From the Nature of the Education System Depicted by the Organizational Structure, Critically Discuss Problems That Can Result from Such a Structure and Suggest Solutions.

From the nature of the education system depicted by the organizational structure, critically discuss problems that can result from such a structure and suggest solutions. Introduction: Zimbabwe as a nation believes in education for all. Systems are in place to ensure everyone has access to education. This paper will examine the structure of the Zimbabwean education system, highlighting problems which may arise because of its nature, and attempt to give solutions. Two terms, education system and organizational structure, are defined. Definition of terms Education system: According to Wikipedia, ‘’Education in its broadest sense is any act or experience that has a formative effect on the mind, character, or physical ability of an individual and in its technical sense education is the process by which society deliberately transmits its accumulated knowledge, values, and skills from one generation to another through institutions’’. Wikipedia also defines a system as integrated an ‘integrated whole' which has a structure, behaviour, interconnectivity of various parts which ‘’ have functional as well as structural relationships between each other’’. The term system may also refer to a set of rules that governs behavior or structure. Education system therefore refers to the structure and behaviour as well as functionality of the entity through which children acquire knowledge, values and skills through a formalized set-up. Organizational structure: Structure is, according to wikipedia, a fundamental and sometimes intangible notion covering the recognition, observation, nature, and stability of patterns and relationships of entities. A structure defines what a system is made of. It is a configuration of items. It is a collection of inter-related components or services. The structure may be a hierarchy (a cascade of one-to-many relationships) or a network featuring many-to-many relationships. Organisational structure therefore refers to the nature, patterns and relationships within an entity or social arrangement. Nature of the Zimbabwean education system: Structure: The Zimbabwean education system is a bureaucratic system, which has a hierarchical governing structure which goes from the top to the bottom. The hierarchy begins at the head office where the Permanent Secretary and his team of directors are housed. The Permanent Secretary, is the senior civil servant, and reports to the Minister, who is a politician and is in charge of policy making. The directors are in charge of the various elements within the system, such as quality control, administration, curriculum and human resources. Below the national, is the provincial level, whose hierarchy is headed by the Provincial Education Director (PED). He has two deputies, one in charge of Quality Assurance and the other of Professional Administration. There are several provincial level education officers below them. The provincial office also houses other professionals in finance and other departments who report to the PED. At the district level, the District Education Officer (DEO) heads a team of Education Officers (EO)s who supervise education activities within the district. At school level, the head is in charge of the school, and is deputized by the deputy head. Teachers fall below him but they too have seniority levels. This body at school level is responsible for the direct teaching of the child. Other ancillary staff falls below the professionals at school level but report to the head or whoever is assigned, by the head, in the finance office. Having completed primary education, which includes early childhood elementary education, children graduate automatically into secondary school, where they are required to complete four years of schooling leading to an Ordinary Level pass. If successful at this level, they can proceed to high school where they attain Advanced Level passes and proceed to university, or choose to go to other colleges and tertiary institutions. Problems of the Organisational structure, and possible solutions: One major problem which may occur because of the bureaucratic nature of the education system is delay in the decision making process. The hierarchical structure poses the major problem associated with bureaucracy. This means that if a problem occurs at the school level or even at district level, answers have to be sought from the top, which may take time. A practical example is when partners want to carry out programmes in districts and have to wait long as education personnel seek authorization from headquarters. This can be solved however by allowing officials at lower levels to make appropriate decisions or designing mechanisms through which decisions can be expedited. The Minister, being the person in charge of policy, may choose to act without much consultation with others below him or with stakeholders. Sometimes hasty decisions are made, and these impact negatively on the ministry. When school fees were announced during the first term 2009, not much consultation was done, resulting in exorbitant fees being charged per term. The majority of parents could not afford to pay the fees for first term, which was pegged at US$150 for urban primary schools. A teacher, or any other civil servant, whose child went to these urban schools could therefore not pay. Ministers must be accountable to their constituencies, and encouraged through workshops and trainings to involve their stakeholders in policy formulation exercises. The popularity of the minister is enhanced through consultation. The problem of non-consultative policies has also occurred with policies such as that of uniforms at schools. A former minister announced a few years ago that there would be a universal uniform for all schools. This caused an uproar, and was never implemented, mostly because the modalities had not been thought out or consulted on. The country has a policy that all school children must wear a uniform, though it is the duty of the head to enforce this. There is also a policy which bars schools from exclusion a child on the grounds of non-wearing of uniforms. Such contradictions arise from non-consultation. Encouraging policymakers to have an ear for the public could solve this. Where public opinion is not sought, they can involve key stakeholders, who may be better informed. Headmasters and teachers who are on the ground, are a source of vital information on practicalities of policies. The curriculum is centralised and determined by subject panels of teachers, education officers, and representatives from the teachers' association, universities, churches, and other stakeholder groups. The Curriculum Development Unit within the Ministry of Education and Culture coordinates the subject panels. The primary school curriculum includes mathematics, English, agricultural and environmental science, physical education, social studies, moral and religious education, music, craft and art, and the indigenous languages (Ndebele and Shona). Indigenous tribal languages of the Kalanga, Tonga, Shangaan, Venda, and Nambya are taught during the first three years of elementary education within their communities. A school is not at liberty to determine its own curriculum. There has been a shift in public schools from the Cambridge based curriculum, to a local curriculum whose examinations are administered by ZIMSEC. Subject syllabi are then deduced from this national curriculum. The major flaw in this is that everyone is restricted to the same education standards, regardless of the nature of education which is academia oriented. Only recently, there has been a thrust for technical and vocational education in schools, with importance also being given to introduction of these subjects in primary school. Expanding technical vocational education can improve the quality of graduates produced from the education system. This will ensure employable and relevant people for the Zimbabwean economy which is largely agrarian. In view of recent challenges in the economy, a purely academic curriculum will not help the country. Increased and improved internet use in the education system will also ensure students produced have a wider world view in light of globalisation. The organisational structure within the education system can stifle the grievance process. A teacher is required to report grievances he or she faces through the headmaster (in the event that the headmaster cannot help him or her). The problem lies where the headmaster is the source of the teacher’s problem. It may be a case of misconduct and the same headmaster is required to forward the reports of the teacher to the DEO. This will see the process taking long. A system can be put in place, which ensures that when grievances are targeted at the headmaster, a teacher can follow-up directly with superiors. Counseling or confidence teams can also be set up at school level to cater for reporting of issues and their follow-up. The teacher may also be encouraged to seek the advice of the DEO directly. A ministry hotline can also be established to cater for this. Where partners are interested in contributing to the education sector, there have often been problems associated with the bureaucratic system. Interest is expressed but decisions or authorization takes long in coming. Non governmental organisations (NGOs) usually come with interventions in mind, and donations, whose programmes must be implemented within a specific period. Often, programmes are stalled and the NGO gets to the end of the reporting period without implementing, resulting in failure to liquidate and the funding being returned. A practical example is when one NGO implementing capacity building programmes faced challenges trying to take a senior officer at provincial level within the ministry on an exchange programme to another country . While this system fosters accountability and is ideal for easier monitoring, it can frustrate the efforts of those willing to contribute to the sector where procedures are not explained clearly, or where their efforts are stifled. A change in attitude is needed, where NGOs seize to be seen as enemies of government, as exacerbated by certain political environments. Meetings which clearly explain the operations of NGOs and targets they seek to fulfill also need to be held so as to clarify areas of concern with the ministry. Stakeholder dialogues are important as seen in Manicaland, which now holds them regularly . The education sector is an public organization which is non-profit making. Revenue comes from national treasury. As such, the system is such that remuneration of staff is within public sector standards which stipulate modest payment. Overpayment would result in an uproar by taxpayers. Problems which teachers and other civil servants are currently facing are largely because the sector is not generating profits and therefore cannot afford to pay teachers what they want. Privatization of the sector could contribute to better payment, but this is a phenomenon yet to be explored as even developed countries also have public schooling systems which are in place. The government will have to lobby with external partners to fund education programmes or contribute in the education budget. The structure of the education system in primary school has been said to be ineffective with regards expertise sharing. The structure is such that one primary school teacher is assigned to teach all subjects in a class. In high school, there are various experts specializing in particular subjects. Researchers advocating for the Sharing Teacher Expertise through Subject Specialisation (STESS) programme at primary school are lobbying for the change in system from one teacher all subjects to specialisation as practised in secondary school. In 2002, an education commission sanctioned the piloting of STESS in a few schools in each province, and the system was adopted by others who have also reported the success as seen by better results. Advocates also note that it will then be easier for children to adapt to the situation when they get to secondary school. The system requires teacher support in the form of capacity development so they keep abreast of methodologies in subject delivery. Rennie L. J (1985), explains the effects of in-service training on Science teaching and motivation in the classroom. This will go a long way is rejuvenating teaching methodology and enhance delivery effectiveness. The U. S. Agency for International Development (USAID), in cooperation with the Salvadoran Ministry of Education, has developed a training program aimed at introducing these innovative teaching methods into hundreds of schools around the country http://usinfo. tate. gov. The same can happen in Zimbabwe, if these private players are invited to do so. Conclusion: The Zimbabwean education system is hierarchical and that poses a lot of challenges with regards setting up of policies, grievance procedures, curriculum decisions, and issues of collaboration with partners such as non-governmental organisations. These challenges can be solved if decision making is decentralized, and the policy formulation process is done consultatively with stakeholders. The government can also lobby with partners so they participate by funding education programmes in the country. References: 1. Peace Corps 24 July 2007, ‘’New Teaching Methods Stir Enthusiasm in Salvadoran Classrooms’’ USAID train teachers in interactive teaching styles, 2. Web site: http://usinfo. state. gov), Bureau of International Information Programs, U. S. Department of State. 3. Rennie L. J (1985), ED280867 – The Effect of In-service Training on Teacher Attitudes and Primary School Science Classroom Climates. Research Report Number 12. 4. http://www. wikipedia

