Simple Pendulum Lab

The Simple Pendulum Objective and Background Objective: The Objective of this experiment is to examine the simple harmonic motion and to determine the value of the acceleration due to gravity from the analysis of the period of the simple pendulum. [1] Background: There are three equations that will be used to calculate the period of motion of the simple pendulum. They are the slope of the line of the graph of T? against L, and the gravity of the pendulum motion.The period of the motion is the time needed for one complete cycle that a pendulum bob swing from the initial position to the other end, and then back to the initial position. [1] The equation to calculate period is, T = 2? Lg Where, T = Period of the motion, measured in s. L = Length of the pendulum, measured in cm. g = Acceleration due to gravity, measured in m/s2. The slope of the line in the graph of T? against L can be used to determine the gravity of the pendulum motion. It is because, y = mx m = T? L= 4 g = Slope of the line in the graph T? /L. Therefore, to find the gravity of the pendulum motion, we can use the slope of the graph.The slope of the graph is given by the formula, g = 4 m g = Acceleration due to gravity, measured in m/s?. Procedure and Observations Materials: * String * Metre Stick * Stop watch * Stand * Pendulum bob Procedure: 1) Materials listed above were taken for the experiment. 2) The pendulum bob was tied tightly with the string. 3) The string with the pendulum bob was hung on the stand. ) A meter stick was used to measure the distance between the centre of mass of the bob and the top of the string. 5) The distance was recorded in the observation table. 6) The pendulum ball was held at a distance from the centre and it was released. 8) A stop watch was used to time the time needed to complete ten cycles. 9) The time was recorded in the observation table. 10) Steps 4-7 were repeated four more times with different lengths. Observations: L (m)| 10T (s)| 0. 185| 9. 01| 0. 39| 14. 13| 0. 595| 15. 04| 0. 79| 17. 58| 1| 19. 67|Diagram of the Pendulum Figure [ 1 ] Calculations and Results Method 1 – Graph of T2 vs. L Data collected L(m)| T2(s2)| 0. 18| 0. 81| 0. 39| 1. 99| 0. 59| 2. 37| 0. 79| 3. 09| 1| 3. 86| Hand drawn graph ?x ?y Figure [ 2 ] The slope can be determined by m=? x? y. So, by taking a value for x x = 0. 4 cm y must then be y = 1. 4 cm m= 1. 4 cm0. 4 cm m=3. 5 The error would be given by ?mm= ? x1x12+ ? x2x22 ?m= m 0. 051. 42+ 0. 050. 42 ?m= 3. 5 0. 051. 42+ 0. 050. 42 ?m=0. 45 The acceleration due to gravity is given by g=4? 2m g=4? 23. 5 g=4? 23. 5 g=11. m/s2 Calculating the error for g would yield ?gg= ? mm2 ?g= g 0. 453. 52 ?g= 11. 30. 453. 52 ?g= 1. 45 m/s2 g=11. 3 m/s2 Â ± 1. 45 m/s2 Solving for the percentage deviation would give % deviation= Actual value-Expected valueExpected value* 100% Expected value=9. 8 m/s2 % deviation= 11. 3 m/s2-9. 8 m/s29. 8 m/s2*100% % deviation= 11. 3 m/s2-9. 8 m/s29. 8 m/s2*100% % deviation= 15. 3% Me thod 2 – Linear Regression Excel graph Figure [ 3 ]The equation of the line is given by T2 = 3. 53L + 0. 33 Where m=3. 53 The acceleration due to gravity is given by =4? 2m g=4? 23. 53 g=4? 23. 53 g=11. 1 m/s2 Solving for the percentage deviation would give % deviation= Actual value-Expected valueExpected value* 100% Expected value=9. 8 m/s2 % deviation= 11. 1 m/s2-9. 8 m/s29. 8 m/s2*100% % deviation= 11. 1 m/s2-9. 8 m/s29. 8 m/s2*100% % deviation= 13. 2% Conclusion By comparing these two methods of calculating the acceleration due to gravity it is clearly noticeable that there is a difference between the two, when it comes to the accuracy. When calculating g using the hand drawn graph method it yielded =11. m/s2 Â ± 1. 45 m/s2. However, when using the linear regression method on excel, it yielded g=11. 1 m/s2. This is clearly closer to the expected value of 9. 8 m/s2. There are several reasons contributing to the conclusion that linear regression is more accurate, than meas uring calculating the slope off of a hand drawn graph. First of all, computers are much more accurate than humans. There is no denying the fact that humans are not perfect and no hand drawn graph will be as precise as a computer drawn graph.A ruler was being used, which may lead to believe that the line is perfectly straight, whereas it is actually not. This is clearly noticeable when one zooms in on a hand drawn graph. Another problem with the ruler is that no matter how hard one tries to measure the distance between two different points, one will never be able to get the exact distance. Computers however, Excel in this case, draw perfectly straight lines. Also the location of line of best fit line, in the hand drawn part of the experiment, was estimated, which obviously leads to an inaccurate result.Excel however, uses the calculation of linear regression to draw the line of best fit and this is extremely accurate, since the exact slope is being calculated by Excel. It is clear th at the method of linear regression is more accurate by looking at the percentage deviations for each method. The % deviation for the hand drawn graph yielded 15. 3%, whereas the percentage deviation for the linear regression method only was 13. 2% Even though the linear regression method was more accurate than the hand drawn method, there was still a pretty significant difference, between that value, namely g=11. m/s2, and the expected value of 9. 8 m/s2. This is due to a few sources of error when this experiment was conducted. One of the errors that contributed to this difference was that the length of the string was not exactly measured. Thus, the relation between the length and the period was wrong, leading to false results. Another reason that contributed to the inaccuracy was the fact that when the bob was not swinging the way it was supposed to. It was only supposed to have a linear motion, but it had a slight circular motion, which of course lead to a longer period.This again resulted in a wrong relation between the period and the length, leading to a wrong result. There was another major aspect to the experiment that lead to this result. Namely the fact one could not tell where the bob actually started its swinging motion exactly; therefore the exact period could not be measured with the stopwatch. It is evident however, that if these errors could have been avoided, the acceleration due to gravity could have been calculated very accurately using the method of linear regression. References [1] PCS 125 Laboratory Manual, 2008

Ethnic or Communal Politics in Malaysia Essay

The results for the ethics awareness inventory that I took last week for class revealed that my ethical profile is most related to obligation and least related to equity. Being related mostly to obligation means that my ethical profile is based on a sense of duty to do what is correct or right. Being least related to equity means that my ethical profile is based on absolute standards of right and wrong rather than practical analysis. How this Applies to my Personal and Professional Life In my professional and personal life I personally feel that obligation and a sense of duty to do what is correct or right fits me well. Since I work for a company that deals with national security and background investigations obligation is something that is required. In order to complete a background investigation there are many steps that need to be completed. My job personally is to obtain records on the subject that are required to complete the investigation such as resident, education, employment records and law checks with police departments. In order to complete these records there are certain guidelines that must be met and followed. Therefore, the duty to do what is right and correct is expected. How my Education has Affected my Ethical Thinking. In m y opinion my education has affected my ethical thinking in many different ways some of which I did not even realize. Some of the most important ethics that I have are honesty, time management and respect. Throughout my education at the University of Phoenix there have been many times that these ethics have come up in conversation and I have had the chance to see my classmates points of view on each one. One way that I have used honesty, time management, and respect in my thinking, decision making and potential for conflict is while working in teams throughout my educational experience. It can be very challenging at times depending on others to complete assignments and there is always a potential for conflict when working with other personalities. Therefore honesty with team members about things that are going on to prevent work from being done, time management when completing assignments and respect of others opinions are all ethics I use when working in teams.

Political Theory Essay Example | Topics and Well Written Essays - 1250 words - 1

Political Theory - Essay Example His Second Treatise on Government, in particular is a comprehensive collection of essays on various aspects of social organization. But theories do not always translate into practice and so governments always do not fulfill the purpose for which they were conceived and formed. We should also remember that electoral processes and democratic institutions that constitute modern governments are also beset by serious flaws. In the present global political scenario, as was the case during the period of European Imperialism, governments concerned themselves with matters way beyond the maintenance of civil liberties to its population. That is, governments have never been strictly political formations, but have always served vested commercial and class interests. A history of European Imperialism is full of such examples, where exploitation of commercial opportunities led to expansion of territories and colonies. It should also be noted that while governments are needed to maintain peace and order in civil societies, there have been plenty of instances in which they have abused their power in suppressing dissident voices and threats to power. Writing his Treatises on Government toward the end of seventeenth century, John Locke could not have foreseen the scale and scope of abuse of power that governments have since exhibited. While this is not mean that Locke’s Treatises are impractical, they do point to the gap between what is real and what is ideal. Also, Locke’s Treatises focus on the interactions between government and the individual as well as the interaction between fellow citizens. There is a lacuna in Locke’s Second Treatise about the nature and dynamics of power relations between governments and how this could undermine the civil liberties domestically. The nature and complexion on demographics has altered considerably in the period since Locke’s analyses. In an

