Free Essays on Why Industrialization Began In England

England was the predecessor in the industrial revolution because they began industrialization in multiple areas in a dynamic self-feeding manner. The entire country experienced industrialization in agricultural, textile, and trade, some even say human commerce. This movement began an expanded commercial revolution. In this essay, we endeavor to investigate the explosive and vigorous growth of the infrastructure, situational surplus of supplies, population growth, and concurrent transportation developments, which allowed an abundance of capitol growth by which the English Industrial revolution was financed. In the process other countries watched in amazement of England’s progress. The historians write about the agriculture revolution. What does this mean? Simply stated, it meant that farmer were eager and very open to new methods and ideas encompassing all aspects of agriculture. Utilizing new planting techniques increased production, decreased cost of goods and food to the consumer. The appropriate application of science to the farmer’s land increased his yield. Examples of the application of science to farming include field fertilization by manure and other organic products, crop and field use rotation. One would plant wheat, then turnip, the oats or barley then finally clover before the cycle began again. Root crops became popular, this added to the nutritional growth and health of all of England. The farmer could sell more and the consumer had increased buying power with the decrease cost of the consumable. As the farmer could produce more, fewer farmers were needed; this triggered the shift of the populations to urban centers, and pro vided workers for new factories. Increases in trade stimulated the economy and the average person now could buy a variety of produce as well as locally manufactured goods. These increased local demands for manufactured goods that once had to be available mainly from export trade... Free Essays on Why Industrialization Began In England Free Essays on Why Industrialization Began In England England was the predecessor in the industrial revolution because they began industrialization in multiple areas in a dynamic self-feeding manner. The entire country experienced industrialization in agricultural, textile, and trade, some even say human commerce. This movement began an expanded commercial revolution. In this essay, we endeavor to investigate the explosive and vigorous growth of the infrastructure, situational surplus of supplies, population growth, and concurrent transportation developments, which allowed an abundance of capitol growth by which the English Industrial revolution was financed. In the process other countries watched in amazement of England’s progress. The historians write about the agriculture revolution. What does this mean? Simply stated, it meant that farmer were eager and very open to new methods and ideas encompassing all aspects of agriculture. Utilizing new planting techniques increased production, decreased cost of goods and food to the consumer. The appropriate application of science to the farmer’s land increased his yield. Examples of the application of science to farming include field fertilization by manure and other organic products, crop and field use rotation. One would plant wheat, then turnip, the oats or barley then finally clover before the cycle began again. Root crops became popular, this added to the nutritional growth and health of all of England. The farmer could sell more and the consumer had increased buying power with the decrease cost of the consumable. As the farmer could produce more, fewer farmers were needed; this triggered the shift of the populations to urban centers, and pro vided workers for new factories. Increases in trade stimulated the economy and the average person now could buy a variety of produce as well as locally manufactured goods. These increased local demands for manufactured goods that once had to be available mainly from export trade...