An Indian Muslim Wife Essay

Religion plays an important part in family and society in most of the Muslim societies. Muslims and Christians are spread throughout the world and the puritanical Christian and Muslim wife based in the concepts of scriptures of both religions may be a part of the books only [Rashid, 2007]. Cultural influences, economic conditions and varying influence of religion in the society means that a Muslim wife of one society is not subject to the same kind cultural practices throughout the world. An Afghan or a Saudi Arabian woman is more likely to follow the local religious practices of modesty and veils, while most Muslim women in India only have to observe a modest dress code. The very traditional families or families of religious scholars may still observe the hijab, a dress similar to that worn by Catholic nuns [Women, Islam & Hijab, 2007]. For the information given here, I contacted a few of Indian women in my locality and they happened to be of Muslim religion and agreed to share their knowledge and experiences with me [Indian Muslim Wife, 2007]. The first thing one hears in these conversations is that ‘there is no such thing as a typical Indian Muslim or Hindu Wife’. The society in many of the developing countries has vast difference between the rich and the poor, and there is also a fast developing middle class. The very rich have become largely anglicized and the English medium public education under the Cambridge/Oxford based schooling system has given them the perception of family life very similar to that of a European or American family. A few characteristics common to all Indian Muslim families are importance of family life, providing protective environment for the children, fidelity in marriage and finding spouse of Muslim faith. The Muslim wife of a rich Indian family is well provided for. She is normally well educated and even if she is not involved in her own career or business, she has to accompany her husband to social parties; she does not drink even if the Muslim husband has given up practicing the prohibition imposed by religion. A Muslim Indian wife is expected to be faithful to her husband. The pressure of the society is such that even if men were to astray, the wife risks the risk of being ostracized if she indulges in any such activities. Indian Muslim families normally have to live in an extended family. Looking after the parents is responsibility of the male children of the family. It is almost given that she any Muslim woman will have her in-laws living in the same house. Depending on their nature, it may be blessing to share a house with in-laws as a number of women can go out more freely to pursue their career or to attend the social functions while the elder members of the family can look after the children. Most rich Indian Muslim women can hire servants and only have to supervise the household responsibilities. The middle class Muslim Indian wife has many more problems. The man is the breadwinner and the woman looks after the house, brings up the children, looks after the in-laws if they are old and infirm and makes ends meet in relatively moderate income. The Indian middle class society is rather conservative and the religious restriction placed on Muslim middle class women due to conservatism restricts the freedom of movement, ability to work, choice of professions for women in the middle class Muslim families is also limited. The traditional families prefer to keep the women at home or if they have to work professions such as teaching, medicine and assisting family members in their business are preferred. The poor Indian Muslim wife probably suffers the most. They are married off at an early age by marriages arranged by their parents. Low income of the family means that Indian Muslim wife from a poor family has to work hard often in poor paid jobs as domestic servant or on farms. The full day work, however does not reduce her responsibilities at home as she has to do all the household work, cooking cleaning, looking after the husband and children and in laws too. The poverty-stricken family has to stay in huts or semi constructed houses in shantytowns and suffers all the problems of poverty. The Muslim Indian women are brought up in traditional ways and given Islamic as well as normal education. Divorce rates among Muslims are very low. This may also be a result of the problems in the society. Divorce carries some stigma, the women are allowed to re-marry and the young divorcees normally do. The pressures on families are economic, social and emotional. Break-up of family deprives the woman of financial support, women if they do not re-marry are not free to socialize or date as openly as in Europe/America.

Chromatography Lab Repot

Design and carry out a scientific investigation on any one factor that affects retention on paper chromatography Design and carry out a scientific investigation on any one factor that affects retention on paper chromatography CHEMISTRY LAB REPORT CHEMISTRY LAB REPORT Name: Sri Danielle Class: 9A Teacher: Sir Ajay Name: Sri Danielle Class: 9A Teacher: Sir Ajay Aim My aim for this experiment is to find out how different types of solvent will affect the retention factor in paper chromatography. HypothesisI think that there will be a high RF value in paper chromatography, if we use water solvent because a solvent that has a strong interaction with a chemical will easily over come attraction from the chemical for the absorbent layer and move that chemical in a given period of time. Materials Food Coloring (solute) Ethanol, Acetone, Tap Water, Distilled Water(solvents) Pencil Ruler Scissors Filter Paper Petri Dish Variables Independent: Type of chromatography solvent Dependent: Retention i n paper chromatography Controlled: Type of Chromatography paperSize of spot Thickness of Chromatography Substance tested for paper chromatography Concentration of the solute Temperature Variables Manipulation Independent: Apply different solvents Dependent: The RF value of the given solvent Controlled: Keep the solute same. Keep the size of the solution the same (one drop) Keep the temperature of the room the same. Diagram Method Step 1 – Prepare Materials and pour solvents into the petri dish. Step 2- Fold the provided chromatography paper into half (make sure it can stand) Step 3- measure 1. cm from one end of the paper then draw a line across. This will be used as a starting point. Step 4- Repeat for 4 chromatography papers for each solvent. Step 5- Place a drop of the solution on the pencil line for all 4 chromatography papers Step 6- Mark the chromatography paper to identify it’s solvent Step 7- Fill the 4 different petri dishes with one of each of the solvents St ep 8- Make sure the solvents do not reach the pencil line Step 9- Observe as the chromatogram developsStep 10- Make sure before you take out the chromatography paper, it is entirely wet by the solvent Step 11- Draw a line along the line up to which the solvent has traveled on each chromatography Step 12- Measure the distance between the two pencil lines on the chromatography paper and record the measurement on the top of the paper. Do this for each paper. Step 13- Measure the RF value by dividing â€Å"distance travelled by component† with â€Å"distance travelled by solvent Step 14- Record the measurement then tabulate the data. Results Solvent| Distance travelled by component| Distance travelled by solvent| RF Value| Tap Water| 5. | 6. 4| 0. 90| Distilled water| 7. 0| 7. 2| 0. 97| Acetone| 4. 7| 5. 5| 0. 85| Ethanol| 3. 1| 6. 1| 0. 50| Graph Reflection In this experiment, I put two drops on each paper; I also used Tap water and Distilled water to get a more reliable result for the solvent. This helped me get me more accurate result. It was hard to get the RF value as I did not get he exact distances (distance travelled by component and solvent) as I got confused on how to take the reading properly. If I do this experiment again, I will surely ask a teacher on how to do so and to get a better and more accurate result.Conclusion According to the results of the experiment, my hypothesis was proved to be correct. The data shows that the water solvent results as the highest RF value among all the other solvents. It also shows that the solvent results in a great affect retention of chromatography paper. The different types of solvents affect the retention in paper chromatography. In all the solvents I used, water has the greatest effect in retention, as its RF value being the highest among all. Precaution 1. Careful when handling fragile materials 2. Don’t taste or smell solvents 3. Handle chemicals with care

Presentation Assignment Example | Topics and Well Written Essays - 500 words

Presentation - Assignment Example The main aim of using the television is because it had a wide audience, and the retailing giants could reach as many customers as possible. Ziobro (3) identifies Wal-Mart, Target Corp as the highest advertising spenders. For example, Wal-Mart managed to spend approximately 57 million dollars on television advertising. Home Depot and Sears spent less on advertisements. Ziobro (2) denotes that Sears Holdings only spent 26 million dollars on television advertising. Ziobro (1) denotes that these figures are reliable because an advertising tracking company carried out the survey, to find out how much retailing organizations spent on advertisements during the Black Friday. The advertising company under consideration is Kantar Media. In coming up with the Data, Kantar Media managed to calculate the advertising fees a retailing unit spent for purposes of making people buy into their company. Ziobro (3) denotes that the only limitation with the methodology used to collect data is that information does not reflect how much people spent in the retailing units. It only identifies the number of visitors to a retailing unit, based on the advertisement under consideration. From this research, Ziobro (5) denotes that Wal-Mart was able to attract the highest number of visitors to its stores. This is as compared to its rival company, Target Corporation. Wal- Mart was able to attract a higher number of visitors to its retailing units as opposed to Target Corporation because in every two Wal-Mart TV ads, Target Corp had only 1. On this note, during the Black Friday Weekend, Wal-Mart was able to gather 34% of visitors, as opposed to Target Group which had on 12% of visitors. Sears, who spent less on advertisements managed to acquire only 1.9% of visitors to its stores (Ziobro, 5). Ziobro (6) goes on to denote that there are other factors that made these stores to have the number of

Climate Change essay Example | Topics and Well Written Essays - 1000 words

Climate Change - Essay Example The difference between the climate change that takes place over long geographical periods and the present climate change brought about by global warming is that whilst the former is a natural phenomenon, the latter is anthropogenic or man-made in origin. The earth’s temperature is the product of a ping-pong game between the sun and the earth. The sun constantly and continuously gives off energy in the form of sunlight and radiates it to the earth’s atmosphere. The solar energy that touches the earth’s atmosphere is either absorbed by some of the earth’s particles or transmitted. The heat that reaches the earth’s surface is then emitted back to the atmosphere as infrared radiation. However, not all of the infrared radiation successfully passes out of the earth’s atmosphere because some atmospheric components absorbs and therefore prevents infrared radiation from entirely leaving the atmosphere, The trapped heat is then eventually reradiates back to the earth’s surface (see Fig. 1). Such heat-trapping components are called greenhouse gases and the process of absorbing, trapping and reradiating infrared heat to the earth’s surface is called the greenhouse effect. The greenhouse ef fect is what sustains life on earth because without it earth would be more than 30Â °C colder than what it should be and therefore, inhabitable by humans, animals and plants. The present global warming is attributed to the more than usual amount of heat trapped and reradiated back by the greenhouses gases to the earth’s surfacea (Great Britain: Department for Environment, Food and Rural Affairs 2006 8; Ebbing & Gammon 210; Hardy 2003 3). There are two classifications of gases found in the earth’s atmosphere: the primary gases made up of nitrogen, oxygen and argon which make up 99% of the gases, and; the trace gases like carbon dioxide (CO2), methane (CH4), carbon monoxide (CO), nitrogen oxides (NOX),