SLP 4 Medicare Essay Example | Topics and Well Written Essays - 750 words

SLP 4 Medicare - Essay Example Medicare Part A is government issued hospitalization insurance. Patients with Part A coverage have benefits that pay a portion of inpatient hospital stays, or long-term alternative care stays like skilled nursing facilities for lengthy recoveries, or hospice for terminally ill patients. Part A "is funded by a 2.9 percent payroll tax which is directed to the Medicare Hospital Insurance Trust Fund account" (McClellan, 2000). Medicare Part B is supplemental. Eligible participants receive 80 percent of allowed outpatient charges covered. These services include office visits, lab work, x-rays, etc. According to the same McClellan study, "About three-fourths of the Supplemental Medical Insurance program is funded by general federal revenues and one-fourth by a beneficiary premium" (McClellan, 2000). He added that by 2009, Part B would see the most significant growth of all Medicare programs. Thanks to the Medicare Prescription Drug, Improvement, and Modernization Act MMA) of 2003, senior citizens became eligible for Medicare Part D, which pays a portion of prescription charges. Quoting Gluck, 1999, McClellan writes, "Total spending on prescription drugs averages around $1,000 per beneficiary" (McClellan, 2000). ... There is evidence that "long-term financial imbalances in the Medicare system make some sort of Medicare reform inevitable," (Cutler and Sheiner, 2000) but all is not lost. Cutler and Sheiner argue that people need only save a little more to balance the benefits that may be lost in the future. According to them, Medicare benefits could be cut by 40-60 percent, but private savings and the purchase of a supplemental insurance would leave future beneficiaries in the same financial position that current beneficiaries are in. Lee and Skinner, however, don't agree that those numbers can be crunched so easily. Their opinion is that with a declining mortality rate, and an uncertain number of births in the future, the population of persons aged 65 and older will have tripled by 2070. With that in mind, they see increasing the Medicare eligible age from 65 to 67, and an "immediate 2 percentage point increase in the Social Security payroll tax" (Lee and Skinner) as a better way to avoid a "Medi care bust in the next century." About $200 billion was spent in 1996 for Medicare recipients (Newhouse, 1996). He estimated that a $122 billion Medicare surplus in 1996 would be a $444 billion deficit by 2006. Newhouse's ideas for decreasing Medicare spending were to get on the Clinton administration's bandwagon and require that Medicare recipients use Health Maintenance Organizations (HMOs) to remain competitive. Newhouse also suggested the use of Medical Savings Accounts (MSAs), which allow employees to set money aside from each paycheck, on a pre-tax basis, to help cover or reduce costs. Newhouse claims that implementing MSAs prior to retirement could save 25 percent, if current spending trends hold. This is especially true, according to him, of workers who

Will the Internet Kill Television Research Paper

Will the Internet Kill Television - Research Paper Example Since the internet began to get a foothold among the younger members of our society, television watching has slowly seen a decline in its demographic. With teenagers opting to spend more of them viewing time online due to the vast variety of available viewing material and the ease with which they can access the same. The constantly evolving faces of the computer has allowed teenagers and people in general, to bring their entertainment with them on the road, never missing an episode of their favorite program or the premier of a much awaited and talked about show. The internet has in effect, changed the television landscape as we know it. This paper will use the most up to date information culled from scholarly sources that will help me to shed light of the question â€Å"Will the internet Kill Television?† Using a variety of factual data, I will attempt to bring discussion closer to those involved for a better understanding of the topic. In conclusion, I will make a prediction about how I see the viewing habits of people 10 years from now and if it will still involve television viewing, or a dominance of internet viewing instead. 1. What does scholarly research have to say about teenagers and the amount of television they watch? Will these trends broaden to include other demographic groups? Experts have said that up until 2008, teenagers have spent an unhealthy amount of time in front of the television. During this period of time, teenagers were observed to have been spending more than 30 hours of their time daily watching the boob tube. Longer exposure time to television screens were also seen to have spiked during the high school years of these individuals. Tracie A. Barnett, PhD., who led the observational study in 2008 explains that: â€Å"Boys and those whose parents had lower educational attainment were much more likely to be in the 'high-screen time' group. Teens with high levels of screen time may be at increased risk of obesityâ€Å" (American Heart Association n. pag.). This was the analysis that her team concluded after observing 1,293 students in Montreal high schools. The study was conducted using a combination of surveys and questionnaires four times a year covering a span of 5 years. These figures have changed over the past 4 years though. By the time 2012 rolled around, the European Travel Commission TrendWatch indicated that there was a significant shift in the television viewing habits of teens. They were now more preoccupied with watching internet based content than television streamed content. This is attributed to the increasing shortening attention span of most teenagers today. Their data indicates that these teens are connected 24/7 and being constantly online has changed the way that they use their television screen time (â€Å"Demographics† n. pag.): 23% of all teens (aged 13 to 17) own a tablet, 27% when it comes to girl - 80% own a computer - 78% own a cellphone and 37% a smartphone. It was noted in the study however, that the â€Å"hyperconnected generation† as their generation has become known, gains a positive influence from being more connected to their computer screens than their television screens. Although concerns about becoming gadget independent, shallow consumers of information, and instant gratification, which were also concerns raised by experts when television was first beginning to gain a foothold in our society, still exists and does not show

IRB Essay Example | Topics and Well Written Essays - 2000 words

IRB - Essay Example The researcher is interested in carrying out the interviews of 50 females belonging to various ethnic groups, age-groups, socioeconomic status and areas of the city, though African American will dominate as the universe for the present study. The universe will be comprised of the women who have undergone any type of crime at least once in their life, out of which a sample of 50 women with the age range 25 to 50 will be selected. Interview schedule will be applied as a tool for data collection. Being the vast topic containing ethnic and gender discrimination elements, the researcher is interested in conducting the research in the culturally diversified city of New York, USA. 1- Universe: As the researcher is the student of the New York University, he aims to select the white, yellow, brown and black female population of New York. The researcher is interested in conducting the interviews of fifty females to find out the results and concluding the problem. 2- Sampling: The researcher intends to apply quota/non-probability sampling to represent different ethnic groups and socioeconomic classes of the society. The research will be comprised of females from middle and lower classes, who have undergone any type of criminal assault. Four ethnic groups will be the respondents, though the majority of them will consist of black female respondents. The study will be focused on two types of victims. The first category belongs to the females who are the victims of the crimes committed by the strangers. On the other hand, the second category will be comprised of the women affected and cheated by their own relations and kinsmen. 3- Tool for Data Collection: Interview-schedule will be applied as a research tool to gather the data from the respondents. Interview schedule will be consisted of twenty nine questions and will be divided into three parts. First part will be about the general enquiry including the questions related to age, socioeconomic

Writing a screenplay for a short Assignment Example | Topics and Well Written Essays - 1250 words

Writing a screenplay for a short - Assignment Example He then addresses the priest. Law and order are simply what needs to be done. Failure to follow the law leads to punitive measures. That is why you are in this cell. You did not follow the law and so you have to face the consequences. Even†¦(The first inmate disrupts him) The first inmate seems upset and starts moving up and down the cell. He seems to be in deep thoughts. He goes and leans on the wall and starts shaking his head. The second inmate walks towards him and shouts to him. The officer takes a glance at the priest and moves towards him. He does not seem convinced with the explanation the priest gives him. He takes the notebook and peruses it. He seems not to get the meaning of the writings inside. He takes the priests Bible and checks the cover. It is torn, and so he smiles meekly The priest seems hurt but grabs the notebook and the Bible from the pastor. He then turns to the prisoners who are sited at the corner of the cell. The officer grabs his hands and pulls him towards the door. Please officer let me say my final word to these inmates. They need encouragement from people like me, for consolation of the hassles they go through in this cell. You are one of the people who should treat these brothers as your friends instead you mistreat them. The Bible requires us to show mercy and compassion to all our friends. God shows us His mercies, and we must reciprocate to our friends. I will leave you with a few words for encouragement and hope for tomorrow. Keep your trust and faith in the Lord because only He can get you out of this damn place. Never forget to pray and commit all your wishes to Him. Also†¦ The priest hesitates as some noise is heard from outside the cell. Loud bangs can be heard from other prison cells as the officers try to stop the prisoners from shouting. Everyone from the room seems shaken. The officer is confused and does not know if he should get out or stay in the cell. As

Hijack of Air France Flight 139-Operation Entebbe Term Paper

Hijack of Air France Flight 139-Operation Entebbe - Term Paper Example This will include a definition and discussion of the different groups involved, their core aims, and the ensuring situation that arose. As such, the following analysis will also be concentric on the operation by Israeli special forces in an attempt to rescue the hostages that had been taken. Through such a discussion and analysis, it is the hope of this author that wider realities concerning global terrorism response and the means through which such antics have continued to be perpetrated within the current era can be represented. Firstly, before delving into an in-depth discussion concerning the terrorist groups in the mall or the response by the Israeli government, is necessary to briefly engage in a discussion of relevant political analysis; surrounding the Europe in which the hijacking of Air France 139 was but a part. In the year in which this particular aircraft was hijacked, the state of Israel has only existed for two decades. However, within these two decades, two large-scale wars fought between Israel and its surrounding Arab/Muslim neighbors. Furthermore, tension between Israelis and Palestinians have reached a climax; due in part to the fact that continued Israelis of building and the displacement of thousands of people in Palestine created a wellspring of hatred and frustration of the native peoples within the region. Furthermore, one must consider the role and impact of the Palestinian liberation organization (one of the terrorists routes that was responsible for the Air France flight 139 hijack ing) in terms of reasons political developments that have occurred only one year prior to the hijacking itself. Ultimately, Jordan, nation borders Israel on its south east, was responsible for dismantling and removing the house that immigration organization from within its borders. As a direct result of this

