Culturally Resposive Teaching Essay Example for Free

Culturally Resposive Teaching Essay In this essay I will use the given scenario to analyse and critique the teaching practice it outlines, drawing on the learning theories and themes outlined in the Professional Practice paper to explain and validate my ideas and thinking. I will consider the approaches in the scenario and offer alternatives, justifying my opinions with reference to theory, literature and my own emerging philosophy. Throughout my essay I will give consideration to the use of culturally responsive and inclusive pedagogy, demonstrating an understanding of the role Treaty of Waitangi within this practice. Throughout the scenario the theory of behaviourism is reflected in the teachers practice. Behaviourism sees learning as the establishing of connections between two events, and theorists view environmental factors as influential to behaviour. This sort of associative learning is called classical conditioning (Papalia, Olds Feldman, 2009). This theory is reflected in the teacher’s classroom management practice when the students all move outside to begin their day with a jump-jam session immediately after the bell rings, with no verbal instruction given by the teacher. It is also evident when they move back into class and sit and wait for the teacher, again with no verbal instruction issued. Another example of behaviourism theory is shown when the teacher uses reinforcement and punishment, known, as operant conditioning when she comments on Mark and Cathy’s jump jam prowess as a form of motivation. Behaviourism theory is also evident when the teacher is issuing instructions and displaying the timetable on the whiteboard as the directions are teacher lead. Within the realms of classroom management the strengths of behaviourism are obvious; the children know the sequence of events and can move from one activity to the next with little disruption and classroom management is, as described by Wong, Wong, Rogers Brooks (2012), ‘a set of procedures that structure the classroom so the students know what to do, how to do it, and when to do it†¦Ã¢â‚¬â„¢ (p. 61). This could, I believe be disconcerting for new or diverse students and to act in a more culturally responsive manner I would advocate a pictorial display to aid understanding (Davis, 2012). I feel whilst using the reward/punishment technique during the jump jam may have motivated Cathy, who received positive reinforcement, the negative comments issued by the teacher certainly demotivated Mark. This criticism clearly affect Mark’s self-efficacy and as a result his motivation was lessened (Le Francois, 2000). I would have been inclined to direct my motivational techniques towards the class as a whole and perhaps let Mark and Cathy motivate the class by allowing them to take joint responsibility for the running of the ‘Jump Jam’ programme for that day (Hill Hawke, 2000), using the constructivism theory, this, I believe would have been more motivating as the learner is actually involved in the learning process. I also believe the teacher missed an opportunity to incorporate the MÄ ori learning theory of Ako, reciprocal learning. Instead of leading the ‘Jump Jam’ herself she could have facilitated this by allowing Cathy and Mark to lead the session (Bishop, 2008). The humanist approach to learning is also evident in many areas of the teachers practice presented in the scenario. The Humanist approach to learning focuses on the child’s whole self, looking after the social and emotional needs of the learner as well as their cognitive abilities. For example children’s basic needs of safety, shelter, food, love and respect must be met before their academic needs can be addressed (Krause, et al, 2012). During the scenario the teacher is chatting to the students before school, in doing this she is showing she is interested in them as people thus creating a supportive relationship between herself and her learners. This relationship, the humanist theory suggests, will motivate her students and is ‘the key to effective education’ (Krause, et al, 2012, p. 233). Within the theme of classroom management the humanist theory is applied as the teacher allows the students to discuss the roles and responsibilities and the tasks that w ill need to be outlined to make camp go smoothly. She is inviting the students to be part of the process and taking a non-directive role, listening to the students’ ideas and involving them in the learning process, and in turn boosting their self-esteem. I believe that the teacher applied the humanist theory to her classroom management skills when she used the