Renewable Energy Perspectives On Germany - 1850 Words

Renewable Energy: Perspectives in Germany Global climate changes and depletion of fossil energy resources on the planet forced the civilized world to pay more attention to the efficient use of traditional energy resources and increase the proportion of renewable ones. One can definitely say that Germany is the most progressive country in that sense. Constant growth in prices for gas and other energy sources, as well as Germany s dependence on exporting countries, gave rise to a new round of debates about the German energy policy. The discussion primary topics concern mixed energy supply stability as well as promotion of inner energy production through the use of coal and alternative energy sources. This paper is focused on Germany’s wind†¦show more content†¦Moreover, the source of 42 % of electricity generated in the country is brown and black coal (International Energy Agency 5). Thus traditional sources of energy are crucial for the normal functioning of its economic. However, the current task of the Germa n government in the energy sector is to make Germany the first country in the world which by 2050 will fully switch to energy derived from environmentally friendly sources. From a technical and economic point of view, this plan is realizable even on the basis of already existing technologies according to experts of the Federal Agency for the Environment. Another key task is the reduction of carbon dioxide emissions since the energy transfer to renewable and clean energy sources will help to get rid of emissions from power plants based on coal and natural gas. In Germany, 30 % of CO2 emissions accounted for the production of electricity (Energiewende 27). According to the Chairman of the Expert Council on Ecology, Martin Faulstich, Germany can achieve a full transition to renewable energy sources (i. e. rejection of nuclear power, oil, gas, and coal) by 2050. In accordance with his words, the plan is feasible from a financial point of view, and in the long term this strategy is economically more profitable. The program of energy sector modernization in Germany, which provides that the share of renewable energy, including biogas, geothermal, hydroelectric, wind, and solar

Female Humanists in Renaissance Italy Essay - 1355 Words

Female Humanists in Renaissance Italy Arcangela Tarabotti like many young girls in Renaissance Italy had parents who could not afford a sufficient dowry to purchase their daughter a good marriage. In order to protect their honor and her virginity they sent Tarabotti away to a convent against her will. Here she lived out the rest of her unhappy life as a nun. What sets her apart from other girls of similar circumstance is that she became one of the few female humanist writers#. The story of Tarabotti and the other female humanists I will discuss in this chapter demonstrates not only the oppression of women in Renaissance society but also how women found ways to work around their circumstances. To fully understand this aspect of†¦show more content†¦Meanwhile, her other work â€Å"Innocenee Undone† reflects the resentment felt against a patriarchal society. In it she attacks men for being cruel and inhuman and, argues that women are the stronger creatures. She supports her argument by referencing the bible#. It is clear from these works the overwhelming power that family loyalty and the protection of family honor played in the lives of young women of Renaissance society. Furthermore it proves that this sense of loyalty through manipulation of marriage served as a tool of oppression for women. As I discussed above preserving the virginity of one’s daughter was a reflection on the family, which brings me to my next point on women and sexuality. The stress on women’s virginity can be seen in the title of Lauro Quirini’s letter to Isotta Nogarola â€Å"Greetings to the most noble and most eloquent virgin Isotta Nogarola.† The fact that he addresses her as virgin shows the importance Renaissance society placed on maintaining one’s purity. Women were viewed as having a promiscuous nature and, therefore were married at an early age. For example, Laura Cereta, a humanist writer and daughter of a prominent family, reflects this as she was married by age fifteen to a much older man and widowed by seventeen#. To overcome this strict control over their sexuality as well as the oppression of society some women used their bodies as a tool, most notably the Renaissance authorShow MoreRelatedThe Italian Renaissance And The Renaissance1424 Words   |  6 PagesThe Italian Renaissance was an explosion of art, writing, and thought, that roughly lasted between 1300 to 1600. In this time each citizen, countrymen, or villager had and performed different jobs and careers. Humanism the study of Greek and Roman writings, art, and architecture, initially jump started the Renaissance, and the need for art. Artists now were inspired to use life like art and linear perspective, so art seemed and was more realistic. The start of the Italian Renaissance was the startRead MoreEssay on The Role Of Women in the Renaissance1645 Words   |  7 PagesWhen one talks about the Renaissance, the most common topic is art and architecture. It is true that the Italian Renaissance was marked by some of the greatest and most prolific masters of painting, sculpture and building. It is also true that the era marked the emergence of a great deal more. It was a time of awakening from the intellectual darkness of the medieval order and the emergence of ma ny of the concepts that would form the basis for civilization as it is known today. The era saw theRead MoreThe Renaissance in Europe1418 Words   |  6 Pagesâ€Å"Renaissance†, which is French for â€Å"rebirth†, perfectly describes the rebirth of art and learning that occurred in Europe between the 1400s and 1600s. During the era known as the Renaissance, Europe underwent a cultural movement in which people regained interest in the ancient cultures of Greece and Rome. 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The Individual, Marriage, and the Family Free Essays