The Corpse Bride Analysis with Final Cut Pro Essay Example for Free

The Corpse Bride Analysis with Final Cut Pro Essay Tim Burtons Corpse Bride is about a young man who accidentally marries a zombie bride. Victor Van Dort, and Victoria Everglot, are arranged to get marriage. After Victor ruins the wedding rehearsal, he ï ¬â€šees and practices in a forest near by, placing the wedding ring unintentional on a ï ¬ nger of a dead girl, who is now saying she is Victors wife. The Land of the Dead holds many bewilderments for Victor while he learns of Emilys past story and get to know one another better. Back at home with Victor away, Victorias parents decide to move forward and marry her to a newcomer in town named Lord Barkis Bittern. Soon after Victor is informed of Victorias impending marriage to Lord Barkis. Victor agrees to die for Emily for their marriage to be valid, after realizing he has lost Victoria. Victoria ï ¬ nds them both at a church and is followed by Lord Barkis. As Victor prepares to drink the cup of poison to kill himself, Emily has second thoughts, realizing she doing the same to Victoria that was done on to her, taking away her happiness. Lord Barkis intrudes, and Emily recognizes him as her former ï ¬ ancà © and murder. Lord Barkis tries to kidnap Victoria against her will, but Victor steps in to stop him. As Lord Barkis decided to leave he makes a speech and accidentally drinks a cup of poison that was meant for Victor. The dead drag the new arrival away for punishment. Emily backs out of her agreement with Victor, and sets him free to be with Victoria. Giving the wedding ring back to him, she steps into the moonlight, she transforms into hundreds of butterï ¬â€šies, leaving all to assume she found peace. I choose to do this paper on Tim Burtons Corpse Bride because I have always loved the colors, music, story, and even the characters. After all Emily went through she is still optimistic even in her afterlife. Victory fought through the whole movie for true love and in the end was rewarded. The characters do have ï ¬â€šaws but they are still enjoyable and relatable as well. This movie has amazing colors and lighting. Throughout the movie all the darks and lights are placed in the right spots to create a consistent mood. The characters also have so many shades of color to them. The music is just an added bonus to everything. Some of the songs fun and lively, while others are a bit more serious. Tim Burton always does a good job with his movies, and this one was no exception. While still enjoying all of the reason why I like this movie, I was watching out for all the transitions, cuts, color adjustments, and sound. Knowing that this ï ¬ lm was made by stop motion, made it a lot more interesting to experience. I know that there is only so much editing that can be contributed through a camera, while the rest must be from Final Cut. All the editing was done successfully, and if anything added more to the story and ï ¬ lm. Transitions were clean and nicely cut at appropriate spots. They were not a distraction nor did they interrupt the experience of the ï ¬ lm. The color was amazing, the darks were deep, the colors were pigmented. The editing on the contrast and saturation were perfect for the feel of the ï ¬ lm. The video and sound went very well together. I think that this was a huge factor in creating the ambience to this ï ¬ lm. The cute little features to this ï ¬ lm like how the sound goes with the ï ¬ lm was perfect. A good example is when Emily was playing the piano but her hand broke off and it continued to make the sounds of the keys with every little beat of the hand. Working this Final Cut I know how many options their are to decide between. They choose the right ones at the right time. They worked out every little detail, which Im sure took a while. Only doing a minute project took a few days, I could only imagine working on something that is two hours long. To think that this movie was created with a software that anyone has access too, and is easy enough to learn, is amazing. They did an amazing job on Corpse Bride and only inspires me as a student to reach farther and achieve higher. They successfully created a ï ¬ lm with a decent story line, amazing visuals with the use of colors, sound that enchanted the video, clean transitions from clip to clip and all together an enjoyable experience.

Intel in China Essay Example for Free

Intel in China Essay Mr. Tang and Mr. Li are the participants of an interesting incident in the Beijing’s division of Intel China that can be analyzed with the help of some important Chinese concepts like face, hierarchy and preservation of social harmony. Mr. Tang is the new manager of the marketing programs of Intel China in Beijing, and has a background of Western education and years of working experience in the United States. Mr. Li is a young but skilful account manager, enthusiastic and assertive, who has been carrying on the project of creating a manual of tips for software vendors for two months and plans to carry it on till its completion. After taking over Beijing’s Intel division Mr. Tang decides to study the work of each employee and to make changes where necessary. One of his adjustments involves Mr. Li’s project. Since Mr. Tang considers this task extremely time-consuming and unsuited for an inexperienced employee, he decides to discontinue his project and assign him to a more appropriated one. He asks Qing Chen (Mr. Li’s supervisor) to inform him of his resolution, but Mr. Li opposes firmly to this change, asserting that his superior is not being respectful. Analyzing the situation we can see that there are several Chinese communication patterns which play an important role and influence these people behaviour. Mr. Tang uses an intermediary (Miss Chen) to communicate the problem to his employee, and this is a common strategy in China. He avoids direct confrontation with Mr. Li, and this is an act that aims to safe face for both of them. However with his response, Mr. Li is causing Mr. Tang to lose face, he is endangering his authority and his ability to control and guide his employees. It’s clear that Mr. Tang is acting in the best interest of his company, and his power shouldn’t be questioned. In fact, in Chinese business context is very unusual to see an employee reacting like Mr. Li, questioning a boss’ decision and showing dissent. But, even so, Mr. Tang shouldn’t fire him, given Mr. Li’s important role in the company and the number of guanxi he has established with other firms’ managers. Regarding Miss Chen, her lack of authority and of immediate response to Mr. Li’s critics is probably caused by her inexperience in managerial positions. In their next meeting Mr. Tang should try to make him understand the reason of his decision, without forgetting to start by praising his work and his efforts. Chinese people are very concerned about reputation and the need to be respected by others, so to avoid both Mr. Tang and Mr. Li to feel embarrassed and lose face, the best solution is for Mr. Li to accept Mr. Tang’s decision. This act, that implies giving face, will be very appreciated by Mr. Tang, who in the future will not forget to reward his employee. In China preserving the social harmony plays an important role when doing business, and Mr. Li should try to shape his working attitude according to this concept, that is also part of the Intel philosophy. In conclusion, I find myself completely in accordance with Mr. Tang managerial style, he acted like a pure Chinese, not as an expatriate. Actually, given Mr. Li’s excessive response, it looks like he is the one who has been influenced by Western ideas.