Strategic Management Analysis - Starbucks in US Essay

Strategic Management Analysis - Starbucks in US - Essay Example ..............................................................................14 Figure 3: Number of stores in United States......................................................................15 Figure 4: Value of Gift Cards.............................................................................................15 List of Tables Table 1: Coffee Industry Analysis......................................................................................9 Table 2: Opportunities & Threats.......................................................................................12 Table 3: Strengths and Weaknesses....................................................................................16 1. Introduction Everyday millions of Americans walk into Starbucks coffee shops and live the unique experience offered by it. Despite the fact that US coffee industry is saturated with many giant organizations such as Dunkin Donuts, McDonalds and Peet’s, the experience that Starbucks offers is exclusive and acts as its niche. No other restaurant or brand offers a coffee house full of technological interventions, luxury and comfort, aroma of freshly roasted and grinded coffee beans. Starbucks is not just a coffee; with its extensive chain of stores it has become part of American life style. This research paper is intended to identify strengths and weaknesses of Starbucks and also the opportunities and threats faced by it. In the light of these identifications, strategic fit analysis would help in understanding the strategies adopted by Starbucks and helps it in exploiting these opportunities, mitigating threats and weaknesses and further enhancing its strengths. 2. Task A 2.1 PESTLE Analysis 2.1.1 Political Analysis Starbucks initiated its business from United States but has extended it exponentially into other regions as well, however the United States remains its major market. Current political issues faced by it in US surround its strategic alliances, agreements wit h vendors, taxes and government policies. Starbucks has been importing its raw material mainly coffee beans from other parts of the world. The quality of the coffee beans serves as a critical factor for Starbuck’s success and an advantage over other competitors. Government tariffs and political relations between the US and other countries have a direct impact on the whole beverage industry and in extension on Starbuck’s business performance. A thorough analysis of various indicators below, exhibit and inquire the performance of Starbucks as a business entity. 2.1.2 Economic Analysis Few economic factors having the tendency of affecting Starbuck’s survival and development in United States; these factors are consumer ability to purchase, tariffs, exchange rates, and industry environment. Like stated earlier, Starbucks has strategic alliances with a substantial pool of suppliers but most of them are from other countries. The always fluctuating exchange rates result in higher costs passed on to the consumer or reflected in the form of lower profit margins. Furthermore, overall economic scenario

Commercial Work Essay Example | Topics and Well Written Essays - 3000 words

Commercial Work - Essay Example As contracting can be seen to take place not only concerning allocation or the provision of goods and services. Reorganization or income maintenance programmes might be selected 'contracts' between politicians on the one hand and the populace on the other hand. One could make a peculiarity between true contracts and symbolic contracts here, as talking about some things as 'contracts' is simply using a metaphor. Contracts as fiction are characteristically indefinite, as it is far from clear that the contracting parties are, when the contract was in fact made and how it is being observed or monitored. Fictional contracts cannot be implemented by a third party. Classification of procurement is so diverse from the world of the models, and their consequent implications, used by economists in learning procurement contracting that two conclusions seem acceptable. The first is that there is substantial opportunity for optimal contract theory to contribute to better efficiency in defense procurement. The second is that the authenticities of defense procurement have significant implications for how economists must study contracting incentives and competence in defense procurement. Procurement comprises a wide variety of goods ranging from standard items such as uniforms and ammunition to major weapons systems whose acquisition might take ten to fifteen years to complete. Procurement of standard items is acquiescent to competitive bidding and fixed-price contracts, but competition and fixed-price contracts are less, and negotiated contracts more, proper for major weapons systems that are composite, involve yet-to-be-developed technologies, and have performance objectives that might be unattainable or impossible at reasonable cost. Particularly in the case of systems that entail research and development, the capability to anticipate future technological developments is limited, and even if the possibilities can be recognized, it may be impractical to offer contractual contingencies for all potential events. Understanding procurement process The complications of major weapons systems acquisition are replicated in the procurement process which comprises a series of stages commencing with defense preparedness planning, program outset, initial research and development, source selection, system development, production, and follow-ons (e.g., spares). The production and follow-on phases are the most acquiescent to economic modeling and analysis, but numerous of the determinants of program cost and weapons system performance have already been mostly decided by the time a production contract is negotiated. The subject of economic analysis thus must be on the larger procurement proces

Star project Research Paper Example | Topics and Well Written Essays - 1250 words

Star project - Research Paper Example Its projected Galactic orbit conveys it between 25,100 and 30,600 light years from the middle of the Galaxy. Historically, the entire heavenly bodies were regarded as stars by astrologers. Therefore, the terminology ‘stars’ comprised of stars, planets, comets, meteors among others. However, as time went by, astrologers were able to differentiate stars from the rest of heavenly bodies. Of particular interest are the Stars of the Northern Hemisphere. These stars show three major panels of all the constellations that can be observed from Europe, Canada, the United States and Asia. Humanity tends to identify with the stars with each individual having an interest with a peculiar star. The process of choosing a star has been lengthy and time consuming due to the interest in the topic. Each star seems to portray some unique history which is amazing and interesting, most stars have some distinct features and fantastic history; each of them is of equal importance. Amongst the stars whish have been of key interest to persons are proper, Bayer, Flamsteed and Catalog. However, I have per sonally developed a liking for star Mintaka which I closely attribute it to my individuality. Therefore, this research paper will focus on this particular star , giving a detailed description of its characteristics. Mintaka is a star in the constellation Orion, with a bayer designation of Delta Orionis and flamsteed designation of 34 Orionis. Three stars are found in the orion to form the ‘the belt of orion’. The three stars in the belt of orion are the following, mintaka which means ‘belt’, Alnilam meaning ‘a belt of pearls’ and Alnitak which means girdle. The three are believed to have formed from the system nebulas in the Orion constellation. The stars form a row, mintaka is to the west, alnilam is at the centre and alnitak is to the east. Among the three, alnilam is the brightest followed by mintaka and finally alnitak (Ashland Astronomy

Business ethics Article Example | Topics and Well Written Essays - 500 words

Business ethics - Article Example I agree with the author’s statement that a conjunction of motive, means and opportunity creates an ethical hazard (Pendse, 2012). This approach is complimented by the definition of fitness hazard as a tendency of an entity to take undue menace whose costs are not borne on them (William, 2007). I deem author is aiming at providing rules and procedure that will help curb ethical hazards. This is seen in the light of providing an ethical hazard marshal to minimize these tribulations (Pendse, 2012). An instance is given of the leading company, Enron. The management styles and executive decisions of the executives of the company led to an enormous financial crisis.(William, 2007). Therefore, the executives were convicted and received extensive penitentiary terms. Although I liked the way the writer proposed the initiative of teaching ethics in business schools to curb future occurrences, I think the proposal would be essential in schools of all disciplines and not only business school(Pendse, 2012). This is because, ethical deeds are a must for the growth of any being in their job place, in households, and in their day to day actions. In my view, I think the author is wrong in assuming that other past scandals were restricted in the corporations they occurred in since for every ethical hazard that happen other institutions and individuals suffer with it(Pendse, 2012). The difference is in the magnitude, for example, in the article the scandal at Enron destroyed, not just the company, but the rest of the world, as well (Conrad, 2010). This does not inevitably mean that other scandals that seem restrictive do not spread their downfall. In stating that the fiscal crisis at Enron was totally â€Å"unforeseeable and unpredictable†, I feel that the author is contradicting himself. This is seen in the subsequent line where he states that Warren Buffet had previously warned of the looming danger. The danger was, as a result of the the increasing leverage and

National Transportation Safety Board Case Study

National Transportation Safety Board - Case Study Example The investigation into the accident by the NTSB revealed that the probable cause of the accident was the asymmetrical stall and the aircraft’s ensuing roll due to the uncommanded retraction of the lift wing outboard that led to the edge slats and the loss of the slat disagreement and stall warning indication systems (Aviation Safety Network, 2012). This occurrence resulted from maintenance-induced damage that led to the separation of the pylon assembly procedures and the number one engine, which eventually led to the pylon structure’s failure (Vatz, 2003). This accident was mainly a result of structural and mechanical factors. Investigations by the NTSB revealed that when the engine separated because of the asymmetrical stall and the aircraft’s ensuing roll, it disabled the control panel of the Captain. The Captain’s control panel contained both systems of slat disagreement (National Transportation Safety Board, 1979). The separation of the pylon assembly procedures and the number one engine, which ultimately resulted in the failure of the pylon structure, are all structural and mechanical aspects of aircraft. The severed hydraulic lines allowed the slats on the aircraft’s left wing to retract gradually and the stall speed on the aircraft’s left wing rose significantly (Vatz, 2003). When it slowed through 164 knots, left-wing aerodynamically stalled because of its clean configuration. This happened while the right wing continued to generate lift with its slats still in the position of takeoff. Since one wing was stalling and the other was producing lift, the aircraft ultimately rolled past a 90 degrees bank and crashed to the ground (Kilroy, 2012). While structural and mechanical factors were the main cause of the accident, investigations revealed that there were factors that contributed to the accident of American Airlines Flight 191 (Aviation Safety Network, 2012). Report by NTSB reveals that the vulnerability of the pylon attaches points design to maintenance damage contributed to the accident.  Ã‚  