string(63) " asked to leave if you are engaging in any of these behaviors\." Instructor: Mrs. Joy Jacobs, CFCS, MAEd (â€Å"Mrs. J. We will write a custom essay sample on The Individual, Marriage, and the Family or any similar topic only for you Order Now †) E-mail address: jacobsj@msu. edu Please always use â€Å"HDFS 145†³ on the subject line when you e-mail. Office hours: Mrs. J. will be in the classroom one half hour before and will stay after class until all students are gone, or you may make an appointment with her. Go to this website: https://ntweb11. ais. msu. edu/aas/ Because of advising responsibilities, she is not available for walk-in appointments and she cannot take phone calls from students. She HATES playing â€Å"phone tag†, so please do not try to leave phone messages in her office! Undergraduate Learning Assistants who will be helping with this class: Abbey Feldpausch feldpa62@msu. edu Keeps track of students whose last names begin with A through K Carly Lesoski lesoskic@msu. edu Keeps track of students whose last names begin with L through Z Office hours: Tuesdays from 4:30 to 6:30 PM in the Student Lounge, Room 4 Human Ecology Two Required Texts (bundled together if purchasing new): The Marriage and Family Experience (11th edition) by Bryan Strong, Christine DeVault, Ted Cohen, Cengage Wadsworth/Thomson Learning, Publishers (Do NOT let a book store employee tell you that the 10th edition is OK. The reading assignments will not make sense if you have the 10th edition. ) and FCE 145 Additional Readings supplemental text Custom Editor Steve Korb, Cengage Wadsworth/Thomson Learning, Publishers The study guide to the Strong DeVault text is not recommended nor required, This class uses the ANGEL class management program. The syllabus, handouts, and some announcements will be posted on ANGEL, although some times you may will be contacted directly via e-mail. If you forward your MSU mail to another e-mail service, be certain that the transfer is working. You are responsible for knowing the content posted on ANGEL and e-mailed to your MSU e-mail address. Course Description: â€Å"The Individual, Marriage, and the Family† is one of several undergraduate courses offered in the area of family life by the Department of Human Development and Family Studies. In this class we use a developmental approach, presenting individual, marriage, and family life cycles with special emphasis on the late adolescent and early adult years. This is a survey course over topics regarding maturation, intimate relationships, and families. Issues to be covered include the development of the person, of relationships, and of families; issues of gender, sexuality, child development, and parenting; methods of communication; work and family interface; and developing family strengths. An emphasis is placed on understanding diverse family types. You will be expected to learn basic concepts related to families, to understand specific developmental issues of both individuals and families, and to gain a level of tolerance for different perspectives. You will be provided opportunities to explore your personal values. In addition, specific methods will be taught that you may use to enhance your own personal relationships. Course Format: This course will use a variety of teaching techniques including lecture, discussion, videotape, and in-class individual and group assignments which will play a role in challenging you to develop different ways of thinking about various issues and to appreciate the opinions of your classmates. If you want to do well in this class, you will read the assignments, and ESPECIALLY, you will attend class. This class is a collaborative process and necessitates a commitment from all of us to properly prepare for each class session. There are many important topics in the areas of marriage and the family, however, there is not sufficient time to include all of them. Subject matter and activities are selected in an effort to be meaningful to people of college age, and to enhance their personal development. Course Objectives: 1. To gain both historic perspective and an accurate contemporary outlook of the demographic, political, social, and economic status of individuals and families. 2. To examine personal and societal attitudes, assumptions, and values about intimate relationships and families. 3. To examine the range of lifestyle options available to young adults. Special attention will be given to intimate relationships and to the social forces of the young adult period of life. 4. To appreciate the diversity of ethnicity, gender, religion, and social class which is represented in our society, and to gain an accurate perspective of the challenges and strengths of diverse people. 5. To examine key family issues such as communication, parenting, and the balance of work and family. -26. To develop an accurate understanding of the problems/challenges that some families confront, including but not limited to relationship violence, infertility, divorce, single parenting and child custody. 7. To gain an appreciation for and an understanding of intimate relationships over the entire life cycle. 8. To gain interpersonal skills working with others involving discussion, compromise, and evaluation. Attendance: It will be to your advantage to attend all class sessions, to be on time, and to remain in class for the entire session to learn from the lectures and to have the opportunity to do and to receive credit for the assignments. Absences for illness, for family emergencies, or for religious observances may be excused, but you must e-mail Mrs. J. BEFORE THE START TIME (8:30 AM) of the class you are going to miss. (See â€Å"Make-Up Policies† on page 3. ) Absence from class because of participation in a required activity for another course or for a University event (a field trip, an intercollegiate athletic contest, etc. ), will be excused, but you must provide written information in advance from the athletic advisor, the instructor of the other course, or from a University administrator. You must make arrangements with another student to look over his/her lecture notes when you miss class. Student Behavior: Your conduct in class must be quiet, attentive, and respectful toward your fellow students and the instructor. Reading the paper, working crossword puzzles, playing games on your laptop, talking to class mates, sleeping, or using a cell phone or PDA during class is rude and unprofessional, and you may be asked to leave if you are engaging in any of these behaviors. You read "The Individual, Marriage, and the Family" in category "Family" No credit would be given to you for an in-class activity if one is offered during that particular class session. ) If you are expecting an important cell phone call, please set your phone to vibrate, and leave the classroom to take care of your call. Academic Honesty: The Department of Human Development and Family Studies adheres to the policies on academic honesty as specified in the All-University Policy on Integrity of Scholarsh ips and Grades at http://www. reg. msu. edu/read/UCC/Updated/integrityofgrades. pdf We expect students to behave ethically, and will not tolerate dishonesty. For example, a student who would photocopy another student’s make-up assignment paper or cheat on an examination would receive no credit for the assignment or exam which will be counted as one of the scores used in figuring the student’s final grade, and notification will be made to the student’s College Dean. A student who commits a second offense will receive a grade of 0. 0 for the course. Selling or Buying Class Notes: Lectures and supporting materials distributed or exhibited in this course include intellectual property protected by copyright law. It is against University policy for any student to sell or profit from the transmission or reproduction of these materials (whether directly to other students, by contract with third parties, or through commercial note-taking services) without the express written permission of the instructor. The relevant MSU policy about attendance and class notes is found at http://www. reg. msu. edu/read/UCC/Updated/attendance. pdf Students who provide class materials to anyone for profit are subject to removal from class, pending a hearing by the Department of Human Development and Family Studies. Accommodations for Disabilities: If you have a disability (dyslexia, ADD, hearing difficulty, sight limitation, etc. ) and expect preferential treatment, you must register with the Resource Center for Persons with Disabilities and submit to Mrs. J. the official â€Å"VISA† with a counselor’s suggestions for reasonable accommodations. For an appointment with RCPD, call 353-9642 (voice) or 355-1293 (TTY). We work closely with the counselors to do whatever we can to help RCPD students succeed. Evaluation for Grades: Syllabus Quiz: Posted on ANGEL is a quiz which we will discuss during the first class session. Your syllabus quiz scantron is due in class any time before, but not later than, 8:30 AM Tuesday, September 18. Examinations: Questions are about 50% from lectures and 50% from text and ANGEL information. We ask that you be in the classroom by 8:45 AM on exam days to have enough time to finish the exams. There will be one exam over each quarter of the course and an optional comprehensive final. If you take all five exams, only your four highest exam scores will be used when we figure final grades. Exams are computer scored, and results are sent directly to you from the computer scoring center. Activities/Assignments: During six class sessions (unannounced), we will do assignments which will enhance learning. You may be asked to write a â€Å"five-minute paper† expressing your opinion about a current event, to work with another student to debate a topic and list your combined conclusions, or to answer questions and provide an ending to a case study. You will print your last name and PID on the upper right-hand corner of your activity paper. A point will be deducted from your score if your last name and PID are not in the upper right-hand corner of your paper. We must have both a paper with -3your last name and PID and a completed scantron with your name and PID â€Å"bubbled in† for you to receive credit for an assignment. If we do not have both, you do not receive credit. For each activity, you may earn up to fifteen points. (You would receive fewer points if instructions are not followed completely or if your response is insufficient. ) Some activities will be based on personal opinion, however, your responses should always demonstrate understanding of class concepts. On some activity days, score sheets will be passed out as you enter the classroom. On those days, you must arrive at the classroom by 8:45 AM to receive a 15-point scantron for an activity. Students who arrive between 15 and 30 minutes late will receive no more than half credit. Students arriving more than 30 minutes late will receive no scantron, and no credit for doing the activity, although they may do it if they wish. Our learning assistants go by the time on the clock on the back wall of our classroom. Please do not argue with them about the time you entered the classroom. If you must leave a class early, let Mrs. J. now before class starts or give your name, e-mail address and reason for leaving to one of the learning assistants as you exit the classroom. If an activity is planned and your excuse is reasonable, you will be sent a make-up assignment. Community Service Assignment: This assignment is not just to volunteer. It is to serve others. To earn full credit, you must work for at least four hours for a program, agency or organization where you can make a difference by your work, and you must write an acceptable reflection paper about the experience. More information on the assignment is on our ANGEL site. If you have an idea for your service but you are concerned about its acceptability for the assignment, please check with Mrs. J. BEFORE you participate in the activity. We strongly suggest that you not put off doing your service, because your schedule will become busier as the semester passes. Examples of service accepted in the past includes running or helping with the MSU Museum Dinosaur Dash or a fund raiser walk for breast cancer, work at an animal shelter, and tutoring elementary students one-on-one. Volunteer activities such as directing traffic for the Homecoming Parade, setting up chairs for a fraternity party, or decorating a church’s Christmas tree are NOT acceptable. MSU’s Center for Service Learning and Civic Engagement is a good place to find a service opportunity. Make-Up Policies: A make-up assignment will be given if you e-mail Mrs. J. BEFORE the 8:30 AM start time of the class you will miss with the reason you will be absent, or if you check out with one of the student assistants to leave class early. If your reason is acceptable, you will be e-mailed a make-up assignment. If you miss a class but do not notify Mrs. J. before the class, you must have medical documentation or other acceptable proof that you were where you said you were, and you must notify Mrs. J. within two weeks of the missed class. Make-up activities must be turned in by the due date listed on the activity (two weeks from the day missed). Each student will be given one â€Å"free† assignment make-up, if the reason for absence is justifiable. You must notify Mrs. J via e-mail within two weeks of the missed class. If you must miss an exam, send Mrs. J. an e-mail before 8:30 AM on the exam day with your reason for missing. Exceptions may be made if you are not able to notify her. Exams are made up during the learning assistants’ office hours and should be done within two weeks of the missed exam day. Receiving Your Scores: You will receive your exam scores via e-mail from the Computer Scoring Center within 24-48 hours. Assignments are hand-graded, so you will not receive those scores as quickly. Please allow a week. ) The e-mail you receive from the Computer Center will say that the sender is Mrs. J. This score report will show the number of points earned for a particular assignment or exam, and also, at the very bottom, will show your cumulative points. After each exam, print and save the report you receive because it shows your answer to each question, and will be useful if you want to review the exam during the helpers’ office hours. Mrs. J does not receive this report, so there is no way to get another copy if you do not save it yourself. Points Possible: Syllabus quiz @20 points Exams @ 65 points – 5 given, but only 4 are counted Six activities/assignments @ 15 points Community service assignment Total 20 points 260 points 90 points 30 points 400 points (100%) -4- About 65% of your final grade comes from the exams, and about 35% of your final grade comes from the rest of the class (syllabus quiz, in-class activity assignments, and the community service assignment). There will be several additional questions on each exam and we will do two 5-point â€Å"bonus† assignments to enable all students to earn some extra points. In reality, at least 25 points of extra credit will be built in to the class and are available to every student. No student will be given any other kind of extra credit—please do not ask at the end of the semester. Scale for Final Grades: *** 400 points is 100% *** 374 total points or more 354 through 373 points 334 through 353 points 314 through 333 points 294 through 313 points 274 through 293 points 254 through 273 points 253 and below 4. 0 3. 5 3. 0 2. 5 2. 0 1. 5 1. 0 0. 0 At the end of the semester, the score report total from the computer center will include all five exam scores if you have taken all five. You must then subtract your lowest exam score from the total to figure your final score for the course. It is to your advantage to take all five exams, since you cannot hurt your grade by doing so. ~~~~~~~ Michigan State University takes seriously the opinion of students in the evaluation of the effectiveness of instruction, and has implemented the SIRS (Student Instructional Rating System) process to gather student feedback. This course utilizes the â€Å"online SIRS† system. You will receive an e-mail sometime during the last two weeks of class asking you to fill out the SIRS online form at your convenience. MSU’s Thanksgiving break starts at 5 PM Wednesday 11/21. The community service assignment is due as you enter the classroom on Tuesday, 11/27. Papers turned in after 8:30 AM this day will earn no more than half credit. Chapter 8, p. 293 â€Å"Middle-Aged Marriages† to end Chapter 10, p. 370 â€Å"Parenting and Caregiving†¦.. † to end Death dying Exam #4 Chapter 10, p. 347 â€Å"Infant Mortality† to p. 349 â€Å"Giving Birth† Over all information since Exam #3 Make-up assignments for any time during the last two weeks are due as you enter the classroom today. No make-ups will be accepted after 8:30 AM this date. Fri. 12/14 Final Exam – OPTIONAL 7:45 to 9:45 AM Same room where class meets. We will be ready to start early at 7:30 AM. The final exam is comprehensive, over all information since the beginning of the semester. Please do not ask to take the final exam early. The University sets the final exam schedule and exceptions are made by a University committee, not by the instructor. If you will want to take this final exam to try to improve your grade, do not plan to leave campus before exam week is over unless you can come back Friday morning to take the exam. HDFS 145 Community Service Assignment Instructions Most of our students have found a real sense of satisfaction and fulfillment in this assignment. You are to find a service opportunity at a program, agency or organization where you can do something meaningful for your community. You will then write a â€Å"reflection† paper about your experience. You may find your own service opportunity or ask for help at the MSU Center for Service Learning and Civic Engagement in the Student Services Building. The Center has over 300 registered agencies and programs in the local area where students are welcome for community service. Their website is: http://www. servicelearning. msu. edu/ however, most students find going to the Center is preferable to trying to navigate the website. Your work must be done between the first day of class and the first day back after Thanksgiving break (Tuesday, November 27). Acceptable assignments turned in before 8:30 AM on Tuesday, October 2, will earn five bonus points. Community service you might have done previously (for example, as part of your high school graduation requirements) is not acceptable. The purpose of this assignment is to do something to benefit your community, not just to volunteer. A service assignment for another class (for example, an ISS class or HDFS 270) or for your athletic team may not be appropriate for this class, although if the service meets our requirements, you may use it. If you are unsure about the service opportunity you are considering, please e-mail Mrs. J before you spend time doing something that will not be acceptable. We do not want you to lost points on this assignment because you did not meet the requirements. A few examples of unacceptable assignments: directing traffic for the Homecoming parade; decorating a church Christmas tree; speaking to students at your former high school about your life in college; helping at your aunt’s daycare; helping coach at an athletic competition of your former high school or club athletic team A few examples of acceptable assignments: participating in or passing out water to runners in a 5K run to benefit cancer research; cleaning cages at an animal shelter; tutoring elementary students in math or reading; sorting and packing food at the MSU Food Pantry; helping prepare and serve a meal at a homeless shelter; being a â€Å"running buddy† at a Special Olympics track meet To prove your service, print and take with you the Community Service Assignment form on ANGEL, and ask whoever supervises your work to fill it out and to sign it. This will be the first part of the â€Å"proof† of service you turn in to receive points for this assignment. The second part is a reflection paper you will write (one page, size ten font, double-spaced, name and PID in top right corner) explaining your service and reflecting on your feelings about helping your community. Service required is a minimum of four hours. Students who work less time will not earn full points. If your program, agency or organization cannot use you for four hours at one time, you may do two sessions of service or you may work at two different places. In the second case, you should fill out a form for each service opportunity, but you need to write only one paper (turn all pages in at the same time, please). You may not earn extra points for this assignment by working extra hours, however, you may earn five extra points by turning in the assignment by 8:30 AM on Tuesday, October 2. If you want to wait and do your service in your home community over the Thanksgiving break, you might want to check with Mrs. J first to be sure the agency, program or organization you are considering will meet the requirements for the assignment. We recommend that you set up your service before you go home. Don’t wait until you get home to look for something to do! When you turn in your assignment to one of the helpers, you will be asked to fill out a special scantron. Community Service Assignments will be graded by the end of the semester, and the scantrons will be run at the same time scantrons for the fourth exam are run. How to cite The Individual, Marriage, and the Family, Essays