The Curriculum For Excellence Has On Teacher Professionalism Education Essay

The Curriculum For Excellence Has On Teacher Professionalism Education Essay The existence of a relationship between curriculum policy and teacher professionalism would appear to be an established assumption. This is evident in claims that curriculum reform is often regarded as a threat to teacher professionalism (Al-Hinei 2003; Apple 2009; Locke et al. 2005). Most notably, it is often claimed that the level of prescription in the English National Curriculum, with the associated requirement to meet the prescribed outcomes, reflects a reduction of teacher autonomy in favour of accountability (Walsh 2006). It would seem, at this level then, possible to argue that a reduction in central prescription equates to an increase in teacher autonomy which in turn equates to an enhancement of teacher professionalism. To an extent this would seem to be an aim of recent curriculum reform in Scotland in the form of the Curriculum for Excellence (CfE). The first page of the first Building the Curriculum document that claims that teachers will have greater scope and space for professional decisions about what and how they should teach (Scottish Executive 2006:1). However, such a straightforward relationship between curriculum policy and teacher professionalism would, drawing on Evans (2008), be an over-simplification. Evans suggests that professionalism cannot be understood exclusively, through examining teachers remit and responsibilities (p.23), and rather we must consider teachers themselves understand their professional responsibilities. To an extent this would seem to be recognised in Scotlands curriculum reform, in for example claims that the reform requires a culture change (Scottish Government 2009a:5) and the emphasis on the need for professional development (Scottish Executive 2006:2). This suggests recognition that a change of teachers remit and responsibilities alone will not impact upon professionalism. In light of the perceived association between CfE and teacher professionalism both as representing being and requiring a change it becomes pertinent to consider the nature of the professional judgements that greater teacher autonomy over the content of the curriculum entails, and therefore the conception of professionalism it would seem to imply. This requires a consideration of the particular issues that are associated with the selection of curriculum content, and an examination of different conceptions of teacher professionalism. Curriculum First therefore, we must consider what is meant by curriculum. As a term it would seem to be notoriously hard to define, with a multitude of potentially conflicting definitions (Dillon 2009). Generally it can be suggested that curriculum does not refer to a list, or progression, of items to be taught. The curriculum addresses not only what is taught, but why and how teaching and learning takes place. As such, curricula reflect and promote beliefs about the aims and nature of education (Flinders Thornton 2009:8). They reflect different epistemological and pedagogical beliefs beliefs about the nature of knowledge and learning and teaching in, for example, their organisation of knowledge (Carr 1988), for example those that emphasise the separation of knowledge into subjects and those that favour integration of subject areas. However it should perhaps be noted that Carr (1988) argues that the epistemological and pedagogical bases of much curriculum policy is not entirely coherent. It should also be noted that the current discussion is centred around the concept of explicit curriculum (REF-moore?), curriculum as a statement of the planned or expected learning within a school context. Other conceptions regard curriculum to encompass all the experiences which impact upon a learners development (REF-Dillon?). However, notwithstanding the range of approaches to understanding and creating curricula, curriculum design necessarily entails a selection of what is to be taught. Different curriculum models may differ in both when and by whom this process of selection takes place. In a heavily prescriptive, centralised, curriculum much of the selection is being made by policy makers. At the other extreme, in a strongly child-centred curriculum, selection is largely made by the child based upon their interests. (BACK THIS UP). If we consider the CfE itself, it is evident that it cannot be considered to be placing the decision of what to teach solely in the hands of teachers. Priestley (2010:23) suggests that it reflects a trend in curriculum development in general, in which there is an attempt to draw on both top-down and bottom-up approaches to curriculum planning. A process of selection has already occurred at the national level in terms of the forms of knowledge and skills that are to be develop ed. Even within this clear framework of national expectations (Scottish Executive 2006:1), teachers do not have sole responsibility for curriculum content selection. In the pledge, all children and young people should experience personalisation and choice (Scottish Government 2008:17), there is an expectation that pupils will, to a certain extent, also be making decisions about curriculum content. Further, there is a strong emphasis upon collegiality, with teachers working together on curriculum development (Scottish Government 2009). However it clearly does aim to place more responsibility for choice in the hands of the teacher, and in doing so is potentially affecting the nature of teacher professionalism. Professionalism In order to examine this claim more closely it is necessary to consider the meaning of professionalism itself. As with curriculum, it would seem that professionalism is a difficult term to define with many different views as to what it really means (Al-Hinei 2003:41; Evans 2008). Generally however, the term profession may be regarded as indicating a distinct class or category of occupation consisting of jobs such as doctor or lawyer, and sometimes teacher (Carr 2000:22), to which a certain status may be attached. This should be regarded as distinct from the everyday use of professional as distinguished from amateur which focuses on whether or not an individual is paid (REF-Carr?). The purpose of regarding some occupations as professions differs according to different perspectives. Some regard it as a socially constructed concept, suggesting it is a means of preserving power and status with a certain group of people (Locke et al. 2005:558). Carr (:) suggests it refers to those occupations that are required to maintain civil society (health, justice and education). Others suggest that there are certain defining characteristics which mark out an occupation as fulfilling the criterion for profession (Locke et al 2005:558; Christie 2003:845). Whilst this diversity of views exists, there does seem to be a general sense that those occupations that are classed as professions involve a level of autonomy to make decisions, a distinct knowledge base or expertise, and some form of care or service to society (Carr 2000; Christie 2003; Goodson 2003; Locke et al. 2005). Professionalism itself may be perhaps regarded as the way in which we describe a profession in terms of its characteristics in relation to these concepts (Goodson 2003:126). In essence professionalism is concerned with considering the level of autonomy afforded to individuals by an occupation and the nature of the professional knowledge or expertise involved. In this way, the assertion referred to earlier, that the English National Curriculum is considered as a process of de-professionalisation, may be regarded as a belief that the level of prescription involved is reducing teacher autonomy and changing the nature of the expertise required to do the job. As such, the distinct characteristics of teaching are more narrowly defined. Carr (2000:15) refers to such a reduced autonomy and knowledge base as restricted professionalism. It is suggested that teaching is unique amongst the professions in terms of its balance between autonomy and accountability (Carr). As Locke et al (2005: 564) point out, there is a tension between professional autonomy and accountability. This unique accountability is related to the relationship between education and society. Education, or rather schooling, is essentially concerned with the kind of society we want to be (White 2004:2) and is often related to the economic health of a country (REF.). This is evident in the claim that the Curriculum for Excellence can play a significant role in achieving the Scottish Governments aim to make Scotland smarter, safer and stronger, wealthier and fairer, greener and healthier (Scottish Government 2008:3). It is from this notion of schooling as serving, and potentially shaping, society as a whole that it is suggested that schools and teachers are accountable in ways that other professions are not (Carr 2000:44). It is further suggested that teachers are also more accountable to parents and must accept the legitimacy of the views of non-professionals in a way that lawyers or doctors do not (Carr 2003:64). It may be as a result of this accountability to the state and parents that the dominant conception of teacher professionalism, in policy at least, has become that of the competent teacher with a focus on meeting prescribed standards. (Goodson 2003:127; Menter et al 2010:21). Viewing teacher professionalism in terms of standards is argued to potentially lead to a situation in which the professional knowledge base of teaching is purely related to practical skills, such as effective communication and the ability to manage behaviour (Goodson 2003:130). It is also argued that such a view of teacher professionalism can lead to unreflective application of rules (Hegarty 2000:456), rather than scrutinising and questioning policy and curricula. It would seem reasonable to associate a prescriptive curriculum with such a concept of teacher professionalism, as indeed Menter et al. (2010:22) do. This would however, seem an insufficient account of teacher professionalism to meet the requirements of a curriculum which gives teacher greater autonomy of what to teach. Therefore, through focussing on the specific issues which arise in relation to curriculum content selection, attention will be paid to models of professionalism which could perhaps be regarded as more appropriate. Two ideas will be addressed in relation to content selection. The first: the implications of regarding content selection as a pedagogical skill (REF) with teachers drawing on, for example, knowledge of child development. The second considers the implications of regarding curriculum as a selection of culture (Giroux 1980:228), pointing to content selection as having ethical implications. Curriculum Content Selection Viewing content selection as a pedagogical skill would perhaps reflect Whites (2004a:20) assertion that teachers expertise lies in deciding what specific aims and what pupil experiences best suit the particular children. In this case, teachers professional knowledge may be regarded as wider than that of practical skills, rather it involves drawing on pedagogical, subject specific knowledge and knowledge of child development, to select and order the content that makes up the curriculum (REF). The teacher is utilising their professional knowledge in order to make professional judgements as to the content which will move an individual to the next stage of development. Clearly this points to the need for some form of curriculum aims. As White (2004:6) points out, we cannot sensibly decide what to teach without reference to an aim, an indication as to what the next stage of development actually is. Applying such an understanding to the CfE, we can see that the overall curricular aims are set out in terms of the four capacities statements as to the type of person the curriculum seeks to develop (Learning and Teaching Scotland 2010). At a more detailed level, the experiences and outcomes describe the expectations for learning and progression for each of the eight curriculum areas (Learning and Teaching Scotland 2010). The teacher, then, would seem to have autonomy in choosing what they teach in order to achieve the expected learning. The need to make professional judgements of this nature would seem to point to a conception of a more enhanced professionalism than a more prescriptive curriculum, and may point to such models as the reflective teacher (Moore 2004:4). Such a model of professionalism is regarded as perceiving teaching as involving more than practical skills. Rather the teacher reflects upon their classroom practice, evaluating their teaching, perhaps drawing on their theoretical understanding with a view to improving and developing their teaching (Moore 2004). It could also relate to the concept of the enquiring teacher (Menter et al. 2010:23), in which teachers are regarded as researchers, drawing on observations in the classroom to inform their professional decisions in their planning. It is suggested that such a conception of the teacher is very apposite in the context of the Curriculum for Excellence (Menter et al. 2010:23), which seeks to give teachers greater autonomy in curriculum development. These models would certainly seem to extend the concept of teacher professionalism beyond that of the perceived technicism of the competent teacher. As such they may provide suitable models for teachers who are involved in the selection of curriculum content, placing an emphasis on teachers pedagogical expertise. However, if we turn to the second concept, an understanding of curriculum content as a selection of culture (Giroux 1980:228), understanding teacher professionalism in terms of pedagogical expertise may begin to seem inadequate. Culture, in its broadest sense, may be regarded as a whole way of life, encompassing all aspects of society including the knowledge, skills and activities, such as sport and recreation, of that society (Entwistle 1977:111). However, if we regard education as being, in some way, involved with betterment (Entwistle 1977:111), schooling cannot be concerned with all those things that make up a culture. Rather, Entwistle (1977:111), suggests that in schooling we select those aspects of culture which are regarded to be conducive to the improvement of the individual or group. This again points to a consideration of the aims of education: it is only through an awareness of what is regarded as betterment, and therefore, what we are aiming to achieve through education, that selection of content can sensibly be carried out (White 2004:6). Related to this, cultural selection clearly also implies a process of evaluation, distinguishing between those things which we regard as desirable or undesirable aspects of culture (Entwistle 1977:110). Therefore concerns about the selection of culture which makes up the content of a curriculum can perhaps be regarded as arising both in relation to the aims of the curriculum and in the evaluations of the relative desirability, or worth, of different cultural elements. Concerns that rise in relation to the aims of the curriculum are perhaps best exemplified by the criticisms of a curriculum whose aim is, for example to increase employability skills. Those who regard knowledge acquisition as having value in its own right would regard an instrumental approach to content selection as an impoverishment of education, limiting access to many forms of culture which may not have direct instrumental value (drawing on Carr et al. 2006:17). In this way then, we can see that the selection of content is in some way impacted upon by our beliefs about the purpose of education, and as such regarding selection of content as technical skill may be insufficient. However, it is perhaps in relation to the evaluation as to the relative worth of aspects of culture that the most complex issues arise. It is in considering the relationship between knowledge and power that cultural selection becomes problematic. This becomes evident when we draw on Bourdieus (1986:106) concept of cultural capital. Bourdieu (1986:106) suggests that different forms of culture are invested with value which can be drawn on for monetary gain, or an increase in social status. If we consider this in terms of knowledge as a form of culture, then acquisition of certain forms of knowledge by an individual can be utilised in generating income and increasing social status. For example, acquiring specific biological and medical knowledge can enable one to gain both the income and status conferred upon a doctor. However, it is not only the acquisition of the knowledge per se. which is valuable, but rather gaining institutional recognition in the form of an academic qualification of possessing a particular form of culture (Bourdieu 1986:110). In this sense, certain forms of knowledge, certain forms of culture, have greater value by virtue of being institutionalised in the form of a qualification (Bourdieu 1986:109). This would suggest therefore, that schools are involved in both the transfer of forms of culture which enable an individual to gain economic capital or social status, but also in some way define what forms of culture are of value. Such an assertion is supported by Girouxs (1980:228) argument that the culture that is selected to form the curriculum becomes legitimised by the very fact of its inclusion in the curriculum. This concept can further be seen in claims that the traditional academic curriculum is an elitist selection of culture, giving value to forms of knowledge associated with the middle class (REF!). It is the relative value that become associated with different forms of knowledge and different skills that forms part of what is termed hidden curriculum (Ref). This is a reference to the values and ideas that a school may not explicitly plan to teach, but which nevertheless are transmitted to pupils (REF). It is suggested therefore that the exclusion of an aspect of culture from the curriculum communicates to pupils a belief about the relative worth of this aspect of culture (REF..exemplify?) Moore (2004) provides an interesting illustration of this claim of elitism in cultural selection. Moore focuses on portrayals in film of teachers who are regarded as saviours and non-conformists (Moore 2004:58), such as Ms Johnson in the film Dangerous Minds. He argues that whilst the approach they take to education may be extraordinary, the content of that education is not. Moore (2004) contends that the cultural selection made by these teachers, of what he regards to be representative of middle class values, may be read as contributing to and confirming social and cultural biases (p.58) It is in this sense that Young (2006:734) argues that social interests are always involved in curriculum design, those with the power to select what is included in the curriculum have, to an extent, the power to legitimise certain forms of knowledge and certain practices. It is suggested that through this process of promoting and legitimising middle class culture (here we have the notion that a society consists of many cultures (ref)), schools are implicated in entrenching inequalities of social class (REF). Such a claim requires closer consideration in order to understand the means by which cultural selection may be regarded to be implicated in matters of social justice. One way in which it is suggested that this is the case is that individuals from a middle class background have greater access and exposure to the forms of knowledge that are regarded as valuable by schools (Reay 2006). In this way, Reay (2006) suggests, children from middle class backgrounds are at an advantage, able to draw on the cultural capital they already possess in order to perform well at schools, gaining institutionalised recognition through academic qualifications, and thus gain status in society. This would seem to highlight a tension for those involved in selecting the content of a curriculum. On the one hand, it is suggested that if schools do not provide the high status cultural capital that academic and economic success requires then children from working class backgrounds are potentially deprived of the ability to raise their social status (Anyon 2006:44). However in doing so, they are perhaps complicit in reproducing bias as to what is regarded as legitimate and valuable knowledge. It should be pointed out that this problematic account of knowledge and cultural selection does not suggest that knowledge is wrong or should not form the basis of a curriculum (Young 2006). Rather it suggests the need to consider the exact nature of the content we are choosing to include, and significantly exclude, from the curriculum. It suggests the need for reflection on our reasons for content selection, requiring an awareness of our own biases we bring to the process (Chan 2009:). From these observations, in which the selection of curriculum content is regarded as having social implications and is implicated in the transmission of values, an understanding of teacher professionalism which emphasises practical skills or even pedagogical knowledge perhaps begins to appear inadequate. Therefore the remainder of this essay will consider the notion that teaching is inherently ethical in its nature, and that teacher professionalism should therefore centre upon the moral characteristics of the profession (Goodson 2003; Campbell 2003; Carr 2006) Carr (2006:172) argues that whilst all occupations are in some way concerned with ethical issues, these generally play a regulative role they indicate standards for good practice. However he suggests that this is not the case with teaching, rather he suggests that ethical considerations are constitutive of teaching. This is perhaps more clear in Campbells (2007:604) assertion that: It is far more challenging to disentangle the ethics of teaching from the very process, practice and content of teachingà ¢Ã¢â€š ¬Ã‚ ¦ (CHECK CONTEXT) It would seem that what is meant by this is that the decisions and actions taken by a teacher have moral significance (drawing on Campbell 2003:1). By its very nature teaching is involved in forming childrens values and understanding of the world and as such is involved in transmitting conception as to what is right and wrong (REF). Further, as discussed earlier the decisions made potentially impact upon an individuals achievement in schooling and thus possibly affect their future prospects. Following from this concept that issues of ethics are inbuilt into teaching, Campbell (2008:605) argues that ethical codes are insufficient to address the issues faced by teachers. Rather she suggests that teachers requires an understanding by teachers of the complex moral issues they must address (Campbell 2008:605). It would seem that within the Scottish context there is recognition of this. The Standards for Initial Teacher Education in Scotland, which specify what is required of a student teacher (Christie 2003:847), includes reference to professional values and personal commitment (Christie 2003:848). There is a danger, Carr () suggests, in framing values as a competence or standard, in that it would seem to suggest that the other aspects of teaching are value-neutral. In this way, the ethical nature of teaching perhaps cannot be reduced to a competency or standard. Rather Carr (2006:178) suggests that it is about teachers taking moral issues and questions seriously. It should be noted that this does not suggest that teachers do not currently take moral and ethical considerations seriously, Campbell (2003:2) argues that many teachers are aware of the moral implications of their actions. However, Locke et al. (2005:570) do suggest that when teachers are subject to high levels of accountability it can lead teachers doing things right rather than doing the right thing. Potentially, therefore, the CfEs focus on greater autonomy could provide greater flexibility for teachers to make the decisions they regard to be ethically sound. At the same time, by increasing teachers scope for choosing what to teach the ethical nature of teaching perhaps comes even more to the fore. It would seem then, that in aiming to give teachers greater autonomy over the content of the curriculum, the CfE both can be viewed as potentially enhancing teachers professionalism as understood in terms of levels of autonomy. However, it also seems to require a consideration of the professional knowledge base on which professionalism is based. The importance of pedagogical expertise and development is clearly important and highlighted as so ( e.g. Scottish Government 2009:4). Yet, considering the complexity, and potentially value laden nature of the cultural selection involved in selecting curriculum content it would seem important to emphasise the ethical nature of teacher professionalism. In essence then, the greater autonomy afforded to teachers to select the content of the curriculum by the CfE would certainly seem, as Menter et al (2010:23) suggest, to point to a model of teacher professionalism in which teachers both reflect upon and develop their practice. However in light o f the essentially ethical issues involved in content selection, it would seem fair to suggest that teachers reflections and decisions should draw not only on theoretical and practical knowledge, but must also consider the ethical reasons for choosing to include, or not to include content in their teaching.