rhetorical question to redirect Clark. However, in my opinion this would have been an ideal opportunity to allow the MÄ ori boys to have a voice and encourage them to share their knowledge and learning style with the class, regarding the cooking of eels, showing respect for their culture (Le Francois, 2000). She would also have shown cultural responsiveness and demonstrated her understanding of the Treaty principle of partnerships as outlined by the Ministry of Education (2012). In critique, I also feel that the teacher could have used the humanist approach in her classroom management skills to ensure that the Somali girls have a better understanding of what a recreat ional camp entails. The girls emotional needs have not been met as they clearly have no understanding of what a New Zealand school camp is like thus are frightened and unsure so they are not engaged in the pre-camp tasks (Le Francois, 2000). Personally, I would have made sure I knew about the girls backgrounds before they came to school. This would have enabled me to develop a supportive relationship, perhaps giving the girls the confidence to approach me with their concerns and allowed me to alleviate their fears concerning camp. The social constructivist learning theory is defined as being learner centred with the learner actively involved in the process and underpinned by social interaction. Different learners will learn in different ways to suit their individual needs. Language is also an important aspect of this theory, as it is through language that the learner will construct their new ideas (Krause et al., 2000). In the scenario the teacher uses the social constructivist approach to classroom management when she invites the children to brainstorm the safety rules for the cookout. In allowing them to co-construct the rules by discussion and social interaction she is actively encouraging the use of a collaborative approach. In using this approach the teacher is allowing the students to ‘brainstorm for prior knowledge’ (Cobb, Forbes Lee, 2012). This theory is also evident in the teacher’s instructions for the camp diaries as she allows the students time to reflect on what they would like to include in their journals and also how they would like to present them. In encouraging the use of pictures and diagrams she has allowed those who may not be able to contribute by writing an opportunity to contribute. This is an example of ‘learning for all’ (Barker, 2008) and is facilitated by the teacher in incorporating the diverse learning styles of her students (p. 31). This approach shows that she has an understanding of the participation principle outlined in the Treaty of Waitangi, which states that all students be given equal opportunity to contribute (M.O.E, 2012). Social constructivism is also apparent during pair and group activities where the students are participating in peer assisted learning and assessment when testing each other on their vocabulary. The teacher further applies this theory when she collaborates with the students by calling them to her desk and scaffolding their learning. This approach gives students self-governance over their learning and can be beneficial as it allows students to choose a style that suits their particular needs. However, in the scenario it was apparent that some students were off task and I feel that the students may have benefited from a more humanist approach to classroom management and would have moved around the classroom and offered help and looking to scaffold students where necessary. Cultural responsiveness is evident at various points throughout the scenario and the teacher demonstrates this when she attempts to include all cultural groups in the camp concert. I would critique this by pointing out that, although this may show she is culturally aware, it does not imply that she has any cultural understanding as the Somali girls are ill informed about the concept of ‘camp’ and can only draw on their own experience of what a camp means to them. When the Somali girls displayed concern for what camp meant a suggestion would be for the teacher to facilitate sharing of prior knowledge and understandings early on in the lesson. This would have potentially allowed for the Somali girls fears and concerns to be alleviated , thus addressing their emotional needs and allowing them to move on with their learning. Doing so would have aligned with a humanistic approach by considering their interconnected needs as a whole person. Cultural responsive pedagogy also requires the teacher to reflect on their practice (Gay, 2000). This practice is observed when the teacher contemplates ringing