Hamlet To Be Insane or Not To Be Insane That Tis Essay Example For Students

Hamlet: To Be Insane or Not To Be Insane That Tis Essay Hamlet: To Be Insane or Not To Be Insane That Tis The QuestionHamlet: To Be Insane or Not To Be Insane That Tis The QuestionWith in Hamlet, Shakespeare gives a psychological dimension to thethouoghts and actions of each of his characaters, exspecially hamlet. Shakespeare gives the reader an indepth look into the mind of Hamlet. Ifshakespeare had not given the reader the complex psychological state of Hamlet,then yes one could say Hamlet was insane, but Shakespeare did. He made surethat there was an explanation, logical reason for all of his actions. Hamlet, atthe very least was sane. In the play Hamlet was percieved as being mad, butthere was a just cause. The symbolic meaning of Hamlets actions are theunderlining meaning for his unconscious motivation toward his actions. Thismeans that Hamlet, maybe not knowing it at the time, would logically justify hisactions. For example in act III, Hamlet said to Ophelia: You should not have believed me; for virtue cannot so inoculate our old stock but we shall relish of it. I loved you not. Get thee to a nunnery!Go thy ways to a nunnery. (Sc.I 125)Here we can see that Hamlet had told Ophelia earlier in the scene how deeply heloved her, but here he has changed completely, saying that he had never lovedher. With in this quote he slips in that Ophelia should go to a nunnery. Thisis his just cause for his maddness. He tries to get Ophelia to forget him andgo to the nunnery so that she can be safe, and away from all his troubles thatwould soon come. Here we see his justcause as well as his foreshadowing forthings to come. Like many Princes, Hamlet has been highly educated in Whittenburg, England. Here he has learned to think logically and not to act or think on impulse. This is why the reader sees Hamlet talkling to himself. In act III we seehamlet debating over ideas and problems out loud. The most obvious one is inhis To Be soliloquy. To be, or not to be, that is the question: Whether tis nobler in the slings and arrows of out- rageous fortune. to die to sleep No more. (Sc.I 65)Here we can see Hamlet debating with his inner self. Should I exsist or not?ShouldI sleep or not. Hamlet argues with his inner consious on the fact that ifhe should die and leave his troubles or live and fight his troubles. this isnot to be classified as maddness, for he challenges his self for life, not animaganery person. Hamlet does an unconscious analsys on himself. This onlyproves that he has built up rage which he lets out in a form of internal debateinstead of taking it out on someone else like Claudious. In act three scene two, Hamlet proves that he has a mind of a genious not amaddman. He has the players act out a play, where they pantomine with a plotsimilar to the circumstances of Claudius murder of Hamlets father. He alsohas them do the poison scene. this is Hamlets most cunning thing he has donethrough our the whole play. He lets the king and his mother know that he tooknows what went done that dreadful day when his father was killed. In the first act Hamlet specifically shows his disgust and rage for the marriageof his mother to Cladious the king. Hhamlet tells his mother: Tis not above my inky cloak, good mother, Nor customary suits of solemn black, Nor windy suspiration of forced brevity. .u1bbe3eb698623439bebfe2e62170f7fe , .u1bbe3eb698623439bebfe2e62170f7fe .postImageUrl , .u1bbe3eb698623439bebfe2e62170f7fe .centered-text-area { min-height: 80px; position: relative; } .u1bbe3eb698623439bebfe2e62170f7fe , .u1bbe3eb698623439bebfe2e62170f7fe:hover , .u1bbe3eb698623439bebfe2e62170f7fe:visited , .u1bbe3eb698623439bebfe2e62170f7fe:active { border:0!important; } .u1bbe3eb698623439bebfe2e62170f7fe .clearfix:after { content: ""; display: table; clear: both; } .u1bbe3eb698623439bebfe2e62170f7fe { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u1bbe3eb698623439bebfe2e62170f7fe:active , .u1bbe3eb698623439bebfe2e62170f7fe:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u1bbe3eb698623439bebfe2e62170f7fe .centered-text-area { width: 100%; position: relative ; } .u1bbe3eb698623439bebfe2e62170f7fe .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u1bbe3eb698623439bebfe2e62170f7fe .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u1bbe3eb698623439bebfe2e62170f7fe .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u1bbe3eb698623439bebfe2e62170f7fe:hover .ctaButton { background-color: #34495E!important; } .u1bbe3eb698623439bebfe2e62170f7fe .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u1bbe3eb698623439bebfe2e62170f7fe .u1bbe3eb698623439bebfe2e62170f7fe-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u1bbe3eb698623439bebfe2e62170f7fe:after { content: ""; display: block; clear: both; } READ: Police Brutality misc2 Essay No, nor the fruitful riverin the eye ( Act I Sc. II 82)Here Hamlet demonstrates his rage by saying that his mother did not wear blackor cry long for his departed father. Here the reader can see the beginning ofthe Oedipus comlex. Hamlet hating his new father, yet still loving his mothereven though she was part of the plot to kill his father. Many scholars havesaid,If Hamlet had performed his resolution to kill the king then the play wouldhave ended in the first act.Hamlet could eliminate Claudious the first instance he had, but no, he waited sohis killing would be for a meaning, instead of a bloody killing, out of rage. Only if he had killed the king then instead of when he did could he be

Perseverance Essays - Heavy Backpack, Cloudy Sky, Dark Sky

Persistance. This is how I describe perseverance. Perseverance enables an individual to endeavor in spite of adversity. It prevents a person from relinquishing while striving to achieve certain goals. Everyone has a different limit to which they can be pushed but attempting to overcome the challenges and obstacles they fave is part of persevering. After viewing this photograph I feel the artist shows the effect or importance of perseverance because the person in the image is trying to ski in extremely cole weather. from the heavy backpack this person is carrying I assume this person is searching for a place to stay. From the thick layer of snow on the ground and the dark, cloudy sky it is obvious the person in the picture is struggling. Problems will always arise but it is facing the challenges with a positive attitude that allows one to continue reaching their desires. All is achievable. Although it is freezing cold and nearly dark, this person continues to look for a place to stay. He has not given up. When I look at the ground I see there are no visible tracks in the snow. All is secluded. The chances of somebody coming by to help are very unlikely but his person carries on with the journey putting in a much effort as he can while tolerating the cold weather and the dark sky. Dedication and determination is what allows one to continue striving to achieve their goals. In this case, the person continues his search for shelter. Just as he has not given up, you should also not give up. Never give up and always exert effort. Ignore the problems which arise and keep fighting. All is possible.

Free Essays on The Wife Of Bath In The Canterbury Tales

Many people in society are associated with being â€Å"ahead of their time†. The recognition they receive when called â€Å"ahead of their time† can be a direct result of the way they dress, the way they act, or maybe even their point of views. In â€Å"The Wife of Bath’s Prologue† of The Canterbury Tales by Geoffrey Chaucer, the Wife of Bath is an overbearing, powerful, and provocative woman whose actions make her a modern woman in medieval times when women were submissive and modest. Throughout the Wife’s prologue, Chaucer portrays the Wife as a controlling and overbearing woman. She shows this power especially through her views of marriage. The Wife’s main proposition is that â€Å"†¦the woman should have the upper hand in marriage†(Chaucer,123). She believes that â€Å"We cannot love a husband who takes charge of where we go†(Chaucer,123). She enjoys being the one to lay down the laws with no questions asked. She claims that she is in fact â€Å"an expert as a wife†(Chaucer,123) and therefore can say that â€Å"a knowing wife if she is worth her salt, can always prove her husband is at fault†(Chaucer,123). The Wife enjoys being the dominating figure in her marriage. And by proving her husband is always at fault, the Wife maintains her power. Along with her powerful views and ideas, the Wife of Bath is very demanding when it comes to her expectations of her old and rich, otherwise known as her â€Å"good†, husbands. According to the Wife, her husband â€Å"shall be both my debtor and my slave†(Chaucer,122). She thinks a useful husband will â€Å"†¦praise our beauty all the time† as well as â€Å"call us pretty names in public places†(Chaucer). Along with demanding compliments, she also expects more materialistic items such as feasts and â€Å"presents at the least†(Chaucer,124). The Wife is extremely successful at being an aggressive, controlling woman. But she also proves herself to be overly provocative as well. One theory that ... Free Essays on The Wife Of Bath In The Canterbury Tales Free Essays on The Wife Of Bath In The Canterbury Tales Many people in society are associated with being â€Å"ahead of their time†. The recognition they receive when called â€Å"ahead of their time† can be a direct result of the way they dress, the way they act, or maybe even their point of views. In â€Å"The Wife of Bath’s Prologue† of The Canterbury Tales by Geoffrey Chaucer, the Wife of Bath is an overbearing, powerful, and provocative woman whose actions make her a modern woman in medieval times when women were submissive and modest. Throughout the Wife’s prologue, Chaucer portrays the Wife as a controlling and overbearing woman. She shows this power especially through her views of marriage. The Wife’s main proposition is that â€Å"†¦the woman should have the upper hand in marriage†(Chaucer,123). She believes that â€Å"We cannot love a husband who takes charge of where we go†(Chaucer,123). She enjoys being the one to lay down the laws with no questions asked. She claims that she is in fact â€Å"an expert as a wife†(Chaucer,123) and therefore can say that â€Å"a knowing wife if she is worth her salt, can always prove her husband is at fault†(Chaucer,123). The Wife enjoys being the dominating figure in her marriage. And by proving her husband is always at fault, the Wife maintains her power. Along with her powerful views and ideas, the Wife of Bath is very demanding when it comes to her expectations of her old and rich, otherwise known as her â€Å"good†, husbands. According to the Wife, her husband â€Å"shall be both my debtor and my slave†(Chaucer,122). She thinks a useful husband will â€Å"†¦praise our beauty all the time† as well as â€Å"call us pretty names in public places†(Chaucer). Along with demanding compliments, she also expects more materialistic items such as feasts and â€Å"presents at the least†(Chaucer,124). The Wife is extremely successful at being an aggressive, controlling woman. But she also proves herself to be overly provocative as well. One theory that ...