Last Minute ACT Prep Programs

Last Minute ACT Prep Programs SAT / ACT Prep Online Guides and Tips If you don’t have much time left before the ACT, you may be wondering how you can maximize your scores with a short term study plan. If you’re looking for a big score improvement and you only have a few days before the test, you might not be able to reach your goal this time, but you can get a good head start towards it (and you’ll be better prepared to study harder before your next test session). But if you only need to improve by one or two points, really intense studying for a few hours could get you where you want to be, if you have some clear weaknesses you didn't know about! In this article I'll show how to create a last minute ACT study program and give last minute ACT tips to boostyour score. Time-Based Study Plans The first thing you should do is think about how many hours you can realistically devote to ACT prep in the short time you have before the test.Make sure to factor in sleep and all of your other commitments! The 5 Hour Plan If you can only fit in 5 hours of prep time between now and the ACT (and this is your first time studying), your best bet is to just take a practice test.This can help give you a little bump in your scores, especially if you don’t have much experience with the test until now.Make sure you take your practice test with realistic time constraints and with all the resources you will have on the real test (calculator, scrap paper, quiet environment). On the other hand, if you’ve already taken a bunch of practice tests, taking another one at this point probably isn’t going to do much. Instead, spend your five hours looking into mistakes you’ve made on questions in the past and planning how to avoid them. If that's too broad of a target, just focus on the section that is most difficult for you. You should also make sure you’re doing ok on time. Get a sense of how long you’re spending on questions so you know when to move on when you take the real test. On th ACT this means no more than a minute for Math questions, no more than 30 seconds for English questions, and no more than 45 seconds for Reading and Science questions. If you find yourself spending more time than this on a question, you need to skip it and move on to the next question so you don’t run out of time. You don’t want to miss easy points at the end of a section because you got stuck on a tough question! The 15 Hour Plan With fifteen hours of prep, you still have enough leeway to make significant improvements in your scores. Here's a rough idea of how you might spend your study time: Hours 0-5: Take a Practice Test Use this time to take a practice test so you can see where you stand score-wise and which questions are giving you the most trouble. Again, make sure you replicate the time constraints of the real ACT so you will know if time pressure is a problem for you. Hours 5-10: Dig Into Your Mistakes For each question you answer incorrectly, make sure you know why your choice was incorrect and how to arrive at the correct answer. You should also review questions where you had to resort to guessing (even if you got them right).There are four maincategories of mistakes on the ACT: 1. Time Crunch: You didn’t make it to the question Study Game Plan: Practice doing questions within the time constraints for the ACT so you get used to moving faster. You should be comfortable with skimming reading passages and skipping questions that are taking up too much of your time. Remember that you get a minute for Math questions, 30 seconds for English questions, and 45 seconds for Reading and Science questions. 2. Question Comprehension: You were tricked by the question or misinterpreted it Study Game Plan:Train yourself to slow down a bit and read questions more carefully. It's often helpful to write down the question in simpler form before answering to prevent yourself from getting confused. You should also practice similar questions so the format becomes more familiar to you. 3. Unfamiliar Content: You didn’t know the material covered in the question Study Game Plan: This is where a program like PrepScholar could really help you because it focuses on your weak content areas.Alternatively, find a source for lesson material on the topic you don’t understand and practice more questions that are similar. This poor guyencountered an ACT question with unfamiliar content AND entered into a cube-based alternate reality from which there is no escape. Luck was just not on his side today. 4. Silly Mistake: You should have known the correct answer, but you spaced out Study Game Plan:Work on your time management so you leave yourself time at the end of a section to go over your answers. You should also make sure you’re not going through questions faster than you need to and making careless mistakes as a result. Hours 10-15: Zero in on Your Problem Areas Now that you know the nature of your mistakes, focus on the specific test sections or types of questions where you have the most difficulty.Practice relevant questions and review any content that seems unfamiliar. You might also consider getting the PrepScholar program, which has shown a1-2 point ACT score improvement for 15 hours of use. It does your work for you by diagnosing your weak spots on the test and helping you practice questions in those areas until they become second nature. You can also use PrepScholar to study for subsequent tests if you’re planning on taking the ACT again. Some Final Advice for Last Minute Studying Here are a few overall tips for last minute ACT studying that will help you stay on track with your prep program. Make sure you know the formulas and grammar rules that you’ll need for the test The ACT does require you to know some formulas for the math section, so be sure you’re prepared.It’s also helpful to know the grammar that’s being tested so you’ll feel more confident in your answers on the English section. Analyze your mistakes on practice questions This is what’s going to help you make the most progress in the shortest amount of time.Make sure you fully understand your mistakes and know how to avoid them in the future if you come across similar questions. Check your timing As detailed in the 5 hour plan, make sure you’re not lingering on questions.Get used to how it feels to spend 30 seconds or a minute on a question so you can judge your efficiency during the real test. If you’re taking ACT with writing, come up with some examples you might use in your essay It’s really important to include concrete support for your essay argument.Try to come up with a couple of versatile examples you could incorporate into your essay so that you have something ready to go! Not an acceptable essay, no matter how much teen angst you feel. Looking Ahead If you think you will take the ACT again after this, try to plan your studying further ahead of time for the next test date.If you're looking for big point improvements, you’re probably not going to get there with a bunch of short cram sessions.Improving more than six points, for example, might take over 100 hours of prep. Here are estimates for the number of hours of studying that correspond to certain point improvements: 0-1 ACT Composite Point Improvement: 10 hours1-2 ACT Point Improvement: 20 hours2-4 ACT Point Improvement: 40 hours4-6 ACT Point Improvement: 80 hours6-9 ACT Point Improvement: 150 hours+ Start by figuring out your target ACT score and then determine what you’re going to need to do to get there.Take a look at these study plans to start thinking about how you might structure your time before your next shot at the ACT.Remember that last minute prep can be helpful, but it shouldn't be the only way you study! What's Next? Check out ourfast ACT prep planfor more ideas on how to make the most of last minute studying and dramatically raise your score. Are you trying to find some better study materials? Take a look at this list of the best ACT prep books of 2015. Want to improve your ACT score by 4 points? Check out our best-in-class online ACT prep program. We guarantee your money back if you don't improve your ACT score by 4 points or more. Our program is entirely online, and it customizes your prep program to your strengths and weaknesses. We also have expert instructors who can grade every one of your practice ACT essays, giving feedback on how to improve your score. Check out our 5-day free trial:

Global Performance of German and France Essay Example | Topics and Well Written Essays - 2500 words

Global Performance of German and France - Essay Example It is hard to say whether the impact has been positive or negative because there is lot of gap and difference between the status in the middle and upper and lower middle and low classes of business. Globalization has widened this gap to the extent that they look un-breach able. Whichever way you look at this transformation it is obvious that globalization is an economical aspect. And it is good that it is; the onset of globalization has kick-started a movement of liberalization of independent thought process, which due to the heightened global interconnectivity may prove more successful than it ever was in any of the past socio-economic and cultural revolutions and in this respect these two countries, France and Germany, cannot be overlooked. (Dos, 441-442) Globalization is a big word today and one that has changed the way we look at and understand things around us. What is actually globalization? What do we understand by this word? Globalization is simply the predisposition of the economy through business, knowledge through technology and thought through philosophy to spread globally. Globalization can also mean the process by which this happens. This term is almost synonymous with intertwining of markets and economies without any consideration for physical border or legal restraints and it general it is well applicable for France and Germany. (Fletcher, 188)... The downside is that globalization seems to profit the rich more and the poor less, thus widening the gap further. It is true that globalization actually means the broadening of global linkages, while also impacting upon the social and cultural dimensions of the global society, hence propagating a one-world-citizenship which has one economy, one culture and one social order. Ecumenically globalization's definition would be complete with the above classifications. But there are many inroads in the understanding of the term. This is the process with which the poor countries can think of modernization and global competition, enhanced living standards, and work opportunities; on the other hand this very same process is the one which can destroy economies by sudden influx of foreign capital, can destroy marginalized workers livelihood and destabilize national banks. Hence, globalization literally is like a coin - with two very separate sides and much of it is realized in France and German y. However it should be mentioned that France is much well placed in terms of economy in this context when compared to Germany. At the same note it can be mentioned that the economic equilibrium in the international level is changing very quickly with the affects of financial flows and increasing trade. It is globalization that forces us to re evaluate the position of Europe along with major countries like France and Germany in the world market. This new wave of economy has given enough impetuous that positions held about three years ago are certainly to be changed. As it is these two countries are not doing in a very favourable mode in the international economic sector and domestically these two countries are witnessing rising inequalities with industrial instability as

The Global Reporting Initiative Essay Example | Topics and Well Written Essays - 1500 words