the Somali girls’ parents to offer them support and explanations regarding the school camp. If practicing culturally relevant pedagogy the teacher would, Fraser Paraha (2002) point out ‘take the personal concerns of students seriously and examine social issues with them that were drawn on the students’ cultural positionings†¦Ã¢â‚¬â„¢ (p. 57). Furthermore, I believe a behaviourist approach to classroom management when allowing the girls to research on the computer, perhaps giving them some pre viewed websites to explore, may have enabled Aaheli to feel that her culture was valued. The outcome in the scenario could well have made her feel ostracised and even made the other girls become culturally biased. Throughout the scenario reference is made to the ethnicity of groups of students who seem to stay i n these cultural groups within the classroom. The teacher doesn’t appear to interact with the Somali girls at all and the MÄ ori boys only receive a negative response when they show enthusiasm for aspects of camp. Although the students can learn cross-cultural understanding from personal experience I would advocate using the social constructivist approach to cultural responsiveness and model good practice to my students by using inclusive and cultural responsive pedagogy inviting the MÄ ori boys to demonstrate their cooking skills and perhaps going a step further than the teacher in the scenario and actively encouraging the parents of the Somali girls to attend camp meetings (Whyte, 2008). The teacher did, however, collaborate with a parent and invited them in to help with the preparation of the camp concert, promoting the concept of Whanaungatanga (M.O.E, 2011). Furthermore, I believe this pedagogy would encompass the principles of the Treaty of Waitangi as outlined by the M.O.E. (2012) as partnership, protection and participation. This essay has used the scenario and analysed and critiqued the teaching practices it outlines by drawing on the learning theories and themes outlined in the professional practice paper using them to validate ideas and thinking. It has considered the approaches in the scenario and offered alternatives, justifying these opinions with reference to theories, literature an emerging philosophy of my own. Throughout the essay I have given consideration to the use of culturally responsive and inclusive pedagogy and demonstrated an understanding of the Treaty of Waitangi. References Barker, M. (2008). How do people learn?: Understanding the learning process. In C. McGee D. Fraser (Eds.), The professional practice of teaching (3rd ed.) (pp. 17-43). Melbourne, Australia: Cengage. Bishop, R. (2010). A culturally responsive pedagogy of relations. In C. McGee D. Fraser (Eds.). The professional practice of teaching (3rd ed.) (pp. 154-172). Victoria, Australia: Cengage Learning Australia Pty Ltd. Cobb, D., Forbes, D., Lee, P. (2012). Lecture 1: TEPS222-12C (NET) [PowerPoint slides]. Hamilton, New Zealand: University of Waikato. Davis, B., M. (2012). How to teach students who don’t look like you: Culturally responsive teaching strategies (2nd Ed.). California, U.S.A: Corwin. Fraser, D., Paraha, H. (2002). Curriculum integration as treaty praxis. Waikato Journal of Education, 8, 57-70. Gay, G. (2000) Culturally responsive teaching: Theory, research and practice. New York, U.S.A: Teachers College Press. Hill, J., Hawk, K. (2000, November). Four conceptual clues to motivating students: Learning from practice of effective teachers in low decile, multicultural schools. A paper presented to the NZARE Conference, Waikato, New Zealand. Krause, K., Bochner, S., Duchesne, S., McMaugh, A. (2010). Educational psychology for learning and teaching (3rd Ed.). Melbourne, Australia: Cengage Learning Australia Limited. Le Francois, G. (2000). Psychology for teaching (10th Ed.). Calfornia, U.S.A: Wadsworth. Ministry of Education. (2011). TÄ taiako: Cultural competencies for teachers of MÄ ori learners. Wellington, New Zealand: Ministry of Education. Ministry of Education. (2012). The New Zealand curriculum update 16. [Professional practice and inquiry 2: Strategies for effective teaching, course resource]. Hamilton, New Zealand: University of Waikato. Online reference TEPS222-12C (NET). Papalia, D., Olds, S., Feldman, R. (2009). Human Development (11th ed.). New York, U.S.A: McGraw Hill. Whyte, B. (2010). Culturally diverse classrooms and communities. In C. McGee D. Fraser (Eds.). The professional practice of teaching (3rd ed.) (pp. 173-186). Melbourne, Australia: Cengage. Wong, H., Wong, R., Rogers, K., Brooks, A. (2012). Managing Your Classroom for Success. Science Children, 49(9), 60-64.