Technology Spontaneously Approaching `humanity With The Passage Of Ti :: essays research papers

Technology Spontaneously Approaching `Humanity' With the Passage of Time By Avner Erez Tel Aviv University , Department of Film & Television Tools once helped early man increase his survivability, and they became more and more useful as means to achieve our goals. Today, innovations in technology have allowed us to fabricate tools of increasing complexity. As we recognize that the most effective tools have human characteristics, such as a computer capable of learning, we will give our tools these characteristics. If technological innovations continue, we could actually create tools that are human, or at least beings that challenge how we define being ‘human.' Ridley Scott's Blade Runner and James Cameron's Terminator 2 offer two particular scenarios of futures in which the state of technology gives us the ability to do â€Å"questionable things.† As we give our machines selected human characteristics to make them more efficient, they will tend to discover humanity in their own unique way, rising above their ‘specifications' to actually become human. By definition, tools are designed specifically for certain tasks, and as technological tools, the T800 and the replicant are deigned to meet specific specifications. In Terminator 2, the T800 is a multipurpose cyborg assigned to save John Connor, given a series of â€Å"mission parameters,† initially characterized by his computer logic. He often advises John based on permutations of the T1000's next move, similar to the way a chess computer decides what move to make next. Just as the T800 is designed to perform solely as a unemotional computer, the ‘replicants' in Blade Runner are designed to work in slavery without protest. Since it's remarked in Blade Runner that humans develop emotions by existing for a period of time, it is predicted that replicants could not develop emotions in their four year life span. So it's easy for the society in Blade Runner to equate replicants with machines, indicated so politically by the term ‘retirement.' As in Terminator 2, these manufactured beings are intended to parallel humans only in efficiency and effectiveness, not in emotion. Similar in practice to how we solve problems, the T800 is a learning computer, designed to carry out its objectives dynamically. The Nexus 6 generation of replicants simulates human intelligence by actually using a human brain, taking advantage of the human brain's innate intelligence and ingenuity. Both the T800s and replicants were designed to carry out prescribed functions, like any other machines, enhanced by their creators who foresaw the distinct performance advantages offered by the human abilities to learn and reason. Their creators, however, did not anticipate these selected human characteristics to dynamically grow into other human characteristics. Technology Spontaneously Approaching `humanity With The Passage Of Ti :: essays research papers Technology Spontaneously Approaching `Humanity' With the Passage of Time By Avner Erez Tel Aviv University , Department of Film & Television Tools once helped early man increase his survivability, and they became more and more useful as means to achieve our goals. Today, innovations in technology have allowed us to fabricate tools of increasing complexity. As we recognize that the most effective tools have human characteristics, such as a computer capable of learning, we will give our tools these characteristics. If technological innovations continue, we could actually create tools that are human, or at least beings that challenge how we define being ‘human.' Ridley Scott's Blade Runner and James Cameron's Terminator 2 offer two particular scenarios of futures in which the state of technology gives us the ability to do â€Å"questionable things.† As we give our machines selected human characteristics to make them more efficient, they will tend to discover humanity in their own unique way, rising above their ‘specifications' to actually become human. By definition, tools are designed specifically for certain tasks, and as technological tools, the T800 and the replicant are deigned to meet specific specifications. In Terminator 2, the T800 is a multipurpose cyborg assigned to save John Connor, given a series of â€Å"mission parameters,† initially characterized by his computer logic. He often advises John based on permutations of the T1000's next move, similar to the way a chess computer decides what move to make next. Just as the T800 is designed to perform solely as a unemotional computer, the ‘replicants' in Blade Runner are designed to work in slavery without protest. Since it's remarked in Blade Runner that humans develop emotions by existing for a period of time, it is predicted that replicants could not develop emotions in their four year life span. So it's easy for the society in Blade Runner to equate replicants with machines, indicated so politically by the term ‘retirement.' As in Terminator 2, these manufactured beings are intended to parallel humans only in efficiency and effectiveness, not in emotion. Similar in practice to how we solve problems, the T800 is a learning computer, designed to carry out its objectives dynamically. The Nexus 6 generation of replicants simulates human intelligence by actually using a human brain, taking advantage of the human brain's innate intelligence and ingenuity. Both the T800s and replicants were designed to carry out prescribed functions, like any other machines, enhanced by their creators who foresaw the distinct performance advantages offered by the human abilities to learn and reason. Their creators, however, did not anticipate these selected human characteristics to dynamically grow into other human characteristics.

Credebility of Hypnotherapy :: essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  It is the purpose of this paper to bring attention to the credibility of people in the field of Hypnotherapy (Hypnosis, Self-Hypnosis, and Guided Imagery). By reading through several websites it became apparent that no Ph.D. is necessary to be a Hypnotherapists. All that is required is that you pass and complete 200+ hours of Hypnotherapy training.   Ã‚  Ã‚  Ã‚  Ã‚  Marla A. Sloane at the website www.marlasloane.com is a Member of the American Board of Hypnotherapy and a member of the National Guild of Hypnotists. Sloane is currently working on her Ph.D. She has shown in the past a strong drive in academics by completing high school at age 16, getting a college degree, and starting a corporation. The name of the Corporation however was not stated; nor was the college at which she obtained her degree. She is currently a Registered Hypnotherapist and claims to be able to â€Å"recreate your destiny.† She does have testimonials form people she has treated that support her claim. She sites hypnotherapy being used to help overcome Kevin Costner’s seasickness (which she did not assist in) and states that statistically it is the best way to stop smoking and lose weight. Sloane also sites a random experiment comparing two basketball teams where one was under hypnosis and did better overall.   Ã‚  Ã‚  Ã‚  Ã‚  Chaplain Paul G. Durbin Ph.D. at the website www.durbinhypnosis.com has Professional Affiliations and Awards from numerous organizations. These awards and affiliations can be viewed at www.durbinhypnosis.com/bio.htm. Durbin was in the military, served as Special Assistant to Chief Chaplain, and had a title of Brigadier General. Durbin received his Bachelor of Arts from the College of Louisiana, his Master of Divinity from Emory University in Atlanta GA, his Ph.D. from the American Institute of Hypnotherapy in Irvine CA, and has completed 4 quarters of Clinical Pastoral Education at Walter Reed A.M.C., Washington D.C.. Durbin has been published in hundreds of times in magazines of Religion and Hypnotherapy. Durbin Has also written two books, one of which is out of print, and one of which is in it’s second publishing. Kissing Frogs: Practical Uses of Hypnotherapy published by Kendall/Hunt Publishing Company (educational 1st-college material) and received two awards. The awards were the Pen and Quill Award from NBHA and the Outstanding Performance Award from IMDHA. Durbin did not however have testimonials on his site to back his claims and he uses biblical passages to help promote his business.