Revolts in Medieval Europe Essay Example | Topics and Well Written Essays - 1500 words

Revolts in Medieval Europe - Essay Example There were many political, economical and social reasons for these revolts, which happened one chasing the other. Europe had been suffering from the three orders of society, ruling class, clergy and common people, for a long time. In some regions and states, it was the ruling class that harassed the poor and in some other regions, it was the clergy. Actually, the religious superstitions were such, that clergy, abbots, papacy got away with unspeakable crimes. The political size and management of states, economic upheavals were the other newly introduced issues. "Since the early fourteenth century new elements had come into play. The growth in the size of states and the increasing number of wars had raised the financial requirements of governments and made the state of inequality, already observable in the thirteenth century, harder to bear," Mollatt and Wolff (p.107). The reasons and problems had accumulated for decades, and while looking at them from this distance, it is surprising that the church leaders and kings failed to recognise them. Unrest was clearly in the air and unfortunately, no steps were taken by either the ruling class, or the religious leaders and every time, the situation was mishandled and reached the inevitable gory end. In the beginning of 14th century Europe came to a grinding halt, due ... In the beginning of 14th century Europe came to a grinding halt, due to popular revolts. It was the time when a series of revolts combined with unfortunate epidemics like Black Death (1348), Great Famine (1315 - 1317) hit Europe with unbelievable mayhem. According to climatologists, it might have occurred because of Medieval Warm Period, Little Ice Age, and the overpopulation of around a 100 million in Europe. At least half of the population was wiped out in these catastrophes, while the remaining half was terribly troubled by a series of popular revolts. Those were violent and unfortunate times. There was severe unhappiness in the continent combined with continuous wars and skirmishes, social unrest, class struggle, economic depression, and to top it all, religious bigotry. France and England got involved in the most tortuous Hundred Years' War and the Great Schism ruined the arguable unity existed till them in the Catholic Church. German States with diverse identities cropped up and this undermined the Holy Roman Empire, which lost its importance and authority. Those were unhappy and difficult times, crying in need of social reforms and political insight, without being provided. Popular revolts were by peasants in the countryside and by bourgeois in the towns, but the victims were the same, abbots, nobility and kings and chieftains. "The Middle Ages by themselves harshly tested human perseverance, imagination, and spirit. Living conditions were squalid for almost everyone except the ruling elite; most of the riches of Western culture were preserved at best in monasteries and on other continents. Then came the widespread famines, prolonged wars, and plagues that mark Europe's late medieval period as one

Types of Newspapers Essay Example | Topics and Well Written Essays - 1000 words

Types of Newspapers - Essay Example There are different types of newspapers and they can be classified in different ways. Classification based on frequency The frequency of the newspaper being published is one of the most common ways of classifying the newspaper. Based on the frequency of its publications newspapers can be classified into: Daily Newspapers This is the most common type of newspapers. Daily newspapers are published everyday and cover important news from the previous day. It also carries information regarding the current day. Daily newspapers are the most circulated and read in the whole world. Normally it is published aiming to reach the reader everyday morning. The target audience of a daily newspaper is vas. They target every market segments which includes all demographic profile. But there are also afternoon and evening newspapers that carry breaking news from the current day and are aimed at office workers and commuters (Ric Publications, 1993). Examples of daily newspapers are New York Times, New Yo rk Post, Washington Post, etc. Bi-Weekly Newspapers Bi-Weekly newspapers are published twice a week and can be general or content specific newspaper. These papers in most cases interpret or put forward the news in a different way. They do an in-depth coverage of general news when compared to daily newspapers and style of reporting is also different. The target audience may vary depending on what the paper is covering. Bi-weekly papers can be community or a group specific newspaper which only concentrate on the news related to the community or the group. The Dartmouth Review is an example of a bi-weekly newspaper which is published twice a week at Dartmouth College. It concentrates on news related to the college. The Jewish Journal is another example of a bi-weekly newspaper which is a community sponsored newspaper and covers news related to the Jewish community. Weekly Newspaper Weekly newspapers are published once in a week. These have smaller circulation than daily newspapers. The y mainly cover local news and community based news. They are usually based and limited smaller areas such as towns and cities. There are very less national level weekly newspapers. They adopt a niche strategy and target a specific market. For example a weekly newspaper may target only sports, advertising (free ads), etc. Examples of weekly newspapers are Florida weekly, Honolulu Weekly, etc. Classification based on the news covered Newspapers can also be classified based on the news that they cover. They can be mainly classified into: National Newspapers National newspaper is one which circulates through out the country. Each country has newspapers that have their presence in the entire country. They mainly cover the national news and the international news. The .local news is also covered but not in detail. News of national importance is given primary importance and makes up for the majority of the news covered. The New York Times and The Wall Street Journal are examples of nationa l newspapers. International Newspapers There are not many newspapers that can be categorised as international newspapers. To be an international newspaper the paper must concentrate primarily on international news which not many newspapers do. International Herald Tribune is one of the newspapers that can be categorised. Also there are some national newspapers who release the international editions of their papers. Regional/local Newspapers Regional or local newspapers target regional news

How would you describe spirituality What are some spiritual practices Research Paper

How would you describe spirituality What are some spiritual practices that are comonto various religions around the world - Research Paper Example Man always tries to live a life of Godliness, and gaining the original purpose of God through creation. In other terms, spirituality can be defined to mean being alive by the support and influence of the unseen, immortal and spiritual aspect of God. Other aspects illustrate spirituality in a context of not only the religious organizations but also through the physical health of being mentally sober and under no influence of substance and drug abuse. Sanity also denotes a sense of sober spirituality. There are common aspects of spirituality which include the attractedness to self and one to another, the general enlighten in terms of who we are and what our future holds, and the higher power, either through the system of religion affiliation and the religions or some form of unknown super power. By spiritual awareness, people find the meaning and purpose of life as regards to all mankind or to personal life. Through engaging in religious practices, rituals and spiritual practices, human beings gain a sense of direction and belonging in terms of their spirituality. It can be argued that all religious practices and rituals have a direction towards the spirituality of a person but spirituality may not necessarily be dependent on them wholly. Rituals are meaningful in that they awaken the spiritual connectedness with nature, other people, and the general universe and creation. The sacred rituals are more often related to religious practices such as prayers, meditation, spiritual ceremonies etc, while the secular have no connection to religion. They may include partying for fun, sporting activities and many more. Human beings ascribe practices and rituals to religion and systems of believe. However, it is well known that there are very many different religions and systems of beliefs in the world. Nevertheless, some universally accepted practices define