Organic food Essay Example for Free

Organic food Essay We have all heard the phrase â€Å"What you don’t know won’t hurt you† and it has undoubtedly applied to many situations in our lives that we are still unaware of. We like to toss around this phrase without worrying too much about what it implies because that is the whole point of the phrase, not to worry. When it comes to what we are putting into our bodies, though, what we do not know can indeed hurt us immensely. In the United States, we have grown accustomed to not thinking much about what we are consuming. The main factors we look for in food are taste and price. We live in a consumer society where money rules our nation, it rules our lives, and it rules us. Money has become the main focus for every decision we make, but when it comes to something as important as our health, should we look at a few other factors? With societies concerns focusing on wealth and profit, there is no surprise that the food industry finds the cheapest ways to produce the most food. Consequently, this produces many negative effects on aspects of our lives such as our health and the environment. When choosing what foods to consume, we should begin to pay more attention to factors other than the price tag. The food industry obviously plays a big role in this epidemic of processed food, but they are not the only ones to blame. Yes they are the ones taking advantage of our ignorance by mass-producing cheap food that they know we will not think twice about, but the ignorance is our fault. Author of The Omnivore’s Dilemma, Michael Pollan, describes the current foundation of the food industry, â€Å"Our food system depends on consumers’ not knowing much about it beyond the price disclosed by the checkout scanner. Cheapness and ignorance are mutually reinforcing† (Pollan 245). Pollan is correct in his assumption that most Americans do not know much about their food besides how much it cost. Most of them are not even aware that they do not know what is in their food. They subconsciously assume that chicken is chicken and cheese is cheese, but unfortunately that is hardly ever the case. Many people choose to live along these guidelines of â€Å"ignorance is bliss† by not paying attention to the horror stories of the food industry; they turn their heads from documentaries on animal treatment and plug their ears at the mention of the real ingredients of their precious snacks. As long as the food they are eating tastes good and did not cost a lot of money, they are content with not knowing how unhealthy it might be. Pollan further explains another reason people buy the cheapest available food: It makes good economic sense that people with limited money to spend on food would spend it on the cheapest calories they can find, especially when the cheapest calories—fats and sugars—are precisely the ones offering the biggest neurobiological rewards. (Pollan 108) People with lower incomes are confined to buying cheap food, typically the most processed and unhealthy food, because with their limited funds they cannot afford to care about the quality of what they are eating. They buy what is cheapest because that is all they can get. As long as they have food in their stomachs, they do not complain or worry too much about the side affects. Eating food that may not be very healthy definitely outweighs the alternative of eating nothing and starving. Americans are ignorant of the food that they purchase either because they choose not to educate themselves or because they really have no choice. Either way, they are missing out on other possibilities of obtaining food that have many advantages. Not knowing what our food is made of also prevents us from knowing what alternative food options are available to us. Because we see no problems with our current food choices, we see no reason to discover new ones. The processed food at the supermarket is all we know because it is the most convenient and affordable from of nourishment we can obtain. Pollan’s book includes the testimony of someone who buys food from a local, organic farmer, â€Å"†¦for me it’s all about the taste, which is just so different—this is a chickinier chicken. Art’s chickens just taste cleaner, like the chicken I remember when I was a kid† (Pollan 252). The food available from local farmers is not only better for our health and the environment but it also tastes better. We have grown accustomed to the artificially flavored food we buy from grocery stores and do not realize that the food we eat could taste better and more natural. The locally grown food tastes healthier and more natural because that is precisely what it is. The artificially engineered taste of chicken in a common chicken nugget is not what a chicken should taste like. Besides enhanced taste, buying from local farmers offers many other benefits as well. An organic farmer interviewed in The Omnivore’s Dilemma explains some more benefits of buying locally, With our food all of the costs are figured into the price. Society is not bearing the cost of water pollution, of antibiotic resistance, of food-borne illnesses, of crop subsidies, of subsidized oil and water—of all the hidden costs to the environment and the taxpayer that make cheap food seem cheap. (Pollan 243) One of the main reasons why people do not want to look into these alternative methods of eating is because they are more expensive. People overlook these opportunities because the organic food appears overpriced, but when you evaluate all these factors it might not be as overpriced as you might think. Yes the food is more expensive but it stands true that you get what you pay for. When paying more, you are receiving a whole lot more that benefits your health, community, and environment. The extra money that would be spent on food, you might save on your medical bills and taxes. Locally produced food is healthier for you and it carries a much less chance of containing disease and illness. Another bonus of buying from local farms: there is less pollution created than in the factories and slaughterhouses of the globalized food industry. If people became aware of alternative food options and the benefits associated with them, they would be more inclined to pay better attention to what they are buying. This would not only improve ones personal health, but also the environment. Although money remains a very important role in deciding what we purchase, it would benefit us to consider a few other aspects of the food that we buy. Paying attention to details such as what goes into the food, where it is produced, and how it is produced would lead us to make healthier decisions. More often than not, a satisfying answer to these questions will not be found in the food at our local supermarkets, but rather a local farmer. Buying from these farmers would mean supporting a healthy environment and body. Their production methods are healthier and much more environmentally friendly than any factories in a big-name food industry. While it may seem that this is a simple choice, many Americans will continue to ignore these truths. When it comes down to it, money rules everything and it will take a lot more than the promise of better health for people to overlook a price tag. They say ignorance is bliss, but when that ignorance leads to decisions that contaminate our bodies and our environment, the bliss will be short lived.

105 Training Essay Example for Free

105 Training Essay Training Principles You will perform the Sit and Reach exercise as described in the lesson and then answer the questions below based on your experiences. Important: Â ·Answer each question in the document by highlighting or bolding your answers. Â ·Save the file as 105training. rtf. Â ·Below the file name is the field for file type. Use the drop down menu to choose Rich Text Format. This will save it with the . rtf file structure required. Â ·Submit the completed assignment for Assessment 1. 05 Training Principles. Complete each exercise below: A. Reach to 0 cm mark and hold 10 seconds B. Reach to 8 cm mark and hold 15 seconds C. Reach to 15 cm mark and hold 10 seconds D. Reach to 22. 5 mark and hold 15 seconds 1. Of the four exercises attempted in the activity I was able to complete A. None of the exercises. B. Item A only C. Items A and B D. Items A, B, and C E. All of the exercises 2. Reaching to 0 cm mark and holding for 10 seconds was: A. Easily done B. Done C. Slightly Difficult D. Very Difficult E. Could not yet reach 3. Reaching to 8 cm mark and holding 15 seconds was: A. Easily Done B. Done C. Slightly Difficult D. Very Difficult E. Could not yet reach 4. Reaching to 15 cm mark and holding 10 seconds was: A. Easily Done B. Done C. Slightly Difficult D. Very Difficult E. Could not yet reach 5. Reaching to 22. 5 mark and hold 15 seconds was: A. Easily Done B. Done C. Slightly Difficult D. Very Difficult E. Could not yet reach Part II: Principle of Overload 1. How frequently would you need to stretch if the sit reach was easily done? A. Very Often – several times a week B. Often – 3 times a week C. Rarely – once a week 2. Which of the above stretches made you work harder (had the greatest intensity)? A. 0 cm B. 8 cm C. 15 cm D. 22. 5 cm