Nonviolent movement

There is a wide-spread conception in the theory of nation-building that violence is an ultimate way to express disagreement and overcome injustice as well as fight a dictatorship. But the last century has proven the fallaciousness of this conception. Mahatma Gandhi and Martin Luther King Jr., Nelson Mandela and Dalai Lama and many others have shown that nonviolence can be more powerful force in defeating oppressive rulers and laws. Their lives and actions are examples how oppressors or unjust legislation may be defied by the force of word and soul rather than by the force of weapons. Gene Sharp summarizes the effectiveness of nonviolent actions with such words: â€Å"nonviolent action is possible, and is capable of wielding great power even against ruthless rulers and military regimes, because it attacks the most vulnerable characteristic of all hierarchical institutions and governments: dependence on the governed† (p. 18).Nonviolent action is an application of a very simple t ruth: people do not always do what they are told to do, and sometimes they do that which has been forbidden. When people refuse their cooperation, withhold their help, and persist in their disobedience and defiance, they do this to deny their opponents the basic human assistance and cooperation which any government or hierarchical system requires. If they do this collectively through their established independent social institutions or newly improvised groupings for a sufficient period of time, the power of that government will weaken and potentially dissolve.The world history has witnessed the cases when nonviolent means have been chosen over violence for religious or ethical reasons. In some cases, even when pragmatic political considerations were dominant in the choice of nonviolent struggle, the movement has taken on certain religious or ethical overtones. This was the case in the campaigns of the Indian National Congress for independence from Britain in the 1920s, 1930s, and 19 40s. Those struggles, often under Gandhi’s leadership, and also the civil rights campaigns in the 1950s and 1960s in the Deep South of the United States, under the leadership of Martin Luther King, Jr., are very important.Mohandas Karamchand  Gandhi, better known as Mahatma Gandhi, is the first name that comes to mind when one speaks of nonviolence in the 20th century. His charisma and his action not only had a profound effect on India’s modern history, but also provided firm basis for all future nonviolent struggles in the world. Gandhi’s political philosophy revolved around three key concepts: satyagraha (non-violence), sawaraj (home rule), and sarvodaya (welfare of all). Whereas satyagraha was essentially a tactic of achieving political ends by non-violent means, sawaraj and sarvodaya sought to encourage ideas of individual and collective improvement and regeneration. Such regeneration, Gandhi insisted, was necessary if India was to rediscover her enduring historical and religious self and throw off British rule. (Andrews, 1949)Perhaps Gandhi’s best-known act of civil disobedience, known as the second satyagraha (‘hold fast to the truth’) was Salt March that was taking place in 1930 from  12 March to 6 April. It expressed increasing frustration by Congress at its own impotence and, specifically, the British refusal to grant Dominion status to India. Gandhi chose the hated salt tax as the object of his campaign. At the time, the Indian government maintained a monopoly over the manufacture of salt, an essential basic commodity which was thus heavily taxed. Those using their own salt, e.g. if they were living close to the sea, were subject to heavy punishment.The 61-year-old Mahatma started the 240-mile-long march from Sabarmati to the coastal town of Dandi together with seventy-eight of his followers. He was joined by thousands along the way, in a march that received vast international and national attention. When the protesters marched on to a government salt depot, he was arrested, as were between 60,000 and 90,000 other Indians in subsequent months, as well as the entire Congress leadership. Gandhi was released and called off the campaign in March 1931 following the Gandhi–Irwin Pact, which allowed Gandhi to participate in the second Round Table Conference, and symbolically permitted the production of salt for domestic consumption.From the 1920s to early 1940s, he led a series of passive resistance campaigns in pursuit of Swaraj, which redefined the character of Indian nationalism. He sought tolerance between Hindus and Muslims and the eradication of caste untouchability. In January 1948 he was assassinated by a Hindu fanatic for his pro-Muslim sympathies. Gandhi’s insistence that means were more important than the ends distinguished him from other great political leaders of the twentieth century.Since his death Gandhi has become the source of inspiration for non-violent poli tical movements such as the Civil Rights Movement in the USA. Desmond Tutu in the article A Force More Powerful a Century of Nonviolent Conflict rightfully points out: â€Å"The leaders who opted for nonviolent weapons often learned from resistance movements of the past. Indian nationalist leader Mohandas Gandhi was inspired by the Russian Revolution of 1905. The Rev. Martin Luther King, Jr. and other African American leaders traveled to India to study Gandhi’s tactics.† (Tutu, 2000) Non-cooperation was a major tactic employed by Gandhi when he felt the state had become immoral or unjust. In the King movement, such action was called boycott, the most effective nonviolent tactic employed in the movement to abolish discrimination in public transportation in Montgomery, Alabama.The justification for such action lies in the fact that rejection is as much of an action as acceptance. Thus, King, like Gandhi, while emphasizing the necessity of courage, utilized the boycott to achieve rejection of unjust laws regulating public transportation and public lunch counters. The net effect of the various expressions of the nonviolent protest, especially the boycott, strike, demonstration and jail, was to draw one’s opponent off balance, hoping thereby to change his mind. (Smith, p.58) Nonviolence, therefore, was not a sign of weakness or of a lack of courage. Quite the contrary, King believed that only the strong and courageous person could be nonviolent. He advised persons not to get involved in the civil rights struggle unless they had the strength and the courage to stand before people full of hate and to break the cycle of violence by refusing to retaliate.King just as Gandhi emphasized the need to prepare for action. The Civil Rights Movement initiated by Martin Luther King, Jr. succeeded in mobilizing massive nonviolent direct action. Innovative tactics included economic boycotts, beginning with the yearlong boycott of a bus company in Montgomery, Alabama, begun in December 1955 and led by Martin Luther King, Jr.; sit-in demonstrations; and mass marches, including a massive mobilization of whites and blacks in the August 1963 March on Washington, which culminated in King’s â€Å"I have a dream† speech, and protest marches led by King that met with police violence in Selma, Alabama, in January 1965.The goal of these protests was to overthrow the entire system of racial segregation and to empower African Americans by seizing the franchise. Participants of the Civil Rights Movement were often beaten and brutalized by southern law enforcement officials, and thousands were arrested and jailed for their protest activities. Some leaders and participants were killed.Nevertheless, an endless stream of highly visible confrontations in the streets, which contrasted the brutality and the inhumanity of the white segregationists with the dignity and resolve of black protesters, made the cause of black civil rights the major i ssue in the United States for over a decade during the 1950s and 1960s. The nation and its leaders were forced to decide publicly whether to grant African Americans their citizenship rights or to side with white segregationists who advocated racial superiority and the undemocratic subjugation of black people.In conclusion it would be relevant to provide a brief revision of the similarity and differences the detection of which was purpose of this analysis. The parallels between Gandhi and Martin Luther King are self-evident. This preliminary look at Gandhi and King’s activity gives us the understanding that nonviolent movement cannot be limited by time frames or specific location. It rather needs a leader with strong character, resilience and ability to persuade people. The two leaders preferred nonviolence at a time when their people were being oppressed. Both struggled against the yoke of white oppression. Like Gandhi, King valued the power of nonviolent political action in keeping with the spirit of Gandhi’s satyagraha. King’s role in organizing the Montgomery bus boycott enabled him to emerge as the creator of a strategy of civil disobedience that earned for the civil-rights movement in the United States unprecedented media coverage, new forms of public recognition, and greater access to political power.Though both agreed that nonviolence is successful tactics on condition that every individual is committed to truth and justice, Gandhi tended to lay stress upon the necessity of personal suffering when participating in nonviolent movement, an attitude that to some extent was less aggressive than King’s emphasis on self-sacrifice. Moreover, Gandhi claimed that to achieve the goals through nonviolence one needs patience and non-cooperation and King believed that it is a certain degree of confrontation that is necessary to accomplish change. One more difference between Gandhi and King lies in the paradigm of their activity.While Gand hi was concerned about social injustice suffered by Indian people, King’s concerns bore upon racial discrimination of African Americans in the USA. And probably the most striking difference is the result of their struggle. While Martin Luther King’s ideas after his death were followed through by his followers and found an echo in common American’s heart, Gandhi was criticized that his tactics unnecessarily delayed the departure of the British, precipitated the partition of India, and led to the Hinduization of Congress because of his over-emphasis on religion. Few of Gandhi’s ideas were put into practice by independent India.While both of them deserve respect and admiration, it is possible to recognize that their approaches to the practice of nonviolence later grew strong one as opposition, the other as protest. Gandhi and King help us to believe that peaceful resolution of a conflict will live up to its promise.References:Andrews, C. F. Mahatma Gandhiâ⠂¬â„¢s Ideas.   London: Allen & Unwin, 1949McCarthy, R. and Sharp, G., eds., Nonviolent Action: A Research Guide. New York, 1997Sharp, G. The Role of Power in Nonviolent Struggle. Monograph Series, No. 3. The Albert Einstein Institution, 1990Smith, Kenneth and Zepp, Ira. Search for the Beloved Community: The Thinking of Martin Luther King. Valley Forge: Judson Press, 1974.Tutu, Desmond. â€Å"A Force More Powerful a Century of Nonviolent Conflict†. Social Education. (64):5, 2000