Are Colleges Worth the Price of Admission? Essay -- community college,

In the past several years, there has been a growing trend in the number of college-bound individuals getting two-year degrees from community colleges or earning certification for their desired career field at vocational schools. Such schools certainly seem to have some valuable qualities: all boast of having lower costs than other colleges, of their absence of student loans, of allowing people to make more money quicker, of being narrowly focused so students don’t have to take classes they don’t need. They attempt to point out apparent weaknesses in liberal arts colleges as well, claiming that such an education is unnecessary in today’s world. However, for every reason to go to a community or two-year college, a vocational track, or an apprenticeship, there is another, stronger reason for going to a traditional, four-year college, and the liberal arts degree gained at four year colleges far outstrips the degree gained at a two year school or through a vocational track. Community colleges and vocational tracks are not wrong about the high cost of traditional higher education. According to the U.S. Department of Education’s National Center for Education Statistics, one year at a public, four-year institution costs upwards of $23,000 on average, while private institutions will cost nearly $10,000 more on average. Coupled with the fact that prices at public institutions rose 42 percent and private institutions rose 31 percent between 2001 and 2011, it’s not a shock that parents and students alike worry about paying for college. However, this won’t always be the case, as this rise in prices simply cannot continue the way it has. Eventually, people will be unable to pay the price that colleges charge. They will either settle for com... ...Academic Writing. Ed. Gerald Graff. 2nd ed. New York: W.W. Norton & Company, 2012. 179-189. Print. Murray, Charles. â€Å"Are Too Many People Going to College?† They Say/I Say: The Moves That Matter In Academic Writing. Ed. Gerald Graff. 2nd ed. New York: W.W. Norton & Company, 2012. 222-242. Print. Ungar, Sanford J. â€Å"The New Liberal Arts.† They Say/I Say: The Moves That Matter In Academic Writing. Ed. Gerald Graff. 2nd ed. New York: W.W. Norton & Company, 2012. 190-197. Print. Wallace, David Foster. â€Å"Kenyon Commencement Speech.† They Say/I Say: The Moves That Matter In Academic Writing. Ed. Gerald Graff. 2nd ed. New York: W.W. Norton & Company, 2012. 198-210. Print. Wilson, Robin. â€Å"A Lifetime of Student Debt? Not Likely.† They Say/I Say: The Moves That Matter In Academic Writing. Ed. Gerald Graff. 2nd ed. New York: W.W. Norton & Company, 2012. 256-273. Print.

China a Development Miracle

Abstract This paper focuses on the development of China’s Economy. It discusses the transformations that China experienced to move forward and become the world’s fastest growing economy. China’s development occurred mainly because they began to focus on manufacturing and exporting. Growth also occurred due to borrowing technology and the skilled and cheap labor force. INTRODUCTION A Development Miracle China China, officially know as The Peoples Republic of China, is the world’s most populous country with a population of over 1. billion people. The capital of China is Beijing and the president is Hua Jinato. China currently has the world’s fastest developing economy, and it is estimated that from 1978 to 2008 China has grown at a constant rate of approximately 9% a year. In the year 2008, GDP per capita was five times the amount than it was in the year 1978. The People’s Republic of China is also responsible for the most dramatic reduction in poverty, from 53% in the year 1981 to 8% in 2001; about 400 million fewer people are living in extreme poverty(TODARO 2012).This growth miracle has occurred due to the transformation into a market-oriented economy and also as a result of improving their technology. BODY There have been many speculations as to how China has developed at such a rapid rate and also many conclusions. The case of China is one that is very interesting as there is no particular school of thought or specific development policy that is responsible for rapid growth but rather a combination.China is a very good example of how policies that implement trade, markets and globalization are highly beneficial as manufactured exports are China’s primary area of focus. Since the 1980’s when china began its transformation into a market-oriented economy it was a very poor country with a per capita income of US $182 and a trade dependence ratio of 11. 