TRADITIONAL VERSUS MODERN METHODS OF EFFECTIVE TEACHING

TRADITIONAL VERSUS MODERN METHODS OF EFFECTIVE TEACHING Education is vital to the pace of the social, political and economic development of any nation, so effective teaching is very essential. Effective teaching is important because teaching is based on helping children progress from one level to another in a more sociable interactive environment and to get the approach right to get students to be independent learners (Muijus and Reynolds, 2005). Effectiveness does not mean being perfect or giving a wonderful performance, but bringing out the best in students. My experience comes from a Nigerian background, where traditional teaching method is more widespread than the modern method of teaching. It is in this line that I decided to investigate empirically which of the two methods is more effective in Nigerian primary schools. Primary education in Nigeria refers to the education children receive from the ages 6 years to 11 years plus. A lot of the teaching in primary schools is done with the traditional method especially in the government schools where the teacher is in charge of the classroom. The formal education system is 6-3-3-4, 6 stands for primary school. The primary education in Nigeria is controlled by the state and local government. Traditional method relies mainly on textbooks while the modern method relies on hands-on materials approach. In traditional method, presentation of materials starts with the parts, then moves on to the whole while in the modern approach, presentation of materials starts with the whole, then moves to the parts. Traditional method emphasizes on basis skills while modern method emphasizes on big ideas. With traditional method of teaching, assessment is seen as a separate activity and occurs through testing while with modern method of teaching, assessment is seen as an activity integrated with teaching and learning, and occurs through portfolios and observation (Brooks and Brooks, 1999). Teaching methods are best articulated by answering the questions What is the purpose of education? and What are the best ways of achieving these purposes? for much of pre-history, education methods were largely informal, and consisted of children imitating or modeling the behaviour of that of their elders, learning through observation and play. In this sense, the children are the students, and the elder is the teacher, a teacher creates the course materials to be taught and then enforces it. Pedagogy is a different way by which a teacher can teach. It is the art or science of being a teacher, generally referring to strategies of instruction or style of instruction. Resources that help teachers teach better are typically, a lesson plan, or practical skill involving learning and thinking skills. A curriculum is often set by the Government with precise standards. These standards can change frequently, depending on what the government states. DIVERSITY IN TEACHING IN THE CLASSROOM For effective teaching to take place, a good method must be adopted by a teacher. A teacher has many options when choosing a style by which to teach. The teacher may write lesson plans from other teachers, or search online or within books for lesson plans. When deciding what teaching method to use, a teacher needs to consider students background, knowledge, environment, and learning goals. Teachers are aware that students learn in different ways, but almost all children will respond well to praise. Students learn in different ways, of absorbing information and of demonstrating their knowledge. Teachers often use techniques which cater to multiple learning styles to help students retain information and strengthen understanding. A variety of strategies and methods are used to ensure that all students have equal opportunities to learn. A lesson plan may be carried out in several ways: questioning, explaining, modeling, collaborating, and demonstrating. QUESTIONING A teaching method includes questioning is similar to testing. A teacher may ask a series of questions to collect information of what students have learned and what needs to be taught. Testing is another method of questioning. A teacher tests the student on what was previously taught in order to identify if a student has learned the material. Standardized testing is in about every Middle School (i.e. Ohio Graduation Test (OGT) Proficiency Test, College Entrance Tests (Act and SAT). before that we have to teach how to make questioner. If the question is perfect then this method will be effective. EXPLAINING Another teaching method is explanation. This form is similar to lecturing. Lecturing is teaching, giving a speech, giving a discourse on a specific subject that is opened to the public. It is usually given in the classroom. This can also be associated with demonstrating and modeling. A teacher may use experimentation to demonstrate in a science class. A demonstration is the circumstance of proving conclusively, as by reasoning or showing evidence. Modeling is used as a visual aid to learning. Students can visualize an object or problem, then use reasoning and hypothesizing to determine an answer. DEMONSTRATING Demonstrations are done to provide an opportunity in learning new exploration and visual learning tasks from a different perspective. Demonstrations can be exercised in several ways. Here, teacher will also be a participant. He will do the work with his/her students for their help. COLLABORATING Students working in groups are another way a teacher can enforce a lesson plan. Collaborating allows students to talk among each other and listen to all view points of discussion or assignment. It helps students think in an unbiased way. When this lesson plan is carried out, the teacher may be trying to assess the lesson of working as a team, leadership skills or presenting with roles. TRADITIONAL VERSUS MODERN METHOD OF TEACHING Traditional method of teaching is when a teacher directs students to learn through memorization and recitation techniques thereby not developing their critical thinking problem solving and decision making skills (Sunal et al 1994) while modern or constructivist approach to teaching involves a more interacting, student-based of teaching. Here, the students learn through group participation. STATEMENT OF PROBLEM Nigerian primary education is deteriorating at a very fast rate and this has been a great concern to the ministry of education, parents, teachers and others concerned. It was in this light that the researcher deemed it fit to investigate the varying influences of the traditional and modern methods of teaching on students academic performance. PURPOSE OF STUDY Because education is a vital aspect of society, the purpose of this study was to investigate the effects of teaching methods (Traditional Versus Modern) on students academic performance. The purpose of this study was also to investigate and determine which of the two major teaching methods was more effective. RELEVANCE OF STUDY The findings of this study would be found relevant to teachers, parents, students and the society at large. The findings of this study would be of great importance to Ministry of Education in drafting the curriculum for primary schools. The parents and the students also stand to benefit greatly if the effective teaching method was used to teach the students. Effective teaching method would improve the performance and learning of the students. And, lastly, the society at large would benefit because the children (students) are the leaders of tomorrow. SCOPE OF STUDY The study is particularly; i. Concerned with the determinants of teaching method effectiveness. ii. Concerned with examining influences of teaching method (Traditional and Modern) and determining which of the teaching methods is more effective than the other. RESEARCH QUESTIONS (1) To what extent if there is a shift in pedagogical practice from traditional methods to modern methods in Nigerian primary school in the classroom? (2) Which approach is more effective in terms of student outcomes and more successful between the traditional methods and modern methods of teaching? RESEARCH HYPOTHESIS (1) Modern Method of teaching is more effective than the traditional method of teaching THEORETICAL FRAMEWORK LEARNING THEORIES OF COGNITION Learning theories were used in this study as the theoretical framework to explaining how children learn. Classical conditioning The typical paradigm for classical conditioning involves repeatedly pairing an unconditioned stimulus (which unfailingly evokes a particular response) with another previously neutral stimulus (which does not normally evoke the response). Following conditioning, the response occurs both to the unconditioned stimulus and to the other, unrelated stimulus (now referred to as the conditioned stimulus). The response to the conditioned stimulus is termed a conditioned response. Operant conditioning Operant conditioning is the use of consequences to modify the occurrence and form of behavior. Operant conditioning is distinguished from Pavlov conditioning in that operant conditioning deals with the modification of voluntary behavior. Discrimination learning is a major form of operant conditioning. One form of it is called Errorless learning. Observational learning The learning process most characteristic of humans is imitation; ones personal repetition of an observed behaviour, such as a dance. Humans can copy three types of information simultaneously: the demonstrators goals, actions and environmental outcomes. Through copying these types of information, (most) infants will tune into their surrounding culture. Play Play generally describes behavior which has no particular end in itself, but improves performance in similar situations in the future. This is seen in a wide variety of vertebrates besides humans, but is mostly limited to mammals and birds. Cats are known to play with a ball of string when young, which gives them experience with catching prey. Besides inanimate objects, animals may play with other members of their own species or other animals, such as orcas playing with seals they have caught. Play involves a significant cost to animals, such as increased vulnerability to predators and the risk of injury and possibly infection. It also consumes energy, so there must be significant benefits associated with play for it to have evolved. Play is generally seen in younger animals, suggesting a link with learning. However, it may also have other benefits not associated directly with learning, for example improving physical fitness. Habituation In psychology, habituation is an example of non-associative learning in which there is a progressive diminution of behavioral response probability with repetition of a stimulus. It is another form of integration. An animal first responds to a stimulus, but if it is neither rewarding nor harmful the animal reduces subsequent responses. Humans have been able to handle certain cognitive tasks due to habituation. One example of this can be seen in small song birds if a stuffed owl (or similar predator) is put into the cage, the birds initially react to it as though it were a real predator. Soon the birds react less, showing habituation. If another stuffed owl is introduced (or the same one removed and re-introduced), the birds react to it again as though it were a predator, demonstrating that it is only a very specific stimulus that is habituated to (namely, one particular unmoving owl in one place). Sensitization Sensitization is an example of non-associative learning in which the progressive amplification of a response follows repeated administrations of a stimulus (Bell et al., 1995). An everyday example of this mechanism is the repeated tonic stimulation of peripheral nerves that will occur if a person rubs his arm continuously. After a while, this stimulation will create a warm sensation that will eventually turn painful. The pain is the result of the progressively amplified synaptic response of the peripheral nerves warning the person that the stimulation is harmful. Sensitization is thought to underlie both adaptive as well as maladaptive learning processes in the organism. Imprinting Imprinting is the term used in psychology and ethnology to describe any kind of phase-sensitive learning (learning occurring at a particular age or a particular life stage) that is rapid and apparently independent of the consequences of behavior. It was first used to describe situations in which an animal or person learns the characteristics of some stimulus, which is therefore said to be imprinted onto the subject. Enculturation Enculturation is the process by which a person learns the requirements of the culture by which he or she is surrounded, and acquires values and behaviours that are appropriate or necessary in that culture. The influences which as part of this process limit, direct or shape the individual, whether deliberately of not, include parents, other adults, and peers. If successful, enculturation results in competence in the language, values and rituals of the culture. Rote learning Rote learning is a technique which avoids understanding the inner complexities and inferences of the subject that is being learned and instead focuses on memorizing the material so that it can be recalled by the learner exactly the way it was read or heard. The major practice involved in rote learning techniques is learning by repetition, based on the idea that one will be able to quickly recall the meaning of the material the more it is repeated. Rote learning is used in diverse areas, from mathematics to music to religion. Although it has been criticized by some schools of thought, rote learning is a necessity in many situations. Informal learning Informal learning occurs through the experience of day-to-day situations (for example, one would learn to look ahead while walking because of the danger inherent in not paying attention to where one is going). It is learning from life, during a meal at table with parents, Play, exploring. Formal learning Formal learning is learning that takes place within a teacher-student relationship, such as in a school system. Non-formal learning Non-formal learning is organized learning outside the formal learning system. For example: learning by coming together with people with similar interests and exchanging viewpoints, in clubs or in (international) youth organizations, workshops. Non-formal learning and combined approaches The educational system may use a combination of formal, informal, and non-formal learning methods. The UN and EU recognize these different forms of learning. In some schools students can get points that count in the formal-learning systems if they get work done in informal-learning circuits. They may be given time to assist international youth workshops and training courses, on the condition they prepare, contribute, share and can proof this offered valuable new insights, helped to acquire new skills, a place to get experience in organizing, teaching, etc. In order to learn a skill, such as solving a Rubiks cube quickly, several factors come into play at once: Directions help one learn the patterns of solving a Rubiks cube Practicing the moves repeatedly and for extended time helps with muscle memory and therefore speed Thinking critically about moves helps find shortcuts, which in turn help to speed up future attempts. The Rubiks cubes six colors help anchor solving it within the head. Occasionally revisiting the cube helps prevent negative learning or loss of skill. LITERATURE REVIEW Interview data from marks, Schrader, and Levine (1999) revealed that paraedsucators perceived that their job responsibilities included: 1) Keeping students with disabilities from bothering general education classroom teachers. 