Microprocessor Based Instrumentation System

Microprocessor Based Instrumentation System I. Introduction There are various applications of microprocessor which makes our life easy and simple. Various instruments which we are using in our day to day life includes the role of microprocessors, which is fairly called as Microprocessor Based Instrumentation. On the basis of its processing and intelligence microprocessor are base for the operation of various instruments. Here is the description of some devices or instruments which uses microprocessors. Even the most common purpose equipments which are in our use such as toothbrush, thermometer etc. Placing an embedded microprocessor system into a product makes the product smart. It can then be programmed to do things that are too difficult or expensive using conventional technologies such as logic, or time switches, and so on. Link such a smart product to the Internet and it can do even more. For example, products can be programmed to do self-diagnostic checks and to report back to the manufacturer. Not only does this provide the potential to collect data that can be used to improve products, it can also allow for the manufacturer to inform the user of potential problems, so that action can be taken. This opens up possibilities for improved customer service as well as new services. Basically, embedded microprocessors enable firms to compete on product and service innovation, by adding product and service features that customers value. II. ATMOSPHERIC ION COUNTER An atmospheric ion counter was modified and fabricated to measure the atmospheric ions. The bias voltage of ion counter was adjusted using microprocessor and stepper motor. With the adjustment of bias voltage and flow rate of air the instrument, the instrument is capable of measuring ions of all the three categories i.e. small ions, intermediate ions and large ions. III. Energy Efficient Sterilization for Surgical Instrument A microprocessor based radio frequency operated induction heated sterilization plant is proposed in this article. In this plant heat is directly generated in surgical stainless steel Instruments by means of eddy current flow. With the adjustment of pulse width modulation (PWM) controlled technique, the controlled heat is generated as per the medical norms. By controlling pulse width it can reach at level of temperature upto 240 degree centigrade. This is sufficient to sterilize the hospital equipment. The depth of heat penetration by induction heating process will depend upon the frequency generation. The relation is inversely proportional with the frequency. For sterilization process, surface area of the instrument must be heated through water boiling in existing process. A new generation induction heated sterilization plant is proposed for the dry surface heating in place of conventional a few parallel stainless steel plates may be added with the surgical instruments under water to achieve the same objective. In this proposed scheme, there is no heat conduction loss in between source of heat and object (operational instruments). It offers an unique prize as there is no shock hazard during handling of boiled stainless steel surgical instruments. Microprocessor control is introduced for selecting slow or quick heat rate. Microprocessor assembly level language gives flexibility to design the heat rate change with respect of time without rearranging the hardware circuitry. Also it control the temperature through a transducer with the help of closed loop control. IV. Portable 4-Channel Gamma Ray Spectrometer It is compact, rugged, lightweight spectrometer and comprises of a 8085 microprocessor, standard peripherals and a scintillation detector of size 1.75† x 2†. It is used for insitu measurement of gross counts, and radioelement concentrations of uranium (U), thorium (Th), and potassium (K) with LCD alpha numeric display. The device is indigenously designed and fabricated. V. Borehole Logging System Microprocessor-based gamma-ray spectral logging with scintillation detector to trace the analog profiles of total, K, U and Th channels with corresponding depth. This system is being tested in the field in different areas for its performance. VI. Microprocessor Based Bulk Ore Analyser It contains 6 scintillation detectors to compute the grade of the ore in % eU3O8 carried in 25-ton dumper from mine. It was designed and fabricated for UCIL. VII. Wind Speed Instrumentation System This system is a basic system to measure the wind parameters like wind speed for wind speed, a visual indication of wind speed is obtained by dc generator to dc voltmeter with appropriate calibrated scale. The scale needs to be arranged such that the pointer indicates a speed of 1milepersecond when the generator stalled and voltage is zero. Then any speeds above 1 mile / second will be correctly displayed if the scale is calibrated according to given graph of frequency verses output voltages. Our circuit design works with a accuracy of 1 mile / second and best suited for examining heights between 30 and 100 m Both wind parameters are measured using microprocessor based instrumentation system. By pressing a respective key respective parameters can be measured for which interrupt service routine is used. VIII. Other Instruments Portable audio-visual scintillometer. Carborne gamma survey system (microprocessor-based) for total, K, U and Th. Light weight mine face scanner with beta-sensitive Geiger Muller (GM) tubes. FUTURE ADVANCEMENT No doubt, In this era everything is modernized, everything is operated under the computer i.e. microprocessors. From toothbrush to missiles everything is operated with microprocessor control. It is supposed that in near future the cars will be fully automated and can be operated under microcontroller applications. Cars will be parked itself, will be driven automatically, itself control its speed according to traffic and many more. Microprocessor are increasingly playing a major role in modern society. The invisible ones, used for controlling and monitoring machine tools, cars, aircraft, consumer electronics and other equipment are the most numerous. They are gradually changing the relationship we have with these devices. It is interesting to show that this is a market-pull rather than a technology-push phenomenon. The design of new chips thus represents a continuous challenge for the engineers and technologists striving to give the market the products it requires, and which are generally planned a long time before they actually appear. Monolithic microprocessor are overtaking all kinds of computers. Minicomputer lines were absorbed during the 80s, main-frame lines during the 90s and probably super-computers by the beginning of the next century. During this extraordinary evolution, these devices have used all the technical innovations which had been conceived for the previous generations of computers. The futur e of these devices is very challenging. To keep the evolutionary rate of computing power and binary code compatibility, completely new execution techniques will need to be invented, eventually leading to the break-down of the physical quantum barrier around 2010. Reference: http74.125.153.132searchq=cache%3Au4bwY1eptUsJ%3Awww.che.iitm.ac.in%2F~arbala%2Fissues%2Fissue23-1%2FSadhu.pdf+instruments+using+microprocessorhl=engl=in http://nopr.niscair.res.in/bitstream/123456789/3782/1/IJRSP%2035(1)%2042-46 http://74.125.153.132/search?q=cache%3Ap-hlNH0zDmwJ%3Adli.iiit.ac.in%2Fijcai%2FIJCAI-81-VOL-2%2FPDF%2F053.pdf+instruments+using+microprocessorhl=engl=in

The Suffragete Movement :: Papers

The Suffragete Movement In Britain only two thirds of the male population were allowed to vote, these did not include, men who did not own property or pay at least  £10 per year in rent, servants who lived with their employers, criminals and lunatics. Women could not vote at all. In 1906 The Suffragete Movement was used to describe women campaigning for the right to vote, Emmiline Pankhurst was one of the first leaders of the Suffragete movement. The fight for the right for women to vote was a violent revolution for the rights of all men and all women to be treated equally this was led by Emmiline Pankhurst and her fellow Suffragettes. On 19th May 1905, 10 women went to speak to the Prime Minister. One of those women was Emily Davies, who was 76 years old. It was Emily who handed the first women’s suffrage petition to the Prime Minister. In return all they received was some advice about ‘being patient’. This was not the result they wanted. They wanted to be taken seriously. In 1906, Christobel Pankhurst and her colleague attended a meeting held by Sir Edward Grey, a leading Liberal. There they assaulted a policeman, were arrested and sentenced to seven days in jail or pay a fine They could have paid the fine and gone home. Annie Kenney refused to pay the fine, as far as she and the movement was concerned; it was prison or votes for women. As time went by there were more arrests and imprisonment for members of the ‘Suffragettes’. They shouted down Ministers, protested in parliament and on the streets, but women were still refused the right to vote. In 1908, Miss Nell chained herself to the railings outside the Prime Minister’s front door. She did this for lots of reasons; the Cabinet was in session so they would hear her speech, and so would the crowd outside. Furthermore it would take the police a long time to unchain her. Nurse Oliva Smith who followed her example and chained herself to

Positive Learning Essay

Introduction Student behaviours in schools have been perceived by researchers for years. Over the past twenty-five years, Sugai, (2009) states that Gallup Polls have specified, behavioural complications are on the top trials schools face. To establish and scan these behaviours, checklists of behaviours are available that included the most usual behaviours observed by te schools teachers (Algozzine, 2003). Such behaviours includes anxiety, disobedience, isolation, destructiveness and disruptiveness. Safran, Safran, & Barcikowski, (1985) states, such behaviours occupy teachers for an undue amount of time. Safran & Safran, (1984) reports that teachers normally spend sixty- ninety precent more time with misbehaving students than with the rest of the students. Johnson & Fullwood, (2006) states that teachers spend up to ninety precent more time with problematic students. Many new teachers have trouble dealing with persistent misbehaviour. They become exasperated because their previous responses had little impact. They spend substantial time distressing about the problem and often feel as if their authority and power is being challenged. A common way of consolidating behaviours is the division of internalising against externalising behaviours. Internalising behaviours such as anxiety, shyness, or inattentiveness mainly affect the student demonstrating the behaviour. Externalising behaviours such as fighting, aggression, and disobedience are outer-directed behaviours. It is essential to understand student behaviour from an eco-systemic viewpoint. This principle highlights the composite, unified and co-dependent type of relationships between a variety of relational, intra-personal and environmental factors that impact the everyday behaviours of teachers and students. The behavioural change in social systems does not take place in the direct approach of the positivistic custom. Instead, behaviours should be observed as cycles of communication. In other words, the students’ behaviour is assumed to be affected and dependent on the behaviours of other people around them. (De Jong. 2005). To learn the approaches and opinions of different people regarding student misbehaviour, a research was commenced through conducting informal interview of six people belonging to different groups in the society. The purpose was to get different views and perceptions on why students misbehave; interviewees included people from different groups such as practicing teachers, retired school teacher, parents, pre service teacher and a non-teaching professional. The interview consisted of several informal and open-ended questions in order to grasp the in-depth knowledge about various reasons of student misbehaviour and their solutions. The approach uses a series of questions intended to offer perspective on the student’s misbehaviour and assistance in creating responses. 2. 0 Participants: Following interviewees were selected for interview. Names have been kept confidential to maintain privacy. 1. Interviewee 1 (Female): is a full time teacher is her early 30’s. 2. Interviewee 2 (Female): is a pre-service teacher in her 20’s. 3. Interviewee 3 (Male): is a pensioned off school teacher in his late 50’s. 4. Interviewee 4 (Female): is a 38 years old mother of three children. 5. Interviewee 5 (Male): is a father of three children in his early 40’s. 6. Interviewee 6 (Male): is a non-teaching professional and postgraduate student in his early 30’s. During the interviews, many common themes regarding student misbehaviour, their reasons and impacts were discussed. Various researches and theories were also linked with the answers in order to analyse the root cause of such behaviours and the suitable responses. 3. 0 Understanding the Reasons for Difficult Behaviour: Understanding multiple causes of student misbehaviour can aid you to select the most applicable solution. Questions on physical, emotional and environmental factors were asked which helped in understanding the main grounds of problematic misbehaviours: 3. 1 Question – What are the physical causes of misbehaviour? Interviewee 1 suggested that the consumption of illegal Medication and Drugs by school students modify their behaviour in numerous ways. She once took students on an excursion, and one student arrived drunk showing extreme behaviours (drowsy, overly active). Students usually recall information when they are in the same state (drunk) as when they learned it (Eich, 1989). Interviewee 2 answered that students don’t take good care of their health and feeling unpleasant can make them irritable, although misperception and distraction may be more usual reactions. She also pondered that Fatigue is common in academic life and increases, when exams dates are near. When the pressure of exams increases, politeness is usually absent in students. Hearing and vision problems also result in student misbehaviour. A student with such debility may appear troublesome. Interviewee 3 answered that vision/hearing difficulty of student or even the teacher raises the risk of confusion thus leading to miscommunication and the possibility that student or teacher might get offended. 3. 2 Question – What are the major Emotional Challenges? Teachers have to choose if to get personally involved when emotional challenges are the reason for rude behaviour. Talking privately with associates or the counselling centre can benefit the teacher to choose when a student requires referral for professional assistance. Interviewee 6 specified that when school students reach an adults’ age, they’re usually given charge for their major decisions in life thus they might feel lonely once confronted with loss. Grief may be uttered as anger or guilt, depression and denial. Interviewee 3 believed that a small incident in the class (like forgetting the textbook) may activate a strangely big response and usually the teacher is merely an aim for the expression of the student’s sentiment. 3. 3 Question – What are the major Environmental Factors? Interviewee 1 discussed that class size and culture contribute to varying student’s behaviours. Big classes can buoy up a student or students to behave as if they were in a cinema or even a tv lounge. Interviewee further commented that supportive educational activities might aid in reducing the blockades that a big class creates among the teachers and the students. Every culture has a different standard regarding student’s unpunctuality to class or when it is suitable for a student to talk. If all every student is going to experience a specific cultural atmosphere after graduation, it may be easier to have classroom environment that matches with the work environment. Routine and Stimulation are other environmental factors identified by Interviewee 2 commented that excessive routine result in boredom, however too little creates confusion. A lot of motivation generates difficulties for the students who normally have trouble handling their activity level, and too little motivation results in disruption in the class. Interviewee 1 opined the importance of an unconventional learning environment. Some students require alternate flexible atmosphere but taking away students from the regular schoolroom should be the last alternative, and is grounded upon the belief that not all effective educational experiences happen in the classroom and thinking broadly about education is critical. 4. 0 Importance of behaviour management: 4. 1 Question – How important is behaviour management in effective teaching and learning? For many teacher and school front-runners in the past, a silent and disciplined classroom was the symbol of effective teaching. There is no doubt that regimented classrooms and schools enable effective teaching and the decent behaviour management skills are essential for teachers to perform the primary task of improving students’ performance and learning outcomes. Interviewee 3 stated that behaviour management is a key skill for both experienced and beginning teachers. Interviewee 6 specified specifies that it is brilliance in teachers that makes the utmost difference. Hattie’s research about the key impacts on the variance in student success examined the differences between experts, proficient and experienced teachers (Hattie, 2003). Interviewee 1 suggested that the student behaviour is indissolubly associated to the quality of the learning capability and teaching skills. Active pedagogics is acute to student engagement. She advised that good quality of teaching increases the student engagement and reduces behaviour matters. She further recommended that optimistic relationships between students and teachers are significant to encourage correct behaviours and attaining learning objectives. 5. 0 Role of parents: 5. 1 Question – How can parents contribute in improving the behaviour is students? Successful parent participation develops not only good student behaviour and attendance but also significantly affects student accomplishments. Parents can exhibit involvement at home by reading with their kids, assisting with homework, discussing school events and by attending functions or volunteering in classrooms. Being an experienced father, Interviewee 5 advised that parents are occasionally hesitant to get involved in school because they don’t have spare time or because they don’t speak smooth English. He said however â€Å"the biggest issue is the disconnection between the school and the parents†. Interviewee 4 on the other hand answered, â€Å"Parents consider that they are not welcomed. They often have had a lesser adequate experience with their own schooling†. However she firmly believed that parents should remain open and supportive with teachers and other school staff when dealing with issues of student misbehaviour. Retired school teacher Interviewee 3 recommended that school staff should mediate with parents while dealing with behaviour and misconduct issues. He also suggested that parents should back the school’s Student Behaviour Management Policy and should work with their children to assist them to understand their responsibility and obligations towards others. 6. 0 Effects of Teacher Gender: 6. 1 Question – How teacher gender affect the student behaviour? Interviewees were asked about the possible differences for teachers’ patience founded upon the gender of the teacher. Since both male and female teachers are present in the classrooms and the students are engaged in the classrooms with both genders, it is significant to recognise the characteristic differences. Teachers’ gender, teachers’ attitude, and the reporting of behaviour problem are found to have a connection (Ritter, 1989, Stake & Katz, 1982). Interviewee 3 believed that teacher tolerance and student behaviour have a give-and-take relationship, in that students’ behaviour influences the teachers’ patience levels for behaviours, teachers’ approach and opinion of the student, and the contagion influence of behaviour on the rest of the students in the class, resulting in academic achievement of the students. He also considered that students are more involved, behave more properly, and perform at a greater level when taught by teachers who shares their gender. On the other hand, Interviewee 6 suggested that the male teachers used more clarifications and general instructions than the female teachers. They also ask more questions and call for more student answers than female teachers. 7. 0 Conclusion: The interview with diverse group of people of both genders helped in identifying the main causes of student misbehaviours and efficient ways of addressing such behaviours. There are always students in classrooms who tend to meet their desires and wants through inappropriate behaviour. Having a range of alternatives (that are consistent with the needs and values of the teacher) can be exceptionally valuable when reacting to incidents of misconduct in complex classrooms. Both verbal and nonverbal communications are important when answering to persistent disobedience. Teachers should develop an â€Å"I mean it† demeanour by using firmness and clarity. Many student misconduct problems can be resolved by reorganising the environment. This might be done to ease proximity control, isolate students who cannot workout self-control, or eliminate students from an area where there are disruptions. Teaching students to adjust their own behaviour benefits students recognise their feelings and their wants and aiding them learn how to search for substitutes to unproductive behaviour. Teachers and parents need to be working together rather than being adversaries.