The Global Reporting Initiative - Essay Example To hold these expectations and to communicate clearly about sustainability, a global framework model and continuous metrics and language is required and Global Reporting Initiative (GRI) fulfills this. GRI relies on association of the expert from large networks in collaboration with consensus seeking consultation from groups of stakeholders. Since the foundation of GRI, these consultations with practical experience have constantly improved the framework of GRI (GRI 2011). Sustainability Reporting and GRI: A sustainability report allows the organization to reveal sustainable information in such a way that it looks similar like financial reporting. Comparable data that include metrics and agreed disclosures is given in systematic sustainability report. It is an organizational report that gives relevant information regarding economic, environmental, governance and social performance of the company. For the organizations sustainability, the capacity to resist or maintain depends on the p erformance of these key areas. Many companies want to make their operations sustainable and by making a sustainability reporting process, it helps them to set goals, manage change and measure performance. In a sustainability report, communication is made for positive and negative impacts for sustainability (ACCA 2005). ... This reporting is an important step for managing change to a sustainable global economy in which long-term profitability with social justice and environmental care is involved. The rising interest and focus on the impact of businesses on society and environment have increased the awareness level of people and demand for improve and better disclosures that are beyond financial figures have increased as well. The basis of sustainability is now dependent on social, environmental, and economic performance (Barner 2007). Best practices will tell that companies holding triple bottom line concept, are best positioned in terms of their competiveness and brands. The benefits for those companies include better risk management, reputation, and improved infrastructure of governance. Organizations are now expected to do and show more than just fulfilling their duty to give information to stakeholders in their company reports. It is very common now a days that global companies reports on all areas of sustainability reporting that is known as triple bottom line in which companies report on social, economic, and environmental responsibilities. Usually, the economic aspects of reporting have been the main theme of annual reports but now, the strength of annual reports is the disclosure of social and environmental performance (Elkington 1994). Improve reporting and disclosures, beyond the requirement of law or statement are the first step of sustainability report. Following are the drivers towards responsible businesses: Greater Disclosure and Accountability Demand: Different stakeholder groups give immense pressure to companies to display good controlling practices in all fields of their business operations.