2 %; since then China has mad a dramatic transformation . China now has a per capita GDP of US $3,688 and in the year 2009 China became the world’s second largest economy and also the world’s largest exporter of merchandise (LIN 008). Prior to the 1980’s China’s economy was very traditional; only after the liberalization reforms and cultural counter- revolution in the late 1970’s under Deng Xiaoping we begin to see improvement in China’s economy. Rapid growth began in 1980 due to rural township and village enterprises, which had quasi- cooperative and quasi- municipally, owned character. China’s ability to reform its economy very rapidly to become more efficient has also been one of the key factors responsible for rapid growth.As the industrial revolution began, the catalyst occurred that transformed China from an agrarian society where over 80% of its labor force worked in traditional agriculture, into a society that focused on nonagricultural sectors and manufacturing (LIN 2010). Investo rs were first attracted to China as they had cheap labor, with high skills and good work habits for its low-income level. In the beginning the manufacturing sector was mainly labor-intensive but later with the introduction of advanced technology it became more capital- intensive.Since the 1980’s the service sector has dominated and this structural change has been constant. The manufacturing industry is what transformed China, due to external investors. The more producers located in China the greater the benefits for an increasing number of suppliers. Another advantage that China had over other developing nations was the ability to borrow technology. China did not have to invent technology or industries; they simply had to be innovators. The state was able to borrow technology, industries and institutions at low risks and costs from more advanced countries.Due to globalization and technological advance, there were more market incentives. These market incentives increased trade and GDP. Industrial policies that were implemented helped to ensure that exports of increasingly higher skill and technology content. Accompanying this change in the industrial structure was an increase in the scale of production, the required capital and skill, the market scope, and also the risks (LIN 2008). To be efficient the Chinese had to effectively use technology and labor to reduce the transaction costs.Some economist claim that the Chinese quasi-capitalism economic model is much more effective than that of the American Laissez- faire model, due to China’s extraordinary growth. However, a major source of China’s growth comes from an influx of capital and the mobilization of labor (THE ECONOMIST, 2009). As more capital, labor and technology is being added to any economy, there is sure to be growth. China’s economy continues to experience tremendous growth as a result of global consumers and also the worldwide demand for products.CONCLUSION An important question always asked is if whether of not other developing countries can follow China’s footsteps and experience massive growth. Each developing country differs from others but as long as they are capable of borrowing technology from more advanced countries, they will be able to advance their industries and experience growth. As long as resources such as capital, labor and technology are used effectively growth is sure to occur. There are many claims as to why China has seen massive economic growth and development.The main reason for China’s growth is due to its shift from a country focused on agriculture to one that is export-oriented and focused on manufacturing. Another important factor that assisted was the ability to borrow technology from other countries also helped to spark the industrial revolution, which lead to the transformation. China also developed as they had a skilled labor force with very good work habits for its low-income level. What occurred in Chin a is nothing short of a miracle however, as long as the proper policies are implemented at the right time, economic growth and development are sure to occur.References Todaro , P. & Smith, C. (2012). Economic Development. Eleventh Edition. Pearson enterprises. New York, city. Lin, J. (2010). China’s Mircale. Retrieved from: http://blogs. worldbank. org/africacan/china Lin, J. (2008). China’s Miracle Demystified. http://siteresources. worldbank. org/DEC/Resources/ChinaMiracleDemystified-Shanghai. pdf The Economist (2009). China’s Growth Miracle. Retrieved from: http://www. economist. com/blogs/freeexchange/2009/05/chinese_growth_miracle Centre for Policy and Development Systems (2012). China’s Growth: Assessing the Implications.