7 Tips for Editing to Improve Usage

7 Tips for Editing to Improve Usage 7 Tips for Editing to Improve Usage 7 Tips for Editing to Improve Usage By Mark Nichol How do you make sure you’re writing right? Crafting prose is mostly a matter of using the right words for the job. Here are some steps to help you achieve that goal. 1. Look up the definition of an unfamiliar word and be sure you understand the meaning before you use it. It’s easy to deploy a word you’ve just read or heard, mistakenly believing you understand its definition or its connotation, only to confuse or accidentally mislead your readers. Always double-check a term you’ve never used before. (Consider doing the same with words you’ve used before and think you know.) 2. Search a thesaurus or a synonym finder for the precise meaning, taking care to notice the different connotations of similar words. Flag stock words and phrases, and thumb or click through a print or online resource to select a more exact or accurate synonym. But be alert to seemingly similar words with distinct senses. 3. Keep your writing clear and coherent, and avoid pretentious or overly formal language. Write to communicate, not to impress. Say what you mean, and mean what you say. Don’t dumb down, but don’t let your writing get in the way of your message. There’s a fine line between elegance and pomposity. 4. Select the strongest nouns and verbs before you select adjectives and adverbs. Words that modify nouns and verbs can enhance clarity of thought and vividness of imagery, but if they upstage the words they’re supposed to support, strengthen the actor and action words. When you do so, an adjective or adverb may no longer be necessary. 5. Seek opportunities to use repetition for rhetorical effect while, at the same time, you watch for careless redundancy. Take care that you don’t repeat yourself unless you do so to emphasize your point. 6. Read your draft aloud to help you refine grammar and usage. If something doesn’t sound right to you, it probably doesn’t read right to your audience, either. Recitation of your writing is time consuming, but that’s how you find the awkward wording or phrasing you didn’t stumble over in your silent review. 7. Ask someone else to read your writing and critique it. People you draft to read your draft need not offer solutions to problems of grammar, usage, organization, and logic; they can simply highlight problematic words, phrases, sentences, and passages, and offer more detail if necessary while leaving the problem solving to you. This last step isn’t practical for every writing task or assignment, but if a piece of prose is important enough to you, and you have a reliable, word-savvy person on hand, ask to borrow their eyes and the brain attached to them. (You, of course, will reciprocate when called on.) Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Writing Basics category, check our popular posts, or choose a related post below:4 Types of Gerunds and Gerund PhrasesWork of Art TitlesEducational vs. Educative

Ethnography Proposal Essays

Ethnography Proposal Essays Ethnography Proposal Essay Ethnography Proposal Essay In my descriptive anthropology I’m traveling to analyze a cafe concatenation. such as Starbucks. I will be detecting every bit good as socialising in effort to compare and contrast multiple features one must hold to confront in working in such an environment. At Starbucks the Baristas must hold a echt cheerful personality to each client. I would wish to analyze a locally owned java house every bit good to compare the different environments and how 1 might maintain a little concern afloat when we have such big ironss. I will be detecting the interactions that the Barista have with each client and how he/she will manage that client. I plan to see at least two separate java houses that are comparatively close to one another and will inquire several clients from each store why they chose each java house. I will pass approximately two to three hours at both houses at around the same clip of the twenty-four hours. I will be sitting with a notebook to take notes on what I’m detecting. I may besides include a brief interview with at least one barista. in which I program to near with a simple inquiry inquiring if I could hold a minute of their clip to reply a few inquiries about their work environment. Questions will non be intrusive in any I am looking for more generic replies as to how they like working for chain/independent java houses. The ground I have chosen to analyze this group is because I want to calculate out how a little concern can vie with a big concatenation such as Starbucks. Everywhere one go one see a Starbucks and most schoolmates would wish to run into at a Starbucks so one can detect the different occasions people come in besides acquiring a cup of java. Besides caffeine is the universes most popular stimulate and four out of every five Americans drink java at any given clip. Some jobs i will confront in my research will be clocking. When is the best clip to come in and detect? How long will i be at that place for? I tend to detect by experience that java stores hit off at certain times of the twenty-four hours and are really empty at others. Where the java store is located will be a factor as good. Some inquiries i had about my survey is. I’m non certain who i should tilt my survey towards. would it be more hard to look at clients or at the employers. Besides should i be comparing separate java houses or merely lodging to one?

Free writing Essay Example | Topics and Well Written Essays - 3250 words

Free writing - Essay Example Confusing the issue regarding the origin of the eyeglass, though, are reports in China of similar inventions coming to them earlier than the Italian invention. Spectacles may have introduced into China as early as the twelfth century, coming in from Malacca â€Å"in the Western Regions.† This date was derived by comparing the original documents and reviewing the probable date regarding when they were written given what is known about the life of the author. This also places spectacles in China at least a century earlier than had been determined based on readings of the Western texts, especially the texts coming out of Italy. (Chiu, 1936) As complex as the discussion regarding the invention of the eyeglass, certain developments in its evolution have been almost as hotly debated. Acknowledging that a large portion of the credit for this invention has been attributed to Benjamin Franklin, two other men probably played a large role in the creation and development of this specializ ed vision aid, Sir Joshua Reynolds and Benjamin West. Tracing through these letters, the author indicates that Franklin’s recipient had already been familiar with the idea prior to Franklin’s letter, further indicating an earlier invention. Other materials have also surfaced revolving around Benjamin West that indicated he, as well as several painters and other artists, were accustomed to wearing divided glasses for many years prior to the man’s death in 1820. However, it is unknown whether these ‘many years’ predated or postdated Franklin’s use of bifocals. However, the man that created West’s bifocals knew of other artists, particularly Sir Joshua Reynolds, who also used bifocals who would have needed them prior to Franklin’s invention of them in 1784. In addition, it would have been unlikely that Reynolds would have been able to adopt the invention from Franklin as Franklin had been in France at the time and finally, it is be lieved West got his idea for bifocals from Reynolds rather than Franklin. What is known is that all three men knew each other and all three men wore bifocals. (Levene, 1972) What is not know is whom exactly invented eyeglasses we are familiar with now or when. Eyeglasses, or spectacles, in the earliest forms of what might be familiar today, had its beginnings in the thirteenth century. Salvino degli Armati is widely credited as being the inventor of the familiar two-lens apparatus that rests on the bridge of the nose although English Franciscan and intellectual Roger Bacon (1220 -1292), designed a similar version a couple of decades earlier. The discovery that curved glass improved vision led to other innovations such as the telescope and microscope which led to the rise of modern science, greatly advancing the breadth of knowledge and well-being of the human race. Reading glasses themselves represent one of the most significant inventions of human kind as they were developed by a c ollaboration of several talented craftsmen including glassmakers, jewelers and clockmakers along with â€Å"philosophers, monks, mathematicians, physicists, astronomers, and chemists who all played vital roles in developing this instrument† (Rosenthal, 1994, p. 489). The Greeks, Egyptians, Romans and Chinese are all recorded to have experimented with varying types of ocular manipulations using glass. A prominent astronomer and mathematician