Trustees of Indiana University Essay Example for Free

Trustees of Indiana University Essay Planning and building the landscape of education and the academic community is not an easy task or responsibility. There are various standards or guidelines that the academic institutions, its staff, teachers, communities, parents, and other stakeholders should adhere to in order to develop and provide educational programs and services that exceeds quality and excellence. At the heart of this imposing goal of education is the accomplishment of various research studies for the purpose of formulating, determining, and proving or debunking various theories, models, paradigms, frameworks, strategies, techniques, etc. that respond to various concerns for all the dimensions and aspects of education. For instance, several research studies conducted within the scope of the field of education were designed to address how Educational Philosophies are supposed to be drafted based on diverse viewpoints on learning and education, i. e. idealism, realism, existentialism, and so on. Moreover, theoretical perspectives that are being developed based on research studies and practical experiments lead to the development of various teaching strategies and techniques that address various problems from different angles of the learning situation. Under these pretexts, we realize why learning educational theories and models in different aspects of learning and education is important. The theories and models serve as a guide that helps government institutions, academic institutions, and teachers develop educational standards and guidelines, as well as specific programs, activities, learning content, and so on. In this way, the landscape of learning and education are well-planned and designed to accomplish, in the process, the genuine goals and objectives of education and the responsibilities of the academic institution, its staff, and the teachers, toward the nation, the government, the community, the parents, other stakeholders, and most importantly the learners. Developing an Understanding of Instructional Design One specific aspect or dimension of the teaching-learning process is Instructional Design. According to Jonassen, Tessmer, and Hannum (1999), Instructional Design may be considered initially as a process by which comprehensive information is obtained in order to determine how learning shall be best facilitated. The foundations of the Instructional Design shall be based on the nature of the learners, the features or characteristics of the learning environment, the availability of resources and information, the educational philosophy observed by the academic institution, the goals and objectives of education, rules and laws governing education, new trends or paradigms in education, and so on. These information shall be utilized to identify the processes, strategies, techniques, methods, materials, etc. that are to be used to facilitate learning and transmit knowledge to the learners. (Jonassen, Tessmer, Hannum, 1999) In order to develop sound, efficient, and appropriate practices in Instructional Design, various theories have been formulated to support the planning, implementation, and evaluation process. One of these theories includes the Instructional-Design Theory. The Instructional-Design Theory, according to Reigeluth (1983), is an outline that directs how learning shall be best facilitated. The Instructional-Design Theory constitutes three key concepts which help individuals, particularly teachers, as well as academic institutions, plan and design the content, the methods, strategies, techniques, etc. of instruction for the purpose of enhancing how learning takes place. In developing the landscape of education as the primary concern for the literature, several references, such as books, publications, and journals have been published over the years discussing the Instructional-Design Theory. However, not all information discussed in these references may be considered valid and reliable. Hence, reviewing references that shape the foundations of education, particularly in Instructional Design is important in order to obtain information that are relevant, appropriate, efficient, and advantageous for application to educational processes and operations. All about the Book Charles M. Reigeluth and Alison Carr-Chellman wrote the third volume of the â€Å"Instructional-Design Theories and Models† three-part series. The subtitle for this volume is â€Å"Building a Common Knowledge Base. † The main theme of the book still adheres to the concepts of the Instructional-Design Theory, however, in this third volume, there was much emphasis on solidifying the bases or foundations of Instructional Design founded on the vast scope of information on frameworks, models, paradigms, and so on, that build on how Instructional Design is viewed, planned, implemented and evaluated. Reigeluth and Carr-Chellman’s goals and objectives in coagulating the foundations of Instructional Design were realized through their discussion of the common knowledge or information shared by the variety of archetypes, standards, paradigms, etc. In addition, Reigeluth and Carr-Chellman may be highly regarded as reputable sources of information. Their experiences as members of the academe have made it possible for them to provide fitting contributions to the book. Reigeluth is a professor at Indiana University’s School of Education, Instructional Systems Technology Department. He has obtained a Ph. D. in Instructional Psychology at the Brigham Young University. (Indiana University, 2009) On the other hand, Carr-Chellman is also a professor at the Pennsylvania State University’s Department of Learning and Performance Systems. She has obtained a Ph. D. in Instructional Systems Technology (Indiana University) and a Master and Undergraduate Degree in Education (Syracuse University). (SAGE Publications, 2008) Central to the discussions and arguments in the book is the belief of the importance of establishing a common knowledge base that would fuse the bases and extract the essence of Instructional Design that will be the foundations of other models, theories, strategies, techniques, and planning or designing, implementation, and evaluation of Instructional Design as a process. This review primarily focuses on how Reigeluth and Carr-Chellman’s work is a great contribution to the field of education, particularly in shaping and developing the foundations of Instructional Design despite and even with the diverse changes to learning situations principally caused by concepts in constructivism. A SUMMARY OF THE BOOK The first unit of the book, â€Å"Frameworks for Understanding Instructional Theory,† provides generally common information, represented in specific contexts and structures, about the definition, dimensions, and mechanics of the Instructional Theory, the Instructional Design and Instruction, the philosophies that govern the process of instruction, and how instruction is being applied within various learning situations. This particular unit was developed in order to provide introductory information. It sets the stage for the succeeding discussions on the Instructional-Design Theories and Models by: (1) defining the features, conditions, conceptual framework, and delimitations of the Instructional-Design Theory, (2) discussing the importance of instruction and its role in facilitating learning and the transmission of knowledge, and (3) relating concepts and ideologies on the Instructional Theory and Instructional Design to practical situations that commonly occur within the setting of the teaching-learning process. The second unit of the book, â€Å"Theories of Different Approaches to Instruction,† constitutes five approaches to instruction with varied goals and expected outcomes. Each was written by different authors who contributed to complete the objectives of the book. The five approaches aforementioned are: (1) Direct Approach to Instruction which targets the fast and efficient transmission of knowledge through direct teacher-learner interaction, (2) Discussion Approach to Instruction which facilitates learning through discourse and interaction, (3) Experiential Approach to Instruction within learning environments that allow practical learning or the application of knowledge and skills, (4) Problem-Based Approach to Instruction wherein learning is facilitated by urging students to define problems and develop resolutions, and (5) Simulation Approach to Instruction which places the learners within an environment that represents reality. The third unit of the book, â€Å"Theories for Different Outcomes of Instruction,† addresses problems, challenges, and difficulties in the teaching-learning process as caused by diversity and the complexity of learning and the learners, which necessitates the realization of different outcomes from the learning process in order to promote holistic learning. These four theories, which seek to accomplish varied outcomes from the learners, include (1) Skill Development, (2) Understanding, (3) Affective Development, and (4) Integrated Learning. Apparently, these theories are responses to the need to diversify learning so as not to capitalize excessively on cognitive learning and instruction. These theories are based on the perspectives of holistic learning, which looks into other aspects of the person aside from his cognitive faculties. The fourth unit in the book, â€Å"Tools for Building a Common Knowledge Base,† tackles the practical aspect of developing a framework of Instructional Design, which is based on universal knowledge and information that withstands various changes and transformations in the landscape of education through time. There were various issues discussed in this particular chapter. The first issue has something to do with the conceptual framework of the Instructional Theory – that is the base knowledge or hypothesis for the theory, its goals and objectives, contributions to education, suggestions and recommendations, general points and ideas, and so on. Other issues constituted the design or process by which the academic institution is to undergo reformation. These designs or processes include the successful implementation of a Learner-Centered Education, the dimensions of learning and the Instructional Theory, how the Instructional Theory is to be applied to educational processes and operations appropriately considering the inception of the Information Age, and the necessity to apply common knowledge base to capture the genuine essence of Instructional Design as a process to facilitate the improvement of the educational landscape. ANALYSIS AND EVALUATION OF THE BOOK This book is the third installment in a three-volume set on Instructional-Design Theories and Models. The first volume of the book was set down by Reigeluth, the editor, with primary issues and concepts focused on narrating, defining, and describing the basic concepts that build on the theory of Instructional Design within the context of the existing landscape of education during that point in time. (Reigeluth, 1983) The second volume develops the major concepts and ideas in the first volume but with additions or contributions from paradigm shifts and newly discovered theories that seek to improve or enhance the framework of the Instructional Design Theory. (Reigeluth, 1999) Based on the concepts and ideas from the first and second volumes of the book, the fundamental features and contributions of the third volume are realized. The essence of this book lies in its undercurrent objectives of fusing the concepts and ideas from the first volume and the second volume in order to provide an improved source of information that builds on the core concepts of the Instructional Design Theory and the current trends integrated into the theory in order to develop or enhance its foundations as well as how it is applied with considerations on the modern issues and concepts. Reigeluth and Carr-Chellman have efficiently worked together in order to collate significant information that contributes to progressive knowledge of Instructional Design as a theory by focusing on how all the major and significant parts of the theory, whether traditional or modern, shall be put together to reconcile rational yet long-established theories with modern constructivist theories. We may consider the process of developing this book as gaining the best of both worlds – that is, the face of Instructional Design in the past and at present time – to provide a new paradigm of the Instructional Design theory that is deep-rooted on a secure and time-tested model but is also appropriate for current learning environments and situations. Under these pretexts, the contributions of this book to human knowledge was realized because it presented something new or innovative that is logical and sensible as well as practical. From the words of Reigeluth and Carr-Chellman (N. D. ), the maturity or development of knowledge in this particular context is only facilitated when theories are built on other theories. Reigeluth and Carr-Chellman’s vision in creating this book embodies innovation and development at the face of the necessity to continually improve one of the primary institutions in society that provides services in education. Delving into one of the many technical aspects of the book, Reigeluth and Carr-Chellman has also succeeded in providing a reputable or reliable and valid source of information based on the list of references used to complete this third volume. Reigeluth and Carr-Chellman were able to obtain information that was integrated into the book from the individuals who developed the various theories discussed in the second, third, and fourth chapters of the book. Gaining the original ideas and perspectives from the theorists themselves establishes its reliability and validity since information were obtained first hand. Moreover, Reigeluth and Carr-Chellman, as the editors of the book, have handpicked a variety of primary and secondary references to back-up their theses or main arguments in the book. This means that both editors made an effort to approach the matter impartially and evenhandedly. The book was consistently structured and organized from start to finish. It was topical in such a way that divisions were planned to categorize all similar ideas together, such that definitions were placed in the first unit, the theories for approaches in the second, and so on. In addition, the book was arranged chronologically in order to relay simple and singular information first before moving on to the complex ideas which have something to do with how the pioneers of education as a process are to synthesize information from the first units to develop a common knowledge base for the design and implementation of the Instructional Design Theory. Overall, the ideas were organized from general to specific and similar concepts or ideas were placed together in a single unit in order to prevent confusion on the part of the readers and to present a clear and concise conceptual structure. However, in the same way, the structure of the book solidified some of its flaws regarding how the main theme was covered and how the readers are expected to synthesize the information provided in order to come up with a common knowledge base to enhance the framework of current theories or models of Instructional Design. Mostly, Reigeluth and Carr-Chellman presented concepts and ideas on the approaches and expected outcomes of instruction. Although introducing new theories is relevant in the quest to develop or improve the structure of Instructional Design or theory, the arrangement of the ideas and the scope of the discussions do not sit well with the primary objectives of the book, let alone its subtitle that was supposed to define its content. I believe that Reigeluth and Carr-Chellman should have published two different books in order to secede the discussions in units two and three, and the fourth chapter, which genuinely captured the essence of the book. Furthermore, Reigeluth and Carr-Chellman should have given more thought on providing comprehensive and sufficient information on how individuals are to develop a common knowledge based on Instructional Design as a theory as it was the fundamental nature of the third volume of the three-part Instructional-Design book series. In terms of the content of the book, the number of sources, from books to journals, magazine articles, etc. that I have read over time has taught me that different types of information made available for readers are not meant to be technically and practically critiqued, but instead digested in order to determine whether they represent rational and exploitable ideas and concepts for the advancement of human knowledge and development of education. Reigeluth and Carr-Chellman decided to contribute something to the field of education by introducing this third volume of the Instructional-Design Theories and Model series and the time and effort placed to do so is entirely commendable. Moreover, the diversity of learning situations and the complexity of the various aspects of the teaching and learning process nowadays justifies the applicability or non-applicability of new theories, approaches, techniques, strategies, etc. being introduced to the academic institution. This means that some ideas presented would turn out to be effective in some learning situations and ineffective in some. The most important thing is to obtain the most important pieces of information that would be valid in all aspects and situations in order to establish a contingency plan that would prevent flaws and failures in education. This ideology represents what this book embodies as a bulk of knowledge. CONCLUSION By and large, the book is a significant piece of reference that contributes to the massive field of education, specifically in developing the foundations of Instructional Design as a response to the diverse changes in the learning situations and environments principally caused by concepts in constructivism. Although there were some flaws evident in the structure and organization of the book, it presents several pieces of information that meets the necessity for additional knowledge that expands Instructional Design. In addition, the book is an excellent reference for individuals who are exploring the variety of theories and models that build up Instructional Design. With the success of the book in fusing conventional ideas with contemporary ones in an attempt to solidify the generally accepted foundations of Instructional Design as a theory and reconcile it with innovative theories and models, the only inquiry that remains is what the future holds for Instructional Design in terms of how it is to be approached and how its current paradigm is to be modified. References Indiana University. (2009). Profile: Charles M. Reigeluth. Retrieved 14 Apr 2009, from The Trustees of Indiana University. Website: https://profile. educ. indiana. edu/Default. aspx? alias=profile. educ. indiana. edu/reigelut Jonassen, D. H. , Tessmer, M. , Hannum, W. H. (1999). Task Analysis Method for Instructional Design. Mahwah, NJ: Lawrence Erlbaum Associates. Reigeluth, C. M. (1983). Instructional-Design Theories and Models: An Overview of their Current Status, Vol. I. Mahwah, NJ: Lawrence Erlbaum Associates. Reigeluth, C. M. (1999). Instructional-Design Theories and Models: A New Paradigm of Instructional Theory, Vol. II. Mahwah, NJ: Lawrence Erlbaum Associates. Reigeluth, C. M. Carr-Chellman, A. A. (N. D). A Common Language and Knowledge Base for ID?. Retrieved 15 Apr 2009, from the University of Georgia. Website: http://it. coe. uga. edu/itforum/paper91/Paper91. html Reigeluth, C. M. Carr-Chellman, A. A. (2009) Instructional-Design Theories and Models: Building a Common Knowledge Base, Vol. III. NY, USA: Routledge. SAGE Publications. (2008). Alison. A. Carr-Chellman. Retrieved 14 Apr 2009, from SAGE Publications. Website: http://www. sagepub. com/authorDetails. nav? contribId=530086 University of North Carolina. (N. D. ). Book Reviews. Retrieved 14 Apr 2009, from Creative Commons Attribution-NonCommercial-NoDerivs 2. 5 License. Website: http://www. unc. edu/depts/wcweb/handouts/review. html