2) Creating all modifications and adaptations for the child, and 3) Maintaining responsibility for all aspects of the childs education. These findings indicate that paraeducators perceived their duties to be actions that are not considered ethical (Heller, 1997): National joint committee on Learning Disabilities (NJCLD), 1999). Marks et al, reported corroboration of these perceived job duties by another group of paraeducators, but no observation were conducted and no comparison made to job description. French and Chopra (1999) conducted interviews with parents who reported that they believe inclusion without paraeducators is impossible. The parents cited reasons of health and safety, social and academic engagement in support of their assertion. Actually, these parents believe that paraeducators are more important than teachers to their childs inclusion. But parents also emphasized that paraeducators should stand back a little, too and to become invisible in a very calculated way (French and Chopra, 1999 p. 264). In Scotland, more than 4,400 classrooms were appointed between 2000 and 2001 in an effort to improve adult-to-student ratios. The program was federally funded and evaluated in three phases. All data sources verified that the amount of time students were engaged in active versus passive tasks increased as a result of the presence of the assistants, and that the presence of the assistants permitted teachers to improve the quality of their teaching time and to engage in more small group and individual work with students. Scottish teachers also reported that their expectation of students has increased because of the added support available to them. Students liked working with classroom assistants and appreciated the extra support. Student clearly distinguished between classroom assistants, whom they saw as helpers and teachers. This evaluation study did not disaggregate findings for special education students (Wilson et al 2002). Storey et al 1993, conducted a study using a multiple-probe across settings design to examine the effectiveness of a peer-mediated intervention conducted by classroom assistants on the social behaviour of socially withdrawn and socially skilled preschoolers in public school classrooms. Two socially skilled students were matched with one socially withdrawn student, and the group of three became the unit of study. The results demonstrated that all of the withdrawn preschoolers increased their social interactions with peers during the instructional triads studied. Social validation findings also indicated improvement in the students behaviour. Hall, McClannahan, and Krantz (1995) observed that paraeducators were reluctant to Step away from students in classroom interactions. Although they did not inquire as to the paraeducators beliefs about their roles, the researchers assumed that the paraeducators believed their primary role to be that of providing support and assistance juts as Marks, Schrader, and Levine later reported Hall et al, however, provided training for paraeducators on how to reduce the number of verbal and gestural prompts given to students and to use physical prompts were absolutely necessary. Observations subsequent to training revealed a significant reduction in the number of verbal and gestural prompts, indicating that the concepts the paraeducators had learned during training were being applied on the job. They then observed the amount of engagement and initiative on the part of students and found that both increased significantly. Young et al (1996) examined in elementary education classroom, each of whom as assigned a full-time paraeducators. Researchers assessed the on-task, in-seat, self-stimulatory and vocalization behaviours of the students as a function of paraeducators proximity, recording activities, and behaviours at 20-second intervals. They considered three conditions: Close proximity? Less than 2 feet away; More than 2 feet away; and Out of room. Teachers initiated contact with the target students occurred most often when the paraeducators was more than 2 feet away from students or when out of the room, but the teacher initiated contact with student less than 1% of the time when the paraeducators was closer than 2 feet away. This finding suggests that paraeducators proximity effectively reduced student opportunities to engage with the classroom teacher and could be used to support the argument that the presence of a paraeducators allows the argument that the presence of a paraeducators allows the classroom teacher to be relieved of responsibility for the child. At the same time, observations showed that the issue of gestures or cueing occurred less than 1% of the time a problem because all students had difficulty with verbal direction and needed cues and prompts. Nevertheless, students were on task, appropriate amount of time most often when working with a peer. Similar to the earlier conclusions of Storey, Smith and Strain (1993) regarding preschoolers, those authors concluded that the most appropriate role of the paraeducators working with elementary-aged children with autism is to facilitate peer interaction, and they did not recommend discontinuing the sue of paraeducators. Giangreco (1997) observed classrooms where students with significant needs were included and reported that dedicated paraeducators serving children one-to-one hovered over their charges, which limited opportunities for the students to benefit from the teachers instruction and interfered with social interactions among students. These findings were published in a widely read article that served as the wake-up-call for those who had rushed to provide every child with an individual dedicated paraeducators. At variance with these findings, Hill (2003) observed paraeducators working in classrooms where students with disabilities were included. Their observations focused on: 1) The activities in which the instructional assistant was involved; 2) Participants in the interactions; and 3) Whether the interaction occurred in or out of the classroom. Hill concluded that assistants facilitated inclusive practices by interacting more frequently with both exceptional and typical students together, rather than with the exceptional student alone, and that they spent significant time assisting in activities that did not include exceptional students. Hill also concluded that paraeducators promoted independence by limiting the amount of direct instruction they provided to exceptional students, so that students would attend to the classroom teacher for their instruction. Other reported benefits of employing paraeducators included improved student behaviour (Kotkin, 1998). In a series of well designed, quasi-experimental studies, Kotkin reported consistent improvements in the behaviour of boys with attention deficit hyperactivity disorder (1998). In one study, Kotkin (1998) tested the effects of social skills training versus the effects of combined social skills training and continued support a trained classroom aide. This study showed that the majority of students receiving the combined set of practices (Social skills training plus classroom aide) improved over the course of the year, whereas less than half of the students in the control group or the social-skills-only group improved (in terms of disruptive behaviour in class). Kotkin also examined the effects of social skills training and school-based token reinforcement components on response to provocation and frustration in aggressive boys. Repeated measures included direct observation of the boys participants role-plays of target skills, and teacher ratings. The data showed that boys receiving social skills training alone were able to perform in role-play but showed little improvement in natural settings. Token reinforcement improved the behaviour in boys prior to social skills training, but adding a trained classroom aide resulted in greater improvement. Moreover, the improved behaviour was maintained at follow-up (Kotkin, 1998). Werts et al (2001) considered the academic engagement of students with disabilities in general education classrooms. This quasi-experimental study examined those effects of paraeducators proximity to students. The findings showed that close proximity yielded higher levels of academic engagement, while greater paraeducators distance promoted social interaction. Others have noted positive student attitudes toward learning and school. For example, Mclntyre (1999) found that 9th and 10th grade students had improved attitudes and self-concept regarding math because of readily available assistance from a teaching assistant. The inference that may be drawn from these studies is that improved student achievements is related to the presence of paraeducators because improved student behaviour, positive attitudes toward subjects, and better self-concept are all known to be highly correlated with student achievement. Although none of the research on the impact of paraeducators on attitudinal factors, or on social or academic engagement factors compared the data to student-achievement data, one might extrapolate that increased student engagement and independence, as well as a higher adult-to-student ratio would be associated with increased academic achievement, given the ell-established findings about the positive effects of student engagement (Marzano , 2003) and small class size (Glass and Smith 1979): Shavelson and Towne, 2002). Yet, such extrapolation remains unconfirmed by empirical information. Harrington and Mitchelson (1986. 1987) interviewed teachers who worked with paraeducators. The teachers reported improved morale, reduce stress, and improved school-home-community relations. French and Chopra (1999), from interviews with parents similarly reported improved school home relations. The parents reported that paraeducators served as connectors between the schools and themselves and that the most frequent contact with the school came through the paraeducators. Parents spoke of many ways in which paraeducators connect their children and created connections between their children and teachers. Other reports describe paraeducators as a vital link to parents and the community, noting that they often live in low-income neighborhoods near their schools and are more familiar with their schools diverse enrollments (Chopra, 2002 and Jennings, 2000). Various anecdotal reports tell of paraeducators who assisted families in numerous ways. For example, in one case a family ran out of food stamps and had nor eaten and the paraeducators helped the family access a local food bank (Sack, 1999). At the conclusion of a study of school district policies regarding the employment of paraeducators, Policy Studies Associates (1997) reported to the U.S. Department of Education with recommendations that districts should tend to programmatic aspects of their school before deciding to invest in hiring or training paraprofessionals. Although this report did not recommend against employing paraeducators, the authors intent clearly was to focus on instruction that engages students in hard work and challenging curriculum. This perspective puts the role of paraeducators in a defined subordinate role to the program and asserts that measuring the effectiveness of paraeducators is of merit only if the program in which they work is sound. To date, only one of the reported attempts at measuring the effect of paraeducators on student achievement has considered the curricular and instructional program. Sam String-filed led a team of researchers in a complex study of paraeducators effectiveness funded by the American Federation of Teachers Schools were selected or participation only if they demonstrated high student achievement by students living in poverty and employed paraeducators in instructional roles. Therefore, the correlation between student achievement and paraeducators employment was the antecedent of the study. The research team found that effective programs generally included whole-school reforms and professional development involving the entire staff. The paraeducators held clear task assignments, both academic and managerial, and provided intensive instruction to children under the close direction of classroom teachers (AFT, 1999). In Scotland, a nationwide evaluation of a major initiative to put classroom assistants in every elementary classrooms in the country showed that, at the end of two academic years exceeded or met targeted levels. Researchers at the Scottish Council for Research in Education noted that job descriptions varied by district, and that supervision and training also varied considerably. They concluded that classroom assistants had an indirect impact on student achievement although they were unable to define the precise contribution the classroom assistants made to improving student achievement because multiple curricular initiatives had been implemented simultaneously (Wilson et al, 2002). Like the Scottish study and in contrast to the AFT study, the Tennessee STAR study attempted to answer the question of paraeducators effectiveness relative to student achievement but ignored the curricular and instructional program factors (Boyd-Zaharias and Pate-Bain, 1998). Moreover, Boyd-Zaharias and Pate-Bain (1998) reported that teachers provided no direction, that untrained paraeducators did whatever they wanted to do or only routine paperwork, and, significantly, that many teachers resented the paraeducators presence because the paraeducators employed during the study were political hires in an economy where jobs were precious. Those authors also noted that the teacher-with-aide and teacher-alone group were confounded by students moving between those classes during the experiment. In spite of flaws in the Tennessee study, groups with aides consistently performed slightly better than groups with teachers alone, but the differences were too small to show statistical significance (Institute for Educational Inquiry, 2000).further analysis of the Tennessee data showed a small improvement in reading scores for students who attended a class with a teacher aide for 2 or 3 years (Gerber et al 2001, pp. 123). Gerber et al admitted that other benefits that might be associated with employing paraeducators were not considered in the study. RESEARCH METHODS Research Setting The study was carried out in two primary schools in Lagos, Nigeria. Participants The sample was drawn randomly among the primary school students in Nigeria. Due to the limitation of time, only 20 participants were used for this study. 10 participants were selected from the public schools and 10 participants were also selected from the private schools. The rationale for this was to have 10 students that had been used to the modern teaching method and 10 students that were used to the traditional teaching method. The 10 students selected from the public schools were assumed to have been taught with traditional method of teaching while the 10 students chosen from private schools were assumed to have been taught with modern method of teaching. Research Instruments The researcher used 2 classrooms for this study. The first class used for the study was a classroom in a private primary school, where the classroom setting wore the look of modern classroom. And, the other classroom used was a classroom in a public primary school, where the classroom setting wore the look of the traditional classroom, where learning is individualistic