Marriege & Family Assignment Example | Topics and Well Written Essays - 1250 words

Marriege & Family - Assignment Example Young girls and boys are taught how to view marriage as a lifetime commitment and prepare adequately for it. I was fortunate enough to learn the values that should govern the marriage institution from a tender age. When I became of age and was ready to get married, I knew that I needed to find someone who could complete my life. I was well aware that I needed to have good qualities so that I could have something to contribute to my marriage. Therefore, I began to cultivate good qualities that define a noble wife before I got married. When I met my husband, I did not rush into a relationship. I ensured that I got to know him well enough and understood his strengths and weaknesses. Before we got married, we prepared adequately for our union. The most critical preparation was making decisions that could define our lives in marriage (Rubio 44). For example, were clear about the number of children we wanted to have, as well as how we would share responsibilities within our family. I ensured that we had similar perspectives regarding the most important aspects of life. Notably, two people cannot have exactly the same perspectives. However, some fundamental issues in marriage cannot work out if people have different perspectives. When I was sure that I could spend my life with him, we began to formalize our relationship. Finally, we held a beautiful wedding that marked the beginning of our marriage. We held a church wedding that symbolized our commitment before God and people. Therefore, it was obvious that separation or divorce was not an option from the start. My culture has strong values attached to marriage and does not condone divorce. The men in our society have learned to appreciate the social views concerning marriage. In addition, our men are willing to make marriages possible. In addition, the cost of marrying a woman is too high to consider divorce. Although many people may consider our society highly

Business Law Assignment Example | Topics and Well Written Essays - 1250 words

Business Law - Assignment Example Peter accepted the price of $ 190 and Mary took the bicycle away. The case scenario deals with the conditions surrounding the formation of valid business contracts. A contract is defined as an agreement between two parties that creates legal obligation to the two parties to perform or abstain from performing a certain obligation or action (Farnsworth, 1991). A contract must entail an offer by one party and acceptance of the offer by the other party. The advertisement placed in the local newspaper by Peter is not an offer but an invitation to treat. Peter is inviting interested persons to make an offer for the purchase of the bicycle. Accordingly, advertisements are classified as invitations to treat since the seller can refuse to sell the item at price if it is mistakenly marked (Blum, 2007). The advertisement is displayed to a larger number of people with an undefined way of selecting whom to sell the bicycle. For instance, the advertisement does not clarify whether to sell the bicy cle to the first person to accept the labeled price. It this case, the advertisement is geared at generating interests and prolonging negotiations towards the formation of the contract (Stone, 2005). After the invitation to treat, Jonathan makes an offer to through a telephone to purchase the racing bicycle at a price of $ 160. However, rules of contract stipulate that the subject matter of contract must be present at the time of making the offer. According to the Uniform Commercial code,

Two Different Countries Essay Example for Free

Two Different Countries Essay Britain and china are both historical counties, therefore, there were many social change which caused by different reasons. However, even if those reasons were different, the results are the same which are these two countries made the some achieved. Britain is caused â€Å"the developed revolution† on the other hand, china developed due to â€Å"the reform and open policy.† This essay will illustrate the cause and consequently effects of rapid social change in Britain and china. The technology and science are significant in the Britain. In 1765, the spinning jenny (Mary. B) was appeared in Britain, therefore, the first machines which can instead of the hand labour, after that since 1800, the Britain is the first country used the steam engine (Mary.B) which was improved by James Watt, these events start the Britain become the first industrial revolution country. Those things effect the some countries who studied the British way. There are European, America, Canada and Japan. Therefore, those countries rapid their social change quickly in technology and economic. The watt’s contributed not only in the steam engine, but also to invent the barometer which is benefit for the second times industrial revolution. Moreover, the industrial revolution started in to Britain created by new technology and made UK pay attention on industrial. The rapid of social change in china is due to the political changes, because Chairman Mao holds the Seclusion the door which is means limited foreign trade and maritime industry. This cause led the china in past time was poor and stopped social development. After that, in 1978, Deng Xiaoping put forward the â€Å"reform and open policy â€Å"(Zhang.TY, 2009), in this times, Deng used the developed country’s technology to improve the market system and economic development, make the china have an international trend. No more time, the amazing that china becomes the GDP country in the top2 of the world. Therefore, this political change make china from the poor society to affluent society, it is means Chinese can have a comfortable level of living. Comparing the china and UK, they both have some similar and different points. In the past time, china used the food stamp (ROAP) to exchange the food; the Britain had the ration book (Mandy, B,1930) that if someone who wants to get the food, their name must show in the book. These two case shows that in the past time was no more food can support the people , therefore, government put the this two way made some people can have food. Moreover, it is shows that government is more power can control in the past time. China and Britain both have stronger government, therefore, government used this way to that people can’t have enough food so that to promote people want to development the technology to produce the food and agriculture. In addition, it is can make the people to cooperation, because in Britain, people who have name in ration book, someone no have, maybe the no food people will get some value to exchange the food, therefore, it is become the teamwork, if a country have a good cooperation , the economic will developed together and easy got the achieve. On the other hand, some poor country why can’t development, because they don’t like team work, like isolate, this country maybe become the poor people more poor, rich people difficult to continue rich. This situation shows the society can’t rapid change higher standard of living. However, china and UK both are stronger in cooperation so that the technology and economic will increase quickly in this two country . UK and china not only cooperation by itself, these two country always have team work which is have a trade between this two country. As we know that china is the bigger industrial country and UK is a bigger investment country, due to they are cooperation so that they were open the door to accept each other and begin communication. In the communication with china and UK, the rapid of social change effects is by the internet, transport and education. Internet make this two country can sent the message as soon as to receive it; the transport is too convenience, in the past time, Marco polo (Amber, E, S, 1997) travel around the china used the 17 years, nowadays, we only used 30 days by airplane; education also change a lot, in the past time, Chinese education is feudal, Man is superior to woman and woman no have power, such as limited to outside and must take care the children in the home. Because Deng Xiaoping have been go abroad, therefore, he used the reform and open policy to change people’s live, it is means the foreigner education is more worthwhile that people to study, due to rapid social change, the economic growth quickly that more and more Chinese students go abroad to learn the new knowledge and turn back to development the china and share the education make the social change become the Everyone is equal thinking and plan the development. In the conclusion, UK and china are similar to economic growth quickly when they change the policy; both of them focus on the technology, when they change the policy, the technology developed quickly of each country. The trade of Britain and china was play the cooperation role, not only developed by itself and developed together, such as in education, in technology and in the policy. All this things due to they are have the good policy, UK is used the industrial revolution, china is used the reform and open policy. Each policy make these two country become high level live and higher economic country that rapid the social change. Reference: Mary Bellis, 1764: Increased Yarn and Thread Production During Industrial Revolution. Available at: http://inventors.about.com/od/indrevolution/ss/Industrial_Revo_3.htm ï ¼Ë†Accessed: 01 March 2011) Mary Bellis, 1712: Newcomen Steam Engine and the Industrial Revolution. Available at:http://inventors.about.com/od/indrevolution/ss/Industrial_Revo.htmï ¼Ë†Accessed: 01March 2011) Zhang Tuya , 2009: the reform and open policy needed in china. Available at: http://www.focusire.com/archives/280.html ï ¼Ë†Accessed: 01 March 2011) ROAP: Agricultural Policy and Food Security in China. Available at: http://www.fao.org/DOCREP/004/AB981E/ab981e0c.htmï ¼Ë†Accessed: 01 March 2011) Mandy barrow, 1930: Introduction to Rationing in Britain during World War 2. Available at: http://www.woodlands-junior.kent.sch.uk/Homework/war/rationing.htm ï ¼Ë†Accessed: 01 March 2011) Amber E Stiner, December 2, 1997: Marco Polo Travels in China. Available at: http://www.thenagain.info/webchron/china/MarcoPolo.htmlï ¼Ë†Accessed: 01 March 2011)