Psychology and Computers :: Psychological Technology Essays

Psychology and Computers For this paper I decided on the topic of how computers influence my chosen profession, and since I am a Psychology major this paper is going to be about Psychology and Computers. I plan to study School Psychology in particular. Where to begin? Computers affect so many aspects of Psychology. Let us start with the basic computer which is the calculator. We Psychology major’s use the calculator all the time, particularly in the class of test and measurements, are shown how to administer a test to students, adults, etc†¦ Then shown to calculate the different results and the different formulas we use and what the formulas mean. We also use the calculator, especially a calculator with graphing functions, to make graphs and to see what the math formula actually did. We can see what it measures and actually what the formula means. In another class called Senior research, we are using the ANOVA (Analysis of Variance) which is a data analysis tool that is located in the Windows Excel Program, to see if the outcome of the ANOVA was statistically significant or if the outcome of the just had to do with interference of other variables. Also in the Excel Program, after the outcome of the ANOVA we use the Chart Wizard to make a graph to show the results of the ANOVA. Those are just some of the things that I use everyday which require a computer in Psychology, and this is just undergraduate work. I have not begun to tell all of the influences that computers have on Psychology. I plan on going to Graduate school after I graduate from Lake Superior State University with my Bachelors of Science in Psychology. In Graduate school I plan - 3 - to study School Psychology, but just to get into Graduate school I have to take the Graduate Record Exam (GRE). This is a Computer Based Test which measures a students’ verbal, quantitative, and analytical skills. By using the computer test you will be able to get your results right away after you take the test, unlike when I took the ACT (National College Admission Examination) to get into Lake Superior State. The ACT was a paper and pencil test which took two to three weeks to get my test results back.