How Computers Are Essential in Criminal Justice Field

Computers take part in a big role in the Criminal Justice Field. So far computers have allowed us to make it accessible for witnesses to go through and look for a suspect's picture on the screen. Computers have enabled us to be able to do DNA testing. Which now only takes the labs a short time to process, and finding criminals from cases 15+ years ago can now be charged for their actions. There are laptop computers in police vehicles; therefore, police officers can look up information right then and there instead of having to wait until they get back to the station. Some cars even have the wireless Internet connection that goes through satellite which allows them to do even greater things. Computers have also allowed the use of fingerprinting to expand. Agencies can now take someone’s fingerprints and send them through the computer and find out if they are linked to any other cases going on at the time, or any other cases in the past. A computer forensic scientist or technician is still considered a cutting edge profession in the criminal justice field. With the increase of cybercrime, cyberterrorism, identity theft, and Internet child predators, computer forensic scientists are needed to track seemingly traceless criminals. Computer forensic scientists work with law enforcement officials, legal teams, independent companies and the government to conduct investigations, retrieve evidence and sometimes even testify in court. Computer forensic scientists are in high demand because they need to have a very thorough, practical knowledge of computers, networks, hacking, data retrieval, information security, and computer surveillance, as well as criminal justice concepts like confidentiality, privacy laws, evidence handling and more. Generally, computer forensic scientists are supervised during their work by a forensic scientist, and they must have the ability to work well in stressful situations. Depending on the casework, these professionals may also encounter irregular schedules and long overtime hours. The Bureau of Labor Statistics predicts that the job outlook for computer forensic investigators will be excellent for the next several years. This prediction is for self-employed investigators as well as those employed by a firm. Investigators who work on their own will enjoy more flexibility, but may make far less or far more than they would in a firm. Salary for self-employed investigators varies on their geographic location, experience and number of clients. You can read also King v Cogdon Firms offer more stability and usually provide benefits like paid vacation and health insurance. The average salary reported in 2006 by the Bureau of Labor Statistics was $33,750 for private investigators, although those in the computer forensics field generally earn higher salaries. The median range for private investigators settled between $24,180 and $47,740. Computer forensic scientists and investigators are expected to be highly educated professionals, so a bachelor’s degree is required. A Master’s degree in a field like computer science of criminal justice can be extremely beneficial to acquiring the top level jobs, as students in these programs will learn about all the cutting edge technologies, systems and concepts needed to succeed in computer forensics. A computer is a programmable machine designed to sequentially and automatically carry out a sequence of arithmetic or logical operations. The particular sequence of operations can be changed readily, allowing the computer to solve more than one kind of problem. Conventionally a computer consists of some form of memory for data storage, at least one element that carries out arithmetic and logic operations, and a sequencing and control element that can change the order of operations based on the information that is stored. Peripheral devices allow information to be entered from external source, and allow the results of operations to be sent out. A computer's processing unit executes series of instructions that make it read, manipulate and then store data. Conditional instructions change the sequence of instructions as a function of the current state of the machine or its environment . The first electronic computers were developed in the mid-20th century (1940–1945). Originally, they were the size of a large room, consuming as much power as several hundred modern personal computers (PCs). Modern computers based on integrated circuits are millions to billions of times more capable than the early machines, and occupy a fraction of the space. Simple computers are small enough to fit into mobile devices, mobile computers can be powered by small batteries. Personal computers in their various forms are icons of the Information Age and are what most people think of as â€Å"computers†. However, the embedded computers found in many devices from MP3 players to fighter aircraft and from toys to industrial robots are the most numerous. In the global village called the internet, not everyone plays nice. You always hear of the word â€Å"hack†. It is mostly used in relation to invading of computers. Most of these are not entirely true but computer network systems do get hacked. If and when it does happen, it usually involves something sinister. Even employees of companies do engage in snooping or to use our favorite word, hacking. The birth of the internet has led to more of this. Anyone can be