Essay examples --

All-star football player, Lieutenant Commander, University of Michigan graduate, Yale graduate, adopted, and also the thirty-eighth president of the united states? These are all some ways that you could describe a man by the name of Leslie King Jr. You may be wondering who that is, but he is a president of these United States of America. Leslie King Jr. is the original name of Gerald Rudolph Ford. I am going to tell you all about his childhood, his high school experience, his college experience, his whole election process, his presidency, and his post-presidency experience. Gerald Ford was born July 14, 1913 in Omaha, Nebraska. His parents, Dorothy Ayer Gardner and his father Leslie Lynch King Sr. separated just sixteen days after Ford was born. His father was a wool trader and also was the son of a banker. They were officially divorced in December 1913, where Fords mother Dorothy was granted full custody. Soon after, Ford and his mother moved to Grand Rapids, Michigan to live with Fords grandparents. (Dorothy’s parents) Fords grandfather (Leslie Sr.’s father) paid child support until his death. In Ford’s biography, written by a member of his administration, Ford said that his biological father was known to get physical with his mother. He also stated that the main reason for their divorce was a few days after Ford’s birth his father threatened his mother with a butcher knife. In the biography it said that his father first hit his mother on their honeymoon, for smiling at another man. In 1916 Dorothy remarried a salesman by the name of Gerald Rudolph Ford. Gerald then went on to adopt Leslie, later renaming him Gerald Rudolph Ford Jr. Ford grew up with three younger half-brothers from his mother’s second marriage. Thomas ... ... for the vice presidency. That one time in 1960 he almost became the vice president, but the Republican nominee Richard Nixon chose Massachusetts senator Henry Cabot Lodge instead of Ford. Ford continued to run for Congress and continually got reelected. The Fifth District constituents liked ford a lot. They always gave Ford at least sixty percent of their votes. Later in 1963 Ford was named Republican conference Chairman, and two years later was named House Minority Leader. Ford was not commonly known by very many Americans except those from Michigan and those who are part of Congress. This all changed when Ford and Senate Minority Leader Everett Dirksen talked together at some press conferences, criticizing the â€Å"Great Society Programs† of President Lyndon B. Johnson. These press conferences were known to many as â€Å" The Ev and Jerry Show† (Frank N. Magill, 791) Essay examples -- All-star football player, Lieutenant Commander, University of Michigan graduate, Yale graduate, adopted, and also the thirty-eighth president of the united states? These are all some ways that you could describe a man by the name of Leslie King Jr. You may be wondering who that is, but he is a president of these United States of America. Leslie King Jr. is the original name of Gerald Rudolph Ford. I am going to tell you all about his childhood, his high school experience, his college experience, his whole election process, his presidency, and his post-presidency experience. Gerald Ford was born July 14, 1913 in Omaha, Nebraska. His parents, Dorothy Ayer Gardner and his father Leslie Lynch King Sr. separated just sixteen days after Ford was born. His father was a wool trader and also was the son of a banker. They were officially divorced in December 1913, where Fords mother Dorothy was granted full custody. Soon after, Ford and his mother moved to Grand Rapids, Michigan to live with Fords grandparents. (Dorothy’s parents) Fords grandfather (Leslie Sr.’s father) paid child support until his death. In Ford’s biography, written by a member of his administration, Ford said that his biological father was known to get physical with his mother. He also stated that the main reason for their divorce was a few days after Ford’s birth his father threatened his mother with a butcher knife. In the biography it said that his father first hit his mother on their honeymoon, for smiling at another man. In 1916 Dorothy remarried a salesman by the name of Gerald Rudolph Ford. Gerald then went on to adopt Leslie, later renaming him Gerald Rudolph Ford Jr. Ford grew up with three younger half-brothers from his mother’s second marriage. Thomas ... ... for the vice presidency. That one time in 1960 he almost became the vice president, but the Republican nominee Richard Nixon chose Massachusetts senator Henry Cabot Lodge instead of Ford. Ford continued to run for Congress and continually got reelected. The Fifth District constituents liked ford a lot. They always gave Ford at least sixty percent of their votes. Later in 1963 Ford was named Republican conference Chairman, and two years later was named House Minority Leader. Ford was not commonly known by very many Americans except those from Michigan and those who are part of Congress. This all changed when Ford and Senate Minority Leader Everett Dirksen talked together at some press conferences, criticizing the â€Å"Great Society Programs† of President Lyndon B. Johnson. These press conferences were known to many as â€Å" The Ev and Jerry Show† (Frank N. Magill, 791)

Largesse :: Essays Papers

Largesse The idea of chivalry encompasses the virtues of truth, honor, courage, kindness, loyalty, and valor. Combining this and many other benevolent traits make the ideal knight. Being a knight means something more than just armor, weaponry, and a good horse. It is about a code. This code of a knight is what sets him apart from the rest of the world, defining him and the beliefs he alone stands for. A knight is bounded by honor and valor usually to his king, his country, and his god. In a sense, a knight is the ideal man in all aspects, physically and mentally, and as part of his characteristics exists this thing called largesse. Largesse in simple terms is generosity, the liberality of giving. Now, this did not merely mean giving money to the poor or to the church. Largesse encompasses a larger spectrum, in a sense, that makes him better able to walk the line between mercy and cold justice. One can say at one end of the spectrum is the lavish giving to the need of his vassals and allies, and at the other end is the giving to his king and country. At any means, great honor can be won by the open-handed noble who sees no gluttony, but pure generosity to those among him. From Leon Gautier's Chivalry, one finds chivalry defined by prowess, loyalty, generosity, judgment, courtesy, and honor. Included with this is the 10 commandments, particularly the IX commandment--thou shalt be generous, and give largesse to everyone. For instance, in the Poem of the Cid, Rodrigo Diaz of Bivar is exiled by his King Alfonso. Along the Cid's journey, he conquers many places and acquires vast wealth. Not only does he give amply to his men but also to the King Alfonso who banishes him. The Cid places the needs of others above his own, being charitable to others and giving to those in need, including his enemy. "Those who joined him into exile have all grown rich. The renowned Campeador gave them all, in Valencia, houses and fiefs with which they are satisfied; they all have tasted of the Cid's generosity. Those who joined him later are content also." This clearly exemplifies the true nature of chivalry and what it is to be a knight.

A Discourse on Inequality Essay -- Jean Jacques Rousseau Inequality Es

A Discourse on Inequality In Rousseau’s book â€Å"A Discourse On Inequality†, he looks into the question of where the general inequality amongst men came from. Inequality exists economically, structurally, amongst different generations, genders, races, and in almost all other areas of society. However, Rousseau considers that there are really two categories of inequality. The first is called Natural/Physical, it occurs as an affect of nature. It includes inequalities of age,, health, bodily strength, and the qualities of the mind and soul. The second may be called Moral/Political inequality, this basically occurs through the consent of men. This consists of the privileges one group may have over another, such as the rich over the poor. Rousseau came to the conclusion that the best way to examine the inequality in society is to examine the beginning of mankind itself. He tried to imagine the early state of man assuming there was ever actually a state where man existed only with the nature, in a solitary, and primitive lifestyle. He did not however revert as far back to the idea of the Neanderthal man to examine the ideas man held and where they came from. Instead, he looked at a state where man looked, and seemed to have the same physical abilities as he does today. Rousseau also concedes that a time where the ideas of government, ownership, justice, and injustice did not exist may not have ever existed. If what many religions tell us is true, then, in mans beginning, he was from the start, handed down laws from god which would influence his thinking and decisions. Through this, the only way such a period could come about would have to be through some catastrophic event, which would not only be impossible to ex plain, but consequently, impossible to prove. Therefore, imagining this state could prove not only embarrassing, but would be a contradiction to the Holy Scriptures. In the â€Å"natural state†, Rousseau suggests that we should strip man of all the â€Å"supernatural gifts† he may have been given over the course of time. He says we should â€Å"consider him, in a word, just as he must have come from the hands of nature, we behold in him an animal weaker than some, and less agile than others; but, taking him all around, the most advantageously organized of any.† He presumes that man’s needs would be easily satisfied. His food was easily gained, as wa... ...e significantly because in more instances remaining a part of the group was more of a benefit then not. Now that groups were steadily together, they began to expand their knowledge, their tool making abilities had increased, they learned to make huts, and did so because they believed they were easier to defend. Others would not try and take over this hut, not because it belonged to the one who built it, but either because it served no use to them, they were weaker, they could build it themselves, or most likely, they knew that they would have to fight with the family if they did attempt to take it. Instead, this person was likely to become a neighbor, rather then an enemy for the sheer motive of convenience. Essentially, the fact that others stood by as one did something for oneself, mimicked it rather than tearing it down, allowed for the ideas of property, and ownership. Property, as it grew large in its ideology would become too big for those who would eventually try to tear it down, this would lead to laws and groups who would enforce it as being a valid concept. Thus Ownershi p, Property, and Law are the basis for the outbreak and ever present inequality in our lives.