Right to Check Employees’ Backgrounds

In my opinion, employers should have the right to check applicants’ backgrounds whether or not suspicion of misbehavior, security threats, credit histories, driving offenses etcetera exist. This will ensure employers or companies that they won’t have any ‘problematic employees’ in within the organization. However, even if this should be a right held by the employers, companies, organizations, etcetera, the law states that the they â€Å"do not have unlimited rights to dig into an applicant’s background and personal life† (US Small Business Administration, 2008, n. . ). This means that there are certain ‘checks’ that these employers, companies, organizations, etcetera cannot pursue simply because it is forbidden by the law and they can be charged in court if they push through with unlimited ‘checks’ (US Small Business Administration, 2008, n. p. ). The following are the background checks that may be done including the limitations set by the law: First is with regards to â€Å"credit reports† (US Small Business Administration, 2008, n. . ). The restriction set by the law for this is known as â€Å"the Fair Credit Reporting Act† wherein employers, companies, organizations, etcetera are obliged to obtain a formal â€Å"written consent† coming from the employee/applicant before the former could see the latter’s â€Å"credit report† (US Small Business Administration, 2008, n. p. ). The second entails â€Å"criminal records† (US Small Business Administration, 2008, n. p. ). Employers, organizations, companies, etcetera may look into an applicant’s criminal records but this should be done through their lawyer or they should consult the â€Å"Federal Bureau of Investigation† especially if they need an â€Å"employee background investigation† to be carried out or if they wanted to make sure that the applicant has not been involved in violation of the following: â€Å"antitrust laws, trade secret laws, intellectual property laws, economic sabotage, as well as, anti-terrorism laws† (US Small Business Administration, 2008, n. p. ). The third involves â€Å"lie detector tests† (US Small Business Administration, 2008, n. . ). The use of the aforementioned may be allowed only by employers whose businesses involve: â€Å"armored car services, alarm/guard services, pharmaceutical manufacturing & distribution, etc† (US Small Business Administration, 2008, n. p. ). Employers, therefore cannot just make an employee/applicant undergo â€Å"lie detector tests† because the latter is protected by the â€Å"Employee Polygraph Protection Act† (US Small Business Administration, 2008, n. p. ). The fourth is with regards to ‘health check’ (US Small Business Administration, 2008, n. p. ). Here, an employer, organization, company, etcetera can always ask the health expert or the health institution if an employee can carry out a certain task; however one cannot ask for the entire medical record of an employee or applicant because doing so is a violation of the â€Å"Americans with Disabilities Act† (US Small Business Administration, 2008, n. p. ). In addition to that, health institutions would not give in to such an employer’s request because â€Å"confidentiality of medical records† is a part of the â€Å"American Medical Association’s Code of Ethics†; legal issues will emerge if they violate this (US Small Business Administration, 2008, n. . ). Last but not least pertains to the school records of an applicant (US Small Business Administration, 2008, n. p. ). Fortunately, these may be scrutinized by employers however they should be able to get the applicant’s approval before they carry that out (US Small Business Administration, 2008, n. p. ). Applicants are protected because of the â€Å"Family Educational Rights and Privacy Act† (US Small Business Administration, 2008, n. p. ). Employers then should have the right to check on applicants’ backgrounds but only to a certain extent and only those which the law allows.