Classroom Management Plan Essay

A classroom management plan is the road map for an effective teaching and learning environment. Classrooms are communities that only succeed when citizens work together, and take responsibility for their actions. It includes the physical environment, routines, student-teacher interactions, volunteers, expectations, rules, responsibilities, and consequences. †¢ Student-teacher interaction – Teachers support students in academic and social learning by remaining calm and consistent in all circumstances. This includes teaching how to take responsibility for behavior, making good choices, and learning from mistakes. Students are more motivated when mutual respect exists (Jones & Jones, 2010). It is important for teachers to demonstrate interest in students. When students believe their teacher cares about them, they respect him or her. †¢ Behavioral expectations – Clear expectations are important for student understanding and success. Discussion of expected behaviors and consequences assist in clarifying appropriate behaviors. Modeling, practicing, and role-playing teach students proper behaviors. Negative behaviors are treated as teachable moments to continually educate students. †¢ Incentive program – Students who exhibit exemplary behavior receive class money toward the class store. Money is only given to students who exceed expected behaviors or achievements. Once a month, they have an opportunity to shop at the school store. †¢ Desk arrangement – It is important for students to know each other, and to know about each other’s experiences, values, and perceptions. Desks arranged in groups foster student to student relationships and collaboration among students. Desks are rearranged throughout the year. †¢ Teacher’s desk and other work areas – Close proximity to students enhances student-teacher relationships, so the teacher’s desk will be as close as possible with a clear walkway to student’s desks. Other work areas such as computer desks and reading club table are easily accessible for smooth transitions. †¢ Wall hangings – Wall hangings include school and classroom rules, expectations, and procedures. One wall includes a word-wall students build and refer to throughout the year. Other hangings include schedules, unit information, inspirational pictures, and general information. †¢ Routines and procedures – Routines and procedures are established, and practiced from the first day of school. They include arrival procedures, attendance, lunch count, bathroom breaks, transitions within the classroom, and transitions outside the classroom, passing out materials, submitting assignments, and end-of-day procedures. †¢ Parent volunteers – Parent volunteers are an important part of the classroom. Students enjoy seeing their parents in the class, and around the school. When parents volunteer, students behave and perform better. It provides opportunities for parents to understand the classroom community. When parents understand the classroom management, they can assist teachers in supporting it. Rules and Consequences To prevent disruptions, and maintain consistency in a classroom, rules and consequences must be clear and consistent. Some behaviors warrant only saying a student’s name, or walking over to the student. This provides subtle re-direction without embarrassment. Other behaviors require stronger intervention, such as removal from the classroom, teacher-student-parent discussions, or office referrals. Students are capable of demonstrating mutual respect of feelings and belongings, raising hands to be called upon, honesty, cleanliness, paying attention, and hard work. Classroom rules support these capabilities, and are used to promote positive behavior and student success. The first day of school, students and teacher together compile a list of rules and corresponding consequences. They may include: following directions, being prepared, respecting personal space, mutual respect for people and property, work quietly, kindness, good manners, and safety. A contract outlining class rules is provided to students. Students are required to review the contract with their parents and both must show understanding by signing it. Consequences are designed to support rules and expectations. Behaviors may result in positive or negative consequences. Positive consequences reinforce positive behaviors. They may include: good grades, verbal praise, written praise, self-pride, lunch with the teacher, extra computer time, and free time. Negative behaviors disrupt instruction and impact the classroom community. Consequences are designed to alleviate disruptions, and teach students to contribute positively to the classroom community. Although consequences depend on behaviors, some negative consequences may include: adjusting seating arrangement, missing recess to complete assignments, cleaning up messy work areas or the lunch room, bad grades, removal of fun activities, office referrals, and parent phone calls. Task Analysis of Procedures –Attending Assemblies An assembly is scheduled for 10:00am in the gym. Below is a task analysis of going to the assembly, and going back to the classroom after the assembly. 1. The principal announces by grade order, lowest to highest, to go to the assembly in the gym. 2. Teacher asks students to clear their desks, stand up, and push in their chairs. 3. Students clear their desks, stand up and push in their chairs. 4. Teacher asks students to quietly line up in alphabetical order. 5. Students quietly line up in alphabetical order. 6. Teacher reviews proper assembly behavior. a. Students should sit still, keeping hands, arms and legs to themselves. b. Students should not talk during the assembly. c. If asked for volunteers, students should raise hands, not call out. d. Students should clap when the assembly is over. It is a way of saying â€Å"thank you. † e.When assembly ends, students remain seated until teacher tells them to stand. f. Teacher reminds students to sit at their desks when they return from the assembly. 7. Teacher leads students down the hallway to the gym. a. Stay on the right side of the hallway. b. If a lower grade class needs to pass, the students stop and wait quietly against the right wall while the other class passes. c. If class is passing another class, they should walk quietly on the left side of the hallway. 8. Enter the gym through the southeast door. 9. Lead the line of students to their correct places. 10. Ask them to quietly sit down. 11. Take your seat in the folding chair at the end of your class row. 12. When assembly is over classes will exit the gym in grade order, lowest to highest. 13. Teacher stands up and reminds students to remain seated. 14. When it is time, teacher asks students to quietly stand up and remain in their line. 15. Teacher reminds students to sit at their desks when they return to the classroom. 16. Teacher reminds students to walk quietly down the hallway, staying in line, to their classroom. 17. Teacher leads students back to the classroom. 18. Teacher reminds students to sit at their desks. 19. When students are seated, teacher thanks students for following directions, and maintaining good behavior. Substitute Plan Welcome to the class. There are 20 students in the class. If you need assistance please call on Katie, Jackson, or Alexis. The following is a list of students who are pulled from class. SEM – Mrs. Hills will come get them Tuesday 1:00 – 2:00 Alexis, Jackson Thursday 1:30 – 2:30 Alexis, Jackson, Katie, Scotty Send students to Reading Club – Mrs. Dixon Monday – Thursday 12:30 – 1:00 Joey, Hailey, Eric, Steve, Lanie Send students to Speech – Mrs. Johnson Monday, Wednesday 12:30 – 1:15 John, Mark Daily Schedule: 8:45 – 8:50: Retrieve students from side door. 8:50 – 9:05: Hang coats, deliver homework to basket, lunch boxes to basket, Pledge of Allegiance, morning announcements, sit at desks, attendance 9:05 – 9:20: Review date, schedule, spelling and vocabulary words. 9:20 – 10:10: Math Lesson. Consult lesson planner. 10:10 – 10:15: Bathroom Break 10:15 – 10:30: Recess. Walk students to and from the back door. 10:35 – 11:25: Monday: Computer Lab – Walk students to and from Room 20 Tuesday: Music – Walk students to and from Room 13 Wednesday: PE – Walk students to and from Stage. Thursday: Library – Walk students to and from Library Friday: Parent Art Activity – see volunteer schedule 11:25 – 11:30: Bathroom Break 11:30 – 12:00: Lunch. Students line up in alphabetical order by last name. Walk students into the lunchroom to the cashier. 12:00 – 12:20: Recess. Students will be sent by the lunch room monitor, but please pick them up at the back door. 12:20 – 1:15: Lesson from Anthology books. Consult lesson planner. 1:15 – 1:35: Centers 1:35 – 2:00: Science Lesson. Consult lesson planner. 2:00 – 2:05: Bathroom Break 2:05 – 2:20: Recess. Walk students to and from the back door. 2:20 – 3:05: Activity related to lessons. Consult lesson planner. 3:05 – 3:20: Reading time. 3:20 – 3:25: Clear desks and put chairs on top. Gather belongings. Walk students to front door. Continue to walk Alexis, Steve, Josie, Braden, Braxton, Eric, and Kathy to bus. General Information: †¢ Class lists, lesson planner, management plan, and emergency procedures are located in the left desk drawer. Student files are in hanging folders in the right desk drawer. †¢ Occasionally, adjustments to the schedule need to be made because of assemblies. Please communicate any adjustments during morning announcements. †¢ Attendance is reported on the Encore software on my computer. Login information is located on the inside page of the lesson planner. You may use a class list to mark tardy and absent. †¢ Anytime the class leaves, they should quietly line up. Do not bring them anywhere until they are quietly lined up. When walking in hallways, they should remain quiet, walk single file, and stay to the right. †¢ At bathroom breaks, remind students of proper behavior (posted), and to wash their hands. If students need to go to the bathroom at other times, they must raise their hands and ask permission. They may not go in pairs. †¢ Any materials needed for activities, or other handouts are located in the materials area in the corner of the classroom, near the sink. †¢ Students may take AR tests on the computers during Reading Time. Remind them of the computer policies (posted near computer area). †¢ Prior to recess, and lunch, remind students to be respectful and demonstrate good behavior. †¢ If students finish assignments early, they may work on other unfinished assignments. If they do not have unfinished assignments, they may read, or take an AR test on one of the classroom computers. †¢ There is a pencil sharpener in the materials area, with a cup of pencils next to it. If they need sharpening, a different pencil sharpener is assigned each day. †¢ The students may use the water fountain when they take bathroom breaks, before lunch and recess. Students may keep water bottles at their desks. †¢ Classroom computers may be used during centers and for AR tests. †¢ Teacher’s mailboxes are located in the mail room in the front office. Please check the box with my name on it at least once a day. †¢ If a child is injured, he or she should be taken to the office. You may discuss with the office staff whether or not parents/guardians need to be called. †¢ When you leave for the day, please turn the lights off and close the door. In case of emergency: The class evacuates the building through the east doors. The students should calmly, but quickly line up, leave the building and walk straight up the hill. If you have an emergency in the classroom, you may call the office by pressing ‘office’ button on the phone. There is a fire alarm lever in the hallway to the left of the classroom door. In the event of a lockdown, teacher and students sit quietly by the north wall (under the coat rack). Turn the lights off, and remain silent until the principal or vice-principal comes to the door and gives the ‘all-clear’. Please consult the emergency procedures for further information. Classroom management: Rules, expectations, and procedures are posted on the wall. There is class money given to students who exhibit exceptional behavior. At the end of the month, provide an opportunity to shop in the school store. The store is located in the standing cabinet next to the bookshelves. Disruptive students should adjust their behavior when you say their name, or walk over to them. If they do not, they may be pulled aside to discuss reasons for their behavior and how to adjust it. If they continue to be disruptive, they may stay in at recess to reflect on their behavior. Please consult the management plan for further details. Please leave me documentation of disruptive behaviors, and their consequences. There is a documentation form with the management plan. Implementation Plan Beginning on the first day of school rules and expectations will be practiced, reviewed, and posted. They will also be reviewed throughout the year as necessary. To increase student ownership, there will be a rotation of student helpers who have extra responsibilities such as passing out papers, and delivering home lunches to the lunch room. Positive and negative behaviors will be quickly and consistently addressed to reduce disruptions. Students who are engaged are more likely to demonstrate positive behaviors. It is important to understand students’ learning styles, interests, and experiences when designing instruction. Instructional activities should be varied to promote positive learning experiences therefore reducing misbehaviors. Differentiated and individualized instruction may be implemented to further engage students. Parents support implementation when they foster positive teacher-parent relationships, and support the classroom rules and expectations. Parents ensure their students complete assignments, and prepare them for submission. They assist teaching student’s proper behaviors, and the skills needed to make positive choices. Letter to Parents Dear Parents, I am excited to welcome your child to my class. Our classroom is a community where together we will strive for success by working together, and relying on each other. To achieve success, it is important for you, me, and your child to work together. I have high academic and behavioral expectations for my students, and with your support in and out of the classroom, I believe we will have a fun, successful school year. I encourage you to volunteer in the classroom. Students love seeing their parents in school. It allows students extra one-on-one and small group work, which is increases their performance. Being involved is also an excellent way to gain information on what your child is learning and experiencing while at school. Involvement in your child’s education is vital for success. I realize my students are involved in many different activities, but I ask you to please make school and homework a top priority. You can do that by establishing bedtimes, homework routines, reviewing completed work, providing praise and support. I also ask that you contact me if you ever have questions or concerns. In addition to scheduled conferences, I will update you via newsletters, e-mail, and phone calls. Any work that has not been completed at school will be sent home as homework. In addition, your child is expected to read a minimum of 20 minutes per day, which will be tracked on a weekly reading log. Other homework assignments will be book reports, a science project, and a country project. In addition to academic work, your child is expected to follow the classroom rules. These rules include behaving responsibly, being kind, and staying safe. I believe consequences should be appropriate. For example, if I receive a complaint from the lunch ladies that the class lunch table was left messy, the class will assist in cleaning up. I will regularly update you on your child’s progress and behavior. I am very excited about this year. I am here for your child, so please feel free to contact me either by phone or e-mail anytime. I look forward to working with you and your child in achieving success both academically and socially. Thank you for allowing me to contribute to your child’s growth and success. Thank you, Lynn James ljames@lovetoread. com (555) 555-5555 Strategies for Assessing Plan Effective classroom management is vital to student success. Classroom management plans may need adjustment depending on grade level and classroom dynamics. Academic achievement is an indicator of student success therefore it is one way to assess a classroom management plan. Parents and administrators receive copies of student grades which enables them to assess classroom management effectiveness. When administrators, visitors, substitute teachers, and volunteers come to the classroom, they see student behaviors. When they see students quietly working at their desks, or in centers without disruptions or chaos, they know they are in a well-managed classroom. If they see students shouting out answers without being called upon, or students constantly moving about the classroom when they should be at their desks working, they know it is not a well-managed classroom. Newer teachers should consult with experienced, effective teachers to assess classroom management plans. They understand the nature of disruptions in classrooms. They also understand whether or not students are effectively learning or simply going through the motions. Experienced teachers provide constructive criticism for any necessary adjustments. Principals or other administrators also effectively assess classroom management plans. Teachers should consult with principals for guidance in specific areas of classroom management. They understand when students respond positively or negatively to teachers. It is helpful for administrators to review the written classroom management plan, such as reviewing strategies addressing student behavior and reward or incentive programs. Their experience is invaluable to a new teacher. Reference Jones, V. , & Jones, L. (2010). Comprehensive classroom management: Creating communities of support and solving problems (9th ed. ). Upper Saddle River, NJ: Merrill.

