Using Th eory to Create Racial Identity Autobiographies and Explore Social Justice 23 our own racial identity. So think of it this way: In order for Malden High School (and potentially the Malden community) to become leaders in an anti-racist movement, each individual has to reflect on his or her racial identity.In order to understand others and appreciate a truly diverse society, we must learn how experiences shape who we are and how we interact with each other. Product, Performance, Perspective: This is what I like to call the â€Å"nitty-gritty† section. It's what you will turning in and I will be grading. Racial Identity Autobiography (Total: 4 points) 1. 2 Pages typed, double-spaced, 12 font 1. Must include examples from at least two stages of racial identity development (see PowerPoint slides) 2. Must show thoughtful analysis of experiences included 3. Must use a clear, coherent, thesis statement introducing what your autobiography will be about Reflection/Self-Assessment (Total : 4 points) ?This will be due after you have written your autobiography and we have talked about their completion as a class. It will include a one-page reflection on what you have learned form writing this autobiography, what you liked about the assignment, and what you disliked about the assignment. ? This is an easy 4 points to get towards your final grade for the project. You already did the work – now tell me what you think about it! **So for the Racial Autobiography assignment as a whole, you will receive a ___/8 (4 points for the autobiography and 4 points for the reflection).I will also give you a % grade and a letter grade that corresponds) Standards:  ¦ Rubric (http://www. campus. com/rubricshowc. cfm? code=V633X5=yes) (Rubric created on iRubric website – printouts will be attached to GRASPS handout) Products of Our Town: Using Theory to Create Racial Identity Autobiographies and Explore Social Justice 24 Resources and Work's Cited: Useful Websites: ? EdCha nge – (Edchange. org) This website provides great tools for overcoming racism in schools and promoting diversity in curriculum. ? Media Awareness Netwrok – (media-awareness. ca) provides an extensive list of resources for digital media literacy. This program seeks to help educaters, families, and other organizations produce awareness of the responsible way o comsume media.ReadWriteThink – (readwritethink. org) – Another great resource for lesson planning, professional development, and grade-appropriate planning ideas. Useful articles and books: Pollock, M (2008). Everyday antiracism: getting real about race in school New York: The New Press. Tatum, B. (1992) Talking about racism, learning about race: The application of racial identitdy development theory. Harvard Educational Review. 62 (1) Tatum, B. (1997) Why are all the black kids sitting together in the cafeteria? Basic Books. New York. Products of Our Town: Using Theory to Create Racial Identity Autob iographies and Explore Social Justice 25