anything online. This is why fraud, phishing, and identity theft happen. The computer has become an important part of everyday life. Sending letters have been entirely changed by emails. Communications have been dominated by instant and text messaging. Portable storage devices that were an exclusive preserve of Information Technology professionals are now used by the general public. I think you are already getting the idea of why computer forensics are needed. In the event that hacking does occur, the computer forensic will do the following: 1. Like any other investigation, the computer forensic must handle the area as a crime scene. He or she will take digital photographs and secure documentary evidence. This will include printouts, notes and disks in the scene. If you are the one who hired the computer forensic expert, you should leave everything to them. The computer system should be left as is whether it is turned on or off. If the computer was left on, the analyst will gather all the information that he or she can from the running applications. The computer will then be shutdown in a way that the data will not be lost. Doing a standard shutdown or pulling the plug is not an option. Both of these methods may cause the loss or damage of the data in the computer system. 2. The forensic investigator must then document the configuration of the system as you would document a crime scene. This should include the order of hard drives, modem, LAN, storage subsystems, cable connections, and wireless networking hardware. The analyst may make a diagram to go along with the digital photographs. They will also take portable storage devices within the area that may contain substantial evidence. 3. The computer forensic expert must take all the evidence to the lab. This is because the analyst should not examine the evidence in the same hardware. People who engage in cyber crimes are also aware that important data can be retrieved to convict them. Countermeasures, viruses and booby traps may be installed in the system to damage electronic evidence. Analysts take the hard drive in their lab instead to make an exact duplicate of its contents. This process is called Imaging. Analysts have their own tools to make sure that the data is copied completely and accurately. The duplicate will then be verified by an algorithm. The data is then examined and analyzed. The analyst makes a report of his or her findings and the process that was taken during the investigation starting from the acquisition of the data. This evidence will be presented in court if prosecution is necessary. Notable civil engineering projects, whose pioneers included Isambard Kingdom Brunel, contributed to the advancement of railway transport systems. Other advances pioneered in the UK include the marine chronometer, the jet engine, the modern bicycle, electric lighting, the steam turbine, the electromagnet, stereo sound, motion pictures, the screw propeller, the internal combustion engine, military radar, the electronic computer, photography, aeronautics, soda water, IVF, nursing, antiseptic surgery, vaccination and antibiotics. Scientific journals produced in the UK include Nature, the British Medical Journal and The Lancet. In 2006 it was reported that the UK provided 9 percent of the world's scientific research papers and a 12 per cent share of citations, the second highest in the world after the US. In the 1950s the UK had more Physics Nobel Prizes than any other nation, despite its relatively small size.

Consciousness and Unconsciousness essays

Consciousness and Unconsciousness essays Consciousness and Unconsciousness Descartes using the method of doubt, tries to create a firm foundation for new sciences. This method should be based on something that is not susceptible to doubt. When Descartes applies the method of doubt, he doubts everything that are derived from senses. Descartes adopted the strategy of withholding his belief from anything that was not entirely certain and in dubitable. He decides that he cannot be deceived about his own existence, because if he did not exist, he would not be around to worry about it. If he did not exist, he would not be thinking; so if he is thinking, he must exist. This is the Cogito ergo sum, I think therefore I am. Thinking comes first, and for Descartes that is a real priority. The mind is better known than the body, and the cogito ergo sum makes Descartes believe, not just that he has proven his existence as a thinking substance, a mind, leaving the body as some foreign thing to worry about later. Descartes takes I as his first principle and thu s I think is qualitatively different from our physical body. Thinking causes awareness and when we think we are conscious. Consciousness is very complete in itself for Descartes and it is unbroken, has no gaps. Freud challenges Descartes and says consciousness is less reliable than we think. Human beings cannot learn everything from consciousness. The essence for soul to Descartes, the attribute that makes a soul what is it, is thinking. But what then am I? A thing that thinks. What is that? Athing that doubts, understands, affrims, denies, is willing, is unwilling, and also imagines and has sensory perceptions.(Descartes Medidation #2). Descartes main concern is the mind-body problem. He claimed that human beings are composites of two kinds of substances, mind and body. A mind is a conscious thinking being, that is, it understa...