Leadership and Steve Jobs

I would like to start out by saying what leadership means to me personally. According to what I learned while I was in the marines being a leader means that you have to be strong and not just on a physical level but on a mental one as well. I have seen leaders make some very tough decisions and sometimes they do have to make the tough decisions even if it is not the most popular one. In the marines leadership also meant having the task to discipline others as well as being disciplined yourself. One had to be tough so that they can show others how to be the same and survive in difficult situations that life may bring your way.I found an interesting approach to leadership in ebscohost under the article Leaders teaching Leaders written by authors Buck, Marty and Martin, Mary. This article talks about a leadership program at Medtronic Inc. that encourages leaders of the company to do a great amount of self-reflection. A direct quote from Lonny Stormo the Vice President of Medtronic Inc. states â€Å"I wanted an opportunity for my leadership team to spend time on their own development,† explains Lonny Stormo, vice president for Pre-Market Quality.â€Å"In our busy day-to-day work, we don't give our leaders enough time to reflect and identify the areas of development they think are vital for their leadership development. By carving out time †¦ you drive commitment to the process. † I believe this approach gives the leaders of that company the confidence to make intelligent decisions and the employees of the company confidence in the leaders of the company to make the right decisions. The self-identification competencies concept from the article was very intriguing to me as it mainly gives one a chance to look at the great skills they have and how the skills were learned.In my opinion this is a good concept to not only develop leadership abilities but to focus on how each individual can use their strengths to be the best leader that they can be. I h ave learned from another article in ebscohost titled Coaching written by Elowitt, Andrew that leadership can encompass many different areas. For instance, this article talks about lawyers and what is expected of them regarding management of many different cases. Lawyers are expected to have knowledge and display competent leadership abilities in multiple areas include the latest laws when it comes to technology.Although most of the skills that they are expected to know about leadership are not taught in law school it is beneficial for the lawyer to improve on many skills to develop more knowledge and become the best lawyer that they can be. This approach gave me a new view on leadership by teaching me that I could be a good leader in any field as long as I kept an open mind and have a willingness to learn new things. Another important part of this concept is going beyond just knowing the subject but this article also suggest that developing good relationship skills is very crucial t o be a good leader.In my personal years of experience I have found that the best teamwork comes when each team member has a good relationship with each other and the leader of that team. There is a quote in Business News Daily that can be found at the link http://www. businessnewsdaily. com/2632-leadership-quotes. html that Bill Gates stated that says â€Å"As we look ahead into the next century, leaders will be those who will empower others. † Another quote is â€Å"You cannot be a leader and ask others to follow you, unless you know how to follow too.† This was spoken by Sam Rayburn a former speaker of the house. These quotes mean a great deal to me when it comes to leadership. The first one by Bill Gates makes me think that in order to be a good leader that one must have a vision to see greatness and also be able to communicate that greatness to others so that they may become great as well. The second one by Sam Rayburn is one that I always lived by. It lets me know that I should lead by example and not to ask others to do what I am not willing to do myself.This method has made leaders credible and trustworthy or made them into false leaders that are basically company men. The leader I have chosen to talk about is Steve Jobs the late Apple CEO. The reason I have chosen him is because he was an important leader in my field of study which is network administration and he was an awesome leader for Apple and in the technology industry. I have discovered in Wikipedia that Steve Jobs was not only the cofounder of Apple but also Pixar Animation Studios and was viewed as a guru regarding the advancement of consumer electronics.In an article I read in ebscohost from Harvard Business Review there was a quote that was spoken about the leadership style of Steve Jobs by Gilberte Houbart director of Media Product Design that states â€Å"Steve Jobs was a role model of courage and discipline: courage to get through multiple failures and discipline to learn from them. He stayed focused and worked hard, even in the face of illness and death. † I would like to emulate his leadership abilities and this lets me know that I must have the courage to achieve even when obstacles stand in my way and that I can learn from failures.Also from what I read in ebscohost I learned that he was a very hard worker and focused individual and wanted the best from others. It has been said all over the media that Steve Jobs was very persuasive and charismatic when it came to dealing with employees. However, some of his employees described him as being erratic and temperamental and also somewhat of a bully. According to Wikipedia Jobs was a demanding perfectionist that wanted his business and products to be in the forefront of the technology industry.Steve Jobs may have been a little rough around the edges and difficult for some people to work with but I as well as many others have to admire his vision and determination to be the very best in the indust ry and sometimes hurting a few feelings along the way may be unavoidable. Steve Jobs will always be legendary for all that he has achieved for as long as there is information available for us to read. In conclusion I would like to restate what leadership means to me. According to all of my wonderful sources and personal experience I have learned that being a leader is a great deal more than just telling people what to do.Being a leader means to have a vision and being able to communicate it to other as well as developing a good relationship with them so that they will believe in your ability to lead. Steve Jobs may not have always been the most likeable person on the block but his persuasiveness and ability to project his vision was unparalleled. Being a good leader also means being a good follower. This is a concept that many leaders forget but is very fundamental in getting people to believe in one’s ability to be a good leader rather than the employee just viewing that per son as someone telling them what to do.There are also many times when the decision that the leader makes is not always the most popular one but if the person that is in leadership learns to evaluate their selves as I mentioned that I learned from a project that is going on in Medtronic Inc. they will learn to be confident in their decisions and evaluate that the right course of action is being made. I now know that to be an effective leader I will have a vision and pursue knowledge in spite of any obstacles that may come into my path to success. I will persevere and learn from my failures and learn to be persuasive hopefully in a manner similar to Steve Jobs.