Prepare Environments and Resources for use during healthcare activities Essay

1.1 When going into a call the first thing that should be done is to get all the materials that you need together in order to provide care. For example, if someone is bed ridden and you are changing their pad then you will need to get the clean pad, carrier bag, toilet roll, baby wipes, towel, cream if applicable and usually the slide sheet ready. By not having everything ready you will have to stop what you are doing and go and get things. The individual during this time is rolled on their side and no doubt in some discomfort and delaying the proceedings to go and get things only increases this discomfort. After providing care all materials should either be disposed of or put away ready for the next use. Any soiled clothing or bedding should be changed and put into the washing machine ready for the next wash. When preparing food all dirty dishes should be washed, dried and put away so that they are ready for the next use and all kitchen surfaces should be wiped clean. Any foods that have been opened should be stored correctly either in the cupboard or fridge so that they do not go off and can be used again. 1.2 It is important that team members work together in the management of the environment and resources. The carers who go into the homes and provide care need to be considerate not only of the individual but also of the next carer who is going into that call by leaving the environment ready for use. Care managers need to respond immediately to any problems to ensure that carers can continue with their work without delays. 1.3 Any problems with the environment should be investigated to the extent that no harm comes to the person doing the investigation. For example , if the problems are related to something such as gas, or electricity then the gas or electric board should be called immediately as interfering with this could cause harm. If the problem is something minimal such as changing a light bulb than this can be done as long as no harm can come to the person changing it. For example, if the light bulb can be reached whilst standing on the floor then it is safe to do so but if it requires step ladders or a chair then further assistance is required. All problems should be recorded in the care plan and reported to the care manager. 1.4 The impact of environmental changes on resources including their storage and use largely depends on the setting in which these resources are being used. For example,  in hospitals and nursing homes, there are specific storage rooms, refrigerators’ etc which are temperature controlled at all times and therefore do not specifically undergo environmental changes. However, in individual’s homes environmental changes have a greater impact as the impact as the ability to control certain factors such as storage is reduced. An example of this would be if pads were kept in a shed outside due to lack of storage space in the home. This would be fine in the summer months but once the temperature started to drop damp could set in making the pads wet and non-useable. Another example would be where certain medication was prescribed which needed to stored in the refrigerator. If it is not kept refrigerated it may not work as well as if it had been. OUTCOME 2 2.1 With regards to preparing environments, medical equipment, devices and resources for use during healthcare activities the health and safety measures relevant to the healthcare activity and environment are as follows: Wearing gloves, aprons and masks when necessary  Ensuring that there are no objects in the way which can cause harm, Ensuring all medical equipment, devices and resources are functioning correctly and if they are not report the problem and not use them. Ensuring the equipment, devices and resources are still relevant to the individual e.g. if eye drops were prescribed for use over 5 days are the still required. Ensuring that all equipment, devices and resources are to hand before starting the healthcare activity. 2.2 Gloves and aprons (where necessary) are worn during all calls involving personal care and food preparation. Different gloves should be used for personal care and food preparation to avoid cross contamination. Gloves and aprons should be disposed of at the end of each call. Hands should be washed on entering and leaving each call and after smoking and eating. Hair should be tied back if it is mid length or long. Tissues should be used if coughing or sneezing and disposed of and then hands should be washed. 2.3 The main conditions that affect individual comfort within the environment are warmth, lighting, food and cleanliness. With regards to warmth it is important to ask the individual whether they are comfortable especially in the winter months when the thermostat may need to be turned higher up. A change to the blankets on the bed will be  necessary according to the seasons and particularly in winter a blanket over them while they are sitting in the chair or a hot water bottle may be required. Lighting is more often than not unchangeable and it is important to ensure that light bulbs work. I do care for a lady who felt that the lighting in her front room was to bright so we brought lamps down from of the spare bedrooms to create a softer feel to the room which she is now pleased with. Food is extremely important in affecting individual comfort as we all need to eat and drink and we also like to have snacks to eat between meals or while watching TV. We can ensure that the fridge is stocked up with foods that the individual likes to eat and, if they have mobility problems, leave snacks out for them within easy reach. The same applies to drinks with regards to cleanliness, most people like to sit in a room or lie in bed in which the immediate surroundings are tidy and clean. 2.4 The main resource that I am personally responsible for are gloves and aprons. I can ensure that these are available in advance of planned healthcare activities by ensuring that I have a sufficient supply at all times with regards to essential resources within the individuals home I can ensure that these are available in advance by keeping my eye on stock levels and where levels are running low then advise either the individual, their family or the care manager that stocks need reordering. It is the duty of myself and my colleagues to report any shortages immediately. 2.5 Medical equipment, devices and resources should be checked before they are used each and every time they are used to ensure that no malfunction can harm the individual who is using them or on whom they are to used. Any defects should reported immediately to the care manager and the equipment not only used but put out of the way of the service user who may not understand or realise that there is a problem. If a defect is noted it is important to leave clear instructions for colleagues both in the care plan and also by putting a sign with the equipment, devise or resource so that it can be easily be seen. 2.6 Any problems with medical equipment, devices and resources would be immediately reported to my care manager who would then look into the matter. 2.7 Refer to 2.5 above. 2.8 Clinical governance is the term used to describe a systematic approach to maintaining and improving the quality of patient care within a health  system. Resources are prepared in line with clinical governance by following the standard codes of practice as described in unit 201- preparation to work – 1.1 and also unit 208 preparation to work -1.1. OUTCOME 3 3.1 It is important to ensure that the environments are ready for their next use as it ensures that the area has been left clean and tidy. It also ensures that the next carer who comes in to the call does not have to spend time cleaning up the environment before they can begin their work. For example, if an individual needs to use the commode desperately it is not acceptable for the carer to have to tidy up or move things out of the way that the previous carer left before the individual can use the commode. 3.2 The factors that influence the readiness of environments for use in healthcare activities are as follows: How the previous carer left the environment. How mobile the individual is. Whether the individual lives alone or with family. Whether supplies/equipment has been ordered and is there. 3.3 All equipment must be cleaned and stored correctly once they have been used so that the next colleague can use them straight away. For example, when giving someone a bed bath, the bowl used must be cleaned and rinsed and put back in the place it is stored. Flannels and towels must be put into the washing basket or directly into the machine ready to be washed. Razors must be rinsed and checked to ensure that any unsafe or worn blades are removed and disposed of. If clean blades are needed then these should be put on ready for use the next day. 3.4 Used, damaged or out-of-date items should be disposed of immediately. With regards to soiled pads and catheter bags these should be placed in a carrier bad and disposed of in the outside bin. Damaged items should be removed from the property as they can cause harm to the individual if they continue to be used (the individual may not be aware that something is damaged). Out-of-date items such as medication should be placed in the bin out of the service users sight/reach as the medication may have changed and out-of=date items are no longer in use. Taking the wrong medication can cause serious harm to an individual’s health. 3.5 Un-opened and surplus resources should be returned to the correct location for storage  so that they are not in the way. Leaving them lying around can be a hazard for an individual with regards to mobility, for example , boxes of pads left in the hallway . It also ensures that all opened items are used first. 3.6 It is important to monitor levels of consumable materials used in healthcare activities so that the individual does not run out of things which they need on a regular basis. Examples of things which need to be monitored are pads, creams, catheter bags. Whoever orders these supplies, such as the individual themselves, their family or the care manager, need to be advised in advance so that they can get the order in before supplies run out. 3.7 Consumable materials are replenished by either advising the individual, or their family (or whoever does this for them) what they need more of, or advising my care manager of the individuals requirements. This does not always happen of course. I care for a man who is bed ridden and we visit him four times a day. We use baby wipes when changing his pad in order to ensure that he is clean, however, he never has any wipes as his family don’t bother with him. The office has been informed on a number of occasions yet still the family do not provide what is needed. It is often the carers who will provide these as it make our job very difficult not having them especially when he only has one flannel which we use to wash his body in the morning. 3.8 All information is accurately recorded as specified in local protocols in the care plan. For example under the heading â€Å"household duties† I always state that the pad has been correctly disposed of. If additional supplies are needed I enter this in the â€Å"comments† box and state who I have advised.