Graduate Record Exam Frequently Asked Questions

Graduate Record Exam Frequently Asked Questions Like it or not, if youre applying to grad school the Graduate Record Exam (GRE) is on your to-do list. What is the GRE? The GRE is a standardized exam that permits admissions committees to compare applicants on the same scale. The GRE measures a variety of skills that are thought to predict success in graduate school across a wide variety of disciplines. Actually, there are several GRE tests. Most often when an applicant, professor, or admissions director mentions the GRE, he or she is referring to the GRE General Test, which is thought to measure general aptitude. The GRE Subject Test, on the other hand, examines applicants knowledge of a specific field, such as Psychology or Biology. You will most definitely be required to take the GRE General Test; however, not all graduate programs require you to take the corresponding GRE Subject Test. What Does the GRE Measure? The GRE General Test measures the skills that youve acquired over the high school and college years. It is an aptitude test because it is meant to measure your potential to succeed in graduate school. While the GRE is only one of several criteria that graduate schools use to evaluate your application, it is one of the most important. This is particularly true if your college GPA is not as high as youd like. Exceptional GRE scores can open up new opportunities for grad school. The GRE General Test contains sections that measure verbal, quantitative, and analytical writing skills. The Verbal section tests your ability to understand and analyze written material through the use of sentence completion and reading comprehension questions.The Quantitative section tests basic math skills and emphasizes data interpretation as well as your ability to understand and apply quantitative skills to solve problems. Types of questions include quantitative comparisons, problem-solving, and data interpretation.The Analytical Writing section tests your ability to articulate complex ideas clearly and effectively, examine claims and accompanying evidence, support ideas with relevant reasons and examples, sustain a well-focused, coherent discussion, and control the elements of standard written English. It consists of two written essays: Analyze an Issue Task and Analyze an Argument Task. GRE Scoring How is the GRE scored? The verbal and quantitative subtests yield scores ranging from 130-170, in 1 point increments. Most graduate schools consider the verbal and quantitative sections to be particularly important in making decisions about applicants. The analytical writing section yields a score ranging from 0-6, in half-point increments. How Long Does the GRE Take? The GRE General Test will take 3 hours and 45 minutes to complete, plus time for breaks and reading instructions. There are six sections to the GRE One Analytical Writing section with two 30 minute tasks. This section is always the first a test-taker receivesTwo Verbal Reasoning sections (30 minutes each)Two Quantitative Reasoning sections (35 minutes each)One unscored section, typically a Verbal Reasoning or Quantitative Reasoning section, that may appear at any point in the computer-based GRE revised General TestAn identified research section that is not scored may also be included in the computer-based GRE revised General Test Basic GRE Facts The GRE General is administered by computer year-round.Register to take the GRE at a test center near you.The fee for the GRE is $160 in the US and US Territories, $90 in all other locations.On Test Day arrive 30 minutes early to complete any paperwork. If you arrive late, you may not be admitted and will not be refunded.Bring identification to the test center. Unofficial scores appear on the computer screen following your test. Official scores are mailed to you and the institutions you choose 10 days to two weeks afterward. Plan to take the GRE well in advance of application due dates. Try to take it the spring or summer before you apply to grad school. You can always retake the GRE, but remember that youre allowed to take it only once per calendar month. Prepare well ahead. Consider a GRE prep class.

THE LAW OF TORT Essay Example | Topics and Well Written Essays - 2000 words

THE LAW OF TORT - Essay Example is any act, omission, establishment, business, condition of property, or anything else which: (a) Injures or endangers the health or safety of other; or (b) Annoys or offends the senses; or (c) Shocks, defies or disregards decency or morality; or (d) Obstructs or interferes with the free passage of any public highway or street, or any body of water; or (e) Hinders or impairs the use of property. The nature of nuisance is nuisance per se or at law or nuisance per accidens or in fact. The scope of a nuisance can be public, private or mixed. Nuisance per se (nuisance at law) is an act, occupation, or structure which is a nuisance at all times and under any circumstances, regardless of location or surroundings. Whereas, nuisance per accidens (nuisance in fact) is one that becomes a nuisance by reason of circumstances and surroundings. Public nuisances causes hurt, inconvenience, or injury to the public, generally, or to such part of the public as necessarily comes in contact to it. While a private nuisance is one which violates only private rights and produces damages to but one or a few people. The liability of the creator of the nuisance as a general rule is that he who creates a nuisance is liable for the resulting damages and ordinarily, his liability continues as long as the nuisance continues. It implies therefore that the person whose duty it is to abate a nuisance should answer for the consequences resulting from its continuance. No one is to be held liable for a nuisance which he cannot All persons who join or participate in the creation or maintenance of a nuisance are liable solidarily. The abatement of a nuisance does not preclude the right of any person injured to recover damages for the past existence. Lapse of time cannot legalize any nuisance, whether public or private. The creation and maintenance of a public nuisance is punishable criminally hence, the element of criminality, which characterizes the acts of creating the nuisance, should