The main purpose of the National Rifle Association (NRA)

The main purpose of the National Rifle Association (NRA)[1] is to â€Å"promote and encourage rifle shooting on a scientific basis†.[2]   Along with this key initiative, the NRA has other promoting sights that harbor the same motto such as the Institute for Legislative Action[3], and the NRA Foundation[4] (Source Watch, December 2005). The goals of the NRA may be considered conservative because it is an organization priding itself on the proper use of gun control, and it repeatedly goes back to the second admendemnt that allows citizenry to bear arms.   The goals tend to be more on the conservative side since the point of the organization is for citizenry to keep and use firearms and hold a militia in case of infringing governemnt control.   The side that counteracts any deceitful government with military action as the second amendment states[5], The Second Amendment guarantees: â€Å"A well regulated Militia, being necessary to the security of a free State, the right of the people to keep and bear Arms, shall not be infringed.† This guarantees a citizen's right to keep and bear arms for personal defense. The revolutionary experience caused our forebears to address a second concern — the ability of Americans to maintain a citizen militia. The Founding Fathers trusted an armed citizenry as the best safeguard against the possibility of a tyrannical government. The NRA then is a conservative organization.   This is true because the NRA is only for law-abiding citizens having guns while a liberal stance would be for no one having a gun.   That is the main difference.   Conservatives then believe that guns are used for self-defense.   The main base of the NRA is shooting according to a scientific basis, and therefore gun control is not ideal for an NRA member.   They believe that gun control laws are not applicable in today’s society although there are staggering statistics that prove that gun control does work because per capita countries with gun control laws have less gun related incidents and death[6].   In all the NRA is a very conservative organization. One of the main politicians that oppose the gun control issue is former congressman John Thune[7].   The politician that is for gun control is Senate Minority Leader Tom Daschle.   Their views are very much strictly conservative opposing fundamental liberalism.   In areas such a gun control and the laws arising in the senate for or against these laws both politicians have adamantly stood in contrast to the other, as the NRA website states in Cox’s article, Since 1986, Daschle has cast literally dozens of anti-gun votes in the U.S. Senate. He voted for the Clinton gun ban in 1994 and again earlier this year. He voted for prohibitions that would have shut down gun shows across America†¦ And as the leader of his party in the U.S. Senate, Daschle carries far more clout and control over fellow Democrats than you might think. And time after time, he has chosen to use that raw power against gun owners. In contrast, Daschle’s challenger, former Congressman John Thune, has been a committed defender of Second Amendment freedom since his first vote in Congress. During his tenure in the House, John Thune voted to prohibit the federal government from keeping computerized records of gun purchases and to protect the American tradition of weekend gun shows. These two politicians are polar opposites with issues concerning guns.   Of course on of the biggest debates on gun issues arose in the 2004 elections with John Kerry being obdurately opposed to guns and even wanted to ban them while Bush of course took the other stance and advocated guns and by extension the NRA. In the NRA’s goals of liberty, equality, and democracy hold true to the idea of freedom.   That is why the Second Amendment is so vital to the NRA’s standing infrastructure; it allows citizens to hold onto freedom with militia and guns in case of the inception of an autocratic government or despot scenario.   In this belief the NRA has a foundation dedicated to education about freedom and guns. The goal again of the NRA is to â€Å"promote and encourage rifle shooting on a scientific basis†.  Ã‚   The ideal of democracy is a nation for the people and the NRA seeks to uphold that goal.   In order to do so, and the maintain liberty, and equality the NRA foundation is a modicum that allows for people to exerise their right of bearing arms, as the website states, Established in 1990, The NRA Foundation, Inc., is a 501(c)(3) tax-exempt organization that raises tax-deductible contributions in support of a wide range of firearm related public interest activities of the National Rifle Association of America and other organizations that defend and foster the Second Amendment rights of all law-abiding Americans. These activities are designed to promote firearms and hunting safety, to enhance marksmanship skills of those participating in the shooting sports, and to educate the general public about firearms in their historic, technological and artistic context. The Foundation is about protection; protecting freedom through use of guns.   In all, the goals of the NRA in direct accord with their view of liberty, equality and democracy. There are however interest groups that exist that oppose the NRA and their beliefs.   Some of these groups are affiliated with animal protection.   Though the NRA does hunt animals they do so with proper licensure.   The animal rights groups (FETA, National Humane Society of America) oppose the use of trapping, baiting, and hunting with dogs.   The opposition stems from the NRA believing every animal should be hunted without restriction to the animal rights groups wanting to limit hunting on specific species (bear, dove, etc) because of endangerment and other issues. In other instances the NRA helps to control a rising population of animal through hunting, as the website further states, Animal â€Å"rights† extremists from The Humane Society of the United States and other groups came out in strong support of a bill to stop the bear hunt in Maryland. Maryland DNR opposes the legislation and maintains this is needed to properly manage the bear population. The opposition to guns and by extension to the NRA is that they do not regulate their hunting but instead say that hunting a citizen’s right.   On the other hand, the NRA helps to maintain population control by hunting.   If hunters (or NRA active supporters) did not hunt then the population might get out of control and that animal would invading the space of humans, and in the case of the white-tailed deer their numbers would increase steadily and more people would get into wrecks because their population wasn’t checked through the use of fire-arms.   Also, in the view of an NRA member, hunting is a legitimate means by which to supply their family with food; so not only is hunting good for society but it is also good for the family. The NRA also has volunteer positions in its organization.   These positions include duties such as protecting freedom for gun owners.   Volunteers answer calls for the organization, and are called EVC (Election Volunteer Coordinators).   These volunteers as the NRA website states, †¦all EVCs serve on a voluntary basis, and ARE NOT employed by NRA. Rather, like you, they are NRA Members and volunteers who have stepped forward to help organize fellow Second Amendment supporters in an effort to protect our freedoms. If you are able to give ANY time to assist with volunteer activities in support of local pro-gun candidates, please contact the EVC in your area. The point of becoming a volunteer is to be actively involved in the protection of the Second Amendment in one’s own community.   A volunteer makes their surrounding community aware of the NRA and its issues through town-hall meetings, writing letters, writing newspaper articles, and in other ways during election years so that the citizenry is aware of the gun issues at hand are better equipped with gun knowledge.   There are also volunteer organizations involved with promoting the ideas of the NRA, one of which is the Firearms Coalition of Colorado and as the NRA website states, Formed 14 years ago to fight the City of Denver`s attempts to ban numerous semi-auto firearms, the Firearms Coalition of Colorado (FCC) exemplifies just what it means to be a â€Å"volunteer organization.† During the last 14 years, working side-by-side with NRA-ILA, FCC has steadfastly continued its efforts to thwart countless attacks by anti-gun politicians at the local and state levels. These are the ladies and gentlemen that you commonly find working at 3:00 a.m. if that is what it takes to get the job done. The purpose of volunteers and volunteer organizations is to promote gun awareness and to advocate the Second Amendment. The NRA is an organization dedicated to fire arms and the proper use of such firearms.   It is a strong advocate of the Second Amendment and is proud to take control of guns and the rights of the citizenry to use those guns for personal purpose without the interference of the government.   As their website states, and this paper reiterates, the NRA was Established in 1975, the Institute for Legislative Action (ILA) is the â€Å"lobbying† arm of the National Rifle Association of America. ILA is committed to preserving the right of all law-abiding individuals to purchase, possess and use firearms for legitimate purposes as guaranteed by the Second Amendment to the U.S. Constitution. It is therefore an organization priding itself on protecting an individual’s freedom, equality and democracy.   To achieve this, volunteers work during elections to ensure everyone is aware of gun issues and how to ensure that guns are not banned from the country.   The right to bear arms is important to the NRA because it ensures that an autocratic government does not take control of the nation, and guns are an important decipherer in that equation of freedom. Work Cited Friends of NRA.   ;http://www.nrafoundation.org/; NRA Organization.   ;http://www.nraila.org/index.aspx; Source Watch.   (December, 2005).   National Rifle Association.  Ã‚  Ã‚  Ã‚  Ã‚   ;http://www.sourcewatch.org/index.php?title=National_Rifle_Association; [1] A foundation founded in 1871 ( [2] This quote can be found on the NRA website at, http://www.nra.org/ [3] This is the NRA’s lobbying arm, which means it is a group of legislatures promoting the cause of the NRA with politicians and other public officials. [4] a 501(c)(3) tax-exempt organization, which provides â€Å"a means to raise millions of dollars to fund gun safety and educational projects of benefit to the general public.† (NRA website). [5] This quote is found on the NRA website and it furthers to explain the cause of the organization in regards to its fundamental motto and the fact that the NRA is trying to protect and legislate a citizens right to weapons in case of a tyrannical government. [6] There is a list of other conservative related issues pertaining to the NRA that are: conservatives believe that background checks are not necessary for owning a gun, it is unlawful to license gun owners, again there is the Second Amendment for the bearing of arms to protect individual rights, the NRA also holds true that it is wrong for individuals to sue gun companies. [7] Of South Dakota