The Perfect President essays

The Perfect President essays If I had to make the perfect president, it would have to be a mix of the greatest presidents the United States has had. Mainly, Abraham Lincoln for his courage during the Civil War, George Washington for his audacity to fight with his fellow citizens in the Revolutionary War, and Theodore Roosevelt, Ronald Reagan, and Bill Clinton for their excellent communications skills. A president needs to have good communication skills because if he cannot speak very well, he may be thought of as cowardly and Americans wont have faith in him when the time comes to trust their leader. Franklin D. Roosevelt had fireside chats to help keep the nation calm and well-informed as to what was happening with our soldiers fighting in World War II. Ronald Reagan and Bill Clinton are two former-presidents that had excellent speaking skills, they had ways of making people do things that they wanted done, when they wanted it done without being mean and nasty. One example is when Reagan negotiated with the Iranian Contras to release the hostages. Based on personal beliefs, if a president doesnt stand up for his people he will never make it as a president. How can anyone rule a country for a group of about 278 million people, with out having the same beliefs as a majority of the citizens? I say the majority of the citizens because there is no possible way you can get 100 percent of the population to agree on any given subject, there will always be rebels against almost every subject. The president should, in my opinion, be very family-oriented and have the support of his family. One example is Eleanor Roosevelt and Franklin D. Roosevelt. Eleanor was involved with a lot of organizations, such as, the League of Women Voters, the Women's Trade Union League, and the women's division of the Democratic Party, so she was somewhat experienced in the government. When FDR got sick ...

ACT Test Information Release Should You Order It

ACT Test Information Release Should You Order It SAT / ACT Prep Online Guides and Tips If you’re hoping to find out more information about your ACT scores or use your test as a study aid, you should think about ordering Test Information Release. I’ll go through what’s included in TIR, why you should strongly consider ordering it, and how to order it for your test. What Is Test Information Release? Test Information Release is essentially an all-access guide to your ACT scores.You can order it during registration or up to three months after you take the test, and it costs $20. Here’s what you get for your money: A copy of the multiple choice test questions A list of your answers The answer key If you took the writing portion, you also get a copy of the essay prompt and essay scoring guidelines along with your essay scores You will also receive information about ordering a photocopy of your answer sheet (and essay, if you took the ACT with Writing) for an additional fee.Test Information Release is only offered for the December, April and June ACT test dates at national test centers. Unfortunately, on other dates there is no comparable service offered by the ACT, so if you want to review your scores in-depth you should stick to those test dates. Reasons to Order Test Information Release There are several reasons you might order TIR as a supplement to your regular score report, including its usefulness for future studying and its clarification of the mistakes you made on the test. Reason #1: It’s a Great Studying Tool! If you’re planning on taking the ACT more than once, Test Information Release is an excellent resource. It allows you toreview the test questions and analyze your mistakes to avoid repeating them next time you take the test.Focusing on the mistakes you made in a real test environment will increase the efficiency of your prep time. The ACT says on the order form for TIR that â€Å"you should not expect to receive [your TIR materials] before the registration deadline or in time to study for the next test date.†But if you’re not planning on taking the test on the very next date(or if you are but you think you might take it a third time later), TIR can be super useful as a study guide. Reason #2: You Got a Score You Didn’t Expect and Want to Review Your Answers in More Detail If you’re stumped by your ACT score, ordering Test Information Release can help you make sense of what happened.With full access to the questions, it’s more likely that you will remember why you made certain mistakes. If you believe an error was made in the scoring process and are considering going a step further and ordering Hand Scoring for the ACT, you should order TIR first.Hand Scoring means that a real human from the ACT will review your answers to see whether there was a mistake in the scantron scoring process.This is relatively expensive ($45 for multiple choice or essay, $90 for both), so you should make sure you have a good reason to do it. Test Information Release will either confirm or deny your suspicions about your score based on whether you remember answering questions the way it says you did on your score report. With TIR, you get to be your own ACT detective! Don't get too excited. How to Order Test Information Release As mentioned above, if you already know you want to order Test Information Release before you sign up for the ACT, you can order it along with your original registration (check the TIR box during online registration).You should receive your materials four weeks after your scores are released.If you order TIR after the test, your order has to be postmarked within three months of the test date.You must send the form and check via snail mail.Here is a link to the form. Mail the form, along with a check for $20 made out to ACT, to this address: ACT Test Information ReleasePO Box 4008Iowa City, IA 52243-4008 You should expect to receive your materials three to five weeks after you send in the order form.Remember, you can only order TIR if you test on official dates in December, April, or June at a national ACT test center. What's Next? Still not sure whether you should retake the ACT? Here's a quick guideto help you decide. Or are you just trying to find the right test date for your situation? Learn more about when you should take the ACT. Use this guide to figure out your target ACT score so you have a goal in mind for the next time you take the test! If you're looking for tips on specific sections, take a look at these articles on how to earn the best scores on each section of the test. Want to improve your ACT score by 4+ points? Download our free guide to the top 5 strategies you need in your prep to improve your ACT score dramatically.

Analysis of the reading Assignment Example | Topics and Well Written Essays - 250 words

Analysis of the reading - Assignment Example Thus, he believes that if an executive spends money for any purpose purported to be for a social cause, he is in fact spending the shareholders’ money which he is not morally permitted to do. However, in this case, the author’s contention does not seem to be really valid as most of the decisions to spend come from the board of directors that represents the shareholders and not the executives in a corporate, in the light of the fact that all executives in such an entity need not necessarily be shareholders or directors. Yet, it is logical in terms of the concept it postulates. Similarly, he also mentions instances where shareholders coerce other shareholders, who may not be willing, to contribute to a specific cause. In this case his argument is quite reasonable and it definitely is not an appropriate action to utilize another person’s money for a purpose he or she does not intend to spend on. He further claims that in most cases, the term social responsibility is a guise to serve the purpose of some vested interests and this argument is quite reasonable because politicians on most occasions use this for political mileage, by making the corporate entities bear the cost. He also criticizes the businessmen who propagate social responsibility to gain cheap popularity as this will only lead the business entities being influenced by external forces in the long run. The author firmly upholds the view that social responsibility is a matter of individual concern. He, thus, concludes the article by contending that all individuals should work for the betterment of the community and business people, like other members of the society, will also share values and partake in such