Estate Management Essays Professional Codes Of Conduct

Estate Management Essays Professional Codes Of Conduct Critically discuss the contribution which codes of conduct issued by professional bodies such as RICS can make to the behaviour and conduct of their members who are either employees in privatepractice or employees in organisations. Individually and,in association, collectively, the professions strike a bargain with societyin which they exchange competence and integrity against the trust of client andcommunity, relative freedom from lay supervision and interference, protectionagainst unqualified competition as well as substantial remuneration and highersocial status. Professional codes of conduct, when rigorouslycommunicated and enforced, contribute substantially to the proper behaviour andconduct of members of the organisations which issue them. Rueschemeyers introductoryreference (1983, cited in Eraut, 1994) to the bargain that professional organisationsstrike with society furnishes a context for critically evaluating the conceptof professional codes of conduct which can be considered to at least partiallyformalize the bargain with society as well as the effects of these codes onthe behaviour and conduct of members of professional organisations who areengaged in private practice or who are employees of other organisations. To establish afoundation for the analysis, the professional organisation will be compared andcontrasted with other types of organisations, and the concept of codes ofconduct will be explored. The focus will then shift to a discussion of theeffects of codes of conduct issued by professional organisations on memberbehaviour. Finally, conclusions will be presented. The Professional Organisation: Comparisonand Contrast with Other Organisations Robbins(1998) defines an organisation as: A consciously coordinated socialunit, composed of two or more people, that functions on a relatively continuousbasis to achieve a common goal or set of goals. Daft (1998) describes organisations as (1) social entities that (2) are goal directed, (3) aredesigned as deliberately structured and coordinated activity systems, and (4)are linked to the external environment. Organisations are formed for a varietyof reasons including those that are started for public and private purposes,for pursuing business and social goals, and for profit or non-profit results. A professionalbody meets the criteria for an organisation as identified by Robbins andDaft. The professional body is a specific type of organisation, usually non-profit, that exists to further aparticular profession, to protect both the public interest and the interests ofprofessionals (LaborLawTalk.com, n.d.). The ASEP Newsletter (1998) claimsthat professional organisations are formed and exist for the purpose ofrepresenting the profession, adding that this type of organisation consistssolely of members who are, or intend to be, working in the profession, or havebeen allowed special membership status. A fuller description of these types of organisations is offered by the Canadian Security Administrators (2004), which states in this quoted extract that a professional body: .  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  admits members primarily on the basis of their educationalqualifications; .  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  requires its members to comply with the professional standards ofcompetence and ethics prescribed by the organisation; and .  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  has disciplinary powers, including the power to suspend or expel amember. Theconcept of profession is important to the understanding of professionalorganisations. A profession can be described in terms of its features whichinclude representation by a professional organisation, adherence toprofessional ethics and standards, and self-regulation of such functions aseducation, training, and certification or licensure in the profession. (ASEPNewsletter, 1998). Professions are generally identified by occupationalgroup (e.g. doctors, attorneys, surveyors, nurses, consultants, writers, lawenforcement officers). Membership in a professional organisation is often arequirement to legally practice in the profession (LaborLawTalk.com, n.d.). Aprofessional body differs from other types of organisations in that most othersare comprised of members from a variety of professions. These memberscoordinate their individual competencies to achieve an organisations ends. Asingle organisation may have as its members people from such diverseprofessions as doctors, lawyers, clerks, labourers, and engineers. Thisarrangement is certainly necessary, but it has one drawback. A typical organisation is very insular with regard to specific professions. For example, engineers may only interact with other engineers within the organisation. They have little opportunity to exchange knowledge about their profession with engineers in other organisations. On the other hand, a typical professional body, through its focus on a single profession, provides a forum for this type of exchange. One ofthe many professional bodies is the Royal Institution of Chartered Surveyors(RICS) which promotes itself as the largest organisation for professionals inproperty, land, construction, and related environmental issues worldwide withthe purpose of promoting best practices, regulation and consumer protection tothe public and to businesses. RICS, which claims 110,000 members worldwide, isthe leading source of property related knowledge, providing independent,impartial advice to governments and global organisations. (RICS Rules ofConduct, 2004) Codes of Conduct: The Concept Codes of conduct in professional organisationsprovide a type of social control of expertise, according to Eraut (1994). Thesecodes help to protect clients against incompetence, carelessness, andexploitation. Eraut traces codes of conduct to nineteenth century Britain andthe United States where, at the time, government control was not adequatelyprotecting clients. He claims that experts agreed that a measure of controlmust be vested in the professionals themselves to be effective and, thus, theprofessional organisation was born. A Code ofConduct is a written guide that says how people should behave. It setsstandards of behaviour it says what you should do and should not do. (Crime andMisconduct Commission, n.d.) Organisations establish codes of conduct tocorrect errors of personal equation, according to Miner (2002). Shafritz(1998) describes the term code of conduct through its component words: code,which he defines as laws, regulations, rules, standards, statutes, and conduct,which he defines as bearing, behaviour, demeaneor, and deportment. His fulldefinition for code of conduct is a: specifically identified list of behaviorsthat [has] been deemed appropriate or inappropriate enough to have beenincorporated into either laws or regulations or policy statements. He addsthat a code of conduct narrowly defines what one is to do in a given positionor set of circumstances. The term code of conduct isfrequently used interchangeably with the term code of ethics, but thetwo have different meanings according to Shafritz (1998). Codes of conductoffer specific directions on behaviours expected under various conditions;codes of ethics furnish a set of aspirational standards by which to live andwork. Codes of ethics are designed to inspire. Codes of conduct are designedto require. Organisations that have instituted codes of conduct include for-profit businesses, industry groups, unions, special interest groups, government agencies, schools and universities, and professional bodies. Not unexpectedly, a code of conduct for a professional body outlines the acceptable or desirable behaviours and practices of a particular profession such as doctors, pharmacists, lawyers, and ethicists (EthicsScan Canada Ltd., n.d.). Steadman et al. (1994, cited inEraut, 1994), identified four sets of values affecting conduct: legal values,values of the profession, values of individual professionals, and (foremployees of organisations) values of the employing organisations. The firm Deloitteand Touche (2003) offers comprehensive guidance for developing codes ofconduct. In stating that there is no pre-packaged verbiage for a code ofconduct, the firm suggests that it be written in positive, rather than negativeterms, to help promote positive reception by the intended audience and thus amore like positive outcome in terms of conduct. The code of conduct should: .  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  employ simple language, be concise, and be readily understood; .  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  not be written in legalistic terms but, rather, in terms ofexpected behaviours; .  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  apply to everyone in the organisation; and .  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  be revised as needed to reflect changes. Deloitte Touche recommends more than fifty topics that may be included in codes ofconduct. Some of these that may particularly applicable to codes of conduct forprofessional organisations include client service, confidentiality, compliancewith professional standards, independence, conflicts of interest, licensure,fraud, personal conduct, and privacy. In addition, and importantly, the firmrecommends that, in addition to stating expected behaviours, codes of conductshould include enforcement and implementation mechanisms that address thenotion of accountability and discipline for unacceptable behaviour. The RICS,which was highlighted earlier, has a comprehensive, 56-page code of conductcontaining many of the topics recommended by Deloitte Touche withsections focused on personal and professional standards, conduct ofprofessional activities and business, practice details and co-operation,conflicts of interest, impartiality, and independence (Royal Institution ofChartered Surveyors Rules of Conduct, 2004). In addition, and as suggested by Deloitte Touche, the RICS has issued a 28-page supplement to the code of conduct specifying disciplinary rules. These rules state the constitution of disciplinary bodies, possible contraventions (initial processes, rights, and powers), and powers of disciplinary bodies. (Royal Institution of Chartered Surveyors, Disciplinary Rules, 2004). Professional Codes of Conduct: Effects onMember Behaviour and Conduct Lindsay, Irvine, and Lindsay (1996, citedin Messick, 1999) write: failure to seriouslymonitor, measure and reward (punish) the performance of individuals on theethical plane will leave codes of conduct operating in a vacuum, of littleuse in actually promoting ethical behavior. But what mechanisms take place in shaping thedesired behaviours of members of professional organisations? Operantconditioning and social learning theories help to explain how codes of conductcan help in encouraging desired behaviours. Operantconditioning, which contends that behaviour is a function of theconsequences of the behaviour, suggests that desired voluntary behaviour leadsto a reward or prevents a punishment; in social learning peoplelearnthrough observation and direct experience (Robbins, 1998). Codes of conduct,by specifying the desired behaviours as well as associated rewards andpunishment, guide those affected into behaving as desired (operant conditioning).The enforcement of the code of conduct against those who violate its rules, andthe publicity of the consequences, serves as a model to others on properbehaviour (social learning). Reinforcement is essential to obtainingdesired behaviours. There are four reinforcement methods available to shapedesired behaviours through reinforcement: positive reinforcement, negativereinforcement, punishment, and extinction (Robbins, 1998): .  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  positive reinforcement involves following abehaviour with something positive; .  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  negative reinforcement involves terminatingor withdrawing something unpleasant; .  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  punishment involves creating anunpleasant condition to eliminate an undesirable behaviour; and .  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  extinction involves eliminating areinforcement that maintains a behaviour. These reinforcementmethods can be applied by professional bodies in encouraging desired behavioursamong their members. For instance, an organisation could offer annualrecognition to those members who have exhibited highly-desirable behaviours(positive reinforcement). The organisation could impose, then later withdraw, asanction against a member who violated a minor rule (negative reinforcement).The organisation could expel a member who flagrantly violated a major rule(punishment). And, finally, a professional organisation could cease referringpotential clients to members who have violated conduct rules (extinction). In addition to enforcement, a code ofconduct must be rigorously promoted to be effective lest it becomes justanother dust-collecting document on the shelves of those for whom thebehavioural messages are directed. Over time, if conduct rules are not rigorouslypromoted, the expected behaviours can become less and less important in makingdaily decisions on proper behaviour. EthicsScan Canada Ltd. (n.d.) recommendsthat codes of conduct be promoted continuously. For example, members should be required to acknowledge annually, in writing, that they have read and understand the code of conduct. A suggested method for promoting a code of conduct involves discussing it as part of annual performance appraisals or scheduled meetings. These meetings might include introducing case studies followed by discussions of proper behaviour and problems that might occur. Members of professional bodies can beself-employed or employees of other organisations. Whilst codes of conduct mayserve as the sole behavioural guidance for self-employed professionals inprivate practice, employees of other organisations may be subject to two setsof conduct codes one presented by the professional body and one by theiremploying organisations. When the conduct specified in these codes is aligned,employees typically will not experience conflict; however, when the employeesexpected conduct as required by their employers differs from that expected bytheir professional bodies, a conflict exists and employees face potentialdilemmas. For instance, in some cases, professional organisations sanction members who do not adhere to their professional codes of ethics, yet the same members face disciplinary action from their employers if they should disclose information about a breach of public interest (Guy, 1990, citing Dozier and Miceli 1985; Archer, 1986). This dilemma could result in an employee deciding to violate either the rules of his or her employer or those of the professional body. To aid employees facing this type of dilemma, both the employer and professional body should have experts available for consultation. Conclusion Properly written, promoted, and enforced,codes of conduct can be powerful tools in helping to ensure desired behavioursfrom members of professional bodies. Nevertheless, whilst beneficial, codes ofconduct cannot be viewed as a total solution for ensuring the proper behaviourof members of professional organisations. Shafritz (1998) writes: Codes of conductdo not represent professional assurancesabout high moral standards. Rather, they provide direction to those whoseconduct they govern. Codes of conduct are minimalistic prohibitions againstunquestionably subversive or criminal acts. The primary benefit of codes ofconduct lies in augmenting government laws and regulations in promoting desiredbehaviours in the professions. In closing, it may be that professional organisationsare in the fore among organisations in terms of success with codes of conduct.According to Miner (2002), [b]usiness can well learnfrom the professions when it comes to maintaining standards. 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