Definition Essay - Defining Freedom -- Expository Definition Essays

Definition Essay – Defining Freedom Is it possible to define freedom? To define freedom is more than a difficult task, but perhaps easier than one might imagine if not overanalyzed. Given ample time to consider the task, however, a simple, sufficient definition can present itself: freedom is the ability to choose, for any creature living life in any place in any time. There is no greater truth to the statement, and no underlying meanings; freedom is simply the ability to choose. So one might ask, "If this ability to choose applies to all creatures in all places in all times, why can freedom only be defined in the context of the specific creature whose definition of freedom is concerned?" That is simple. Freedom is something that can only be experienced to some extent; there is no such thing as absolute freedom. However, each varying life form has differing boundaries to which this freedom can conform. If such a thing as absolute freedom were to exist, then those who possessed it could do absolutely anything imaginable. One could then wonder, if there is th...

Legal Progression of Marriage in America :: Essays Papers

Legal Progression of Marriage in America As the British colonies in North America took root, a great part of the economic growth in colonial society was predicated on the labor of imported African slaves. As the number of slaves increased significantly, especially in the southern colonies, a system of separation of the races was established. Since the beginning of the White and Black coexistence in America, Whites have suppressed the rights of Blacks in order to emphasize their racial superiority and to prohibit mixing between the races. In order to maintain their racial purity, Whites established laws making illegal the marriage of Blacks and Whites. Although anti-miscegenation laws were present in early colonial societies, the legacies have continued in the contemporary period. For example, Alabama amended its constitution in 2000 to acknowledge interracial marriages as valid and legal. For over 300 years, anti-miscegenation laws have remained generally the same, outlawing marriages between people of different races. Over time, however, definitions of who is Black have drastically changed, reflecting the status of Blacks’ in society. Anti-miscegenation laws during the era of slavery defined Blacks as having at least one Black grandparent, or one quarter â€Å"Black blood†. Later, these same laws during the Great Migration of the twentieth century, evolved to define Blacks by the â€Å"One Drop Rule,† a rule stating that one was Black if he or she had at least one Black ancestor. These laws, as represented in this paper and based on the policies of the colony and state of Virginia, were used to maintain a separation of races and, thus, to preserve the purity of Whites and to guarantee their system of White supremacy. Sent by King James I, The Virginia Company established the first colony in America in 1607 appropriately named Jamestown (History of Jamestown 1). It is generally accepted that the first Blacks were imported to America in 1619, only twelve years after the colony was established. At this point, no specific laws prohibited interracial relations, but societal taboos and religious doctrines were enough to separate Whites and Blacks from sexual contact. Such beliefs were noted in the proceedings between the governor and his council within the colony: In 1630, a man named Hugh Davis, accused of being sexual involved with a Black, was â€Å"to be soundly whipped before an assembly of Negroes and others for abusing himself to the dishonor of God and the shame of Christians by defiling his body and lying with a Negro† (Hall 602).

Outcomes Based Education Essay

Introduction Galileo Galilee once said a man cannot teach a man anything but rather he can only help him find in within himself. This means that you can only go so far to help someone learn and make the right condition for the learner to discover what already known to be true. The principle of outcome based education relates to this passage from Galilee where Outcome-Based Education means clearly focusing and organizing everything in an educational system around what is essential for all students to be able to do successfully at the end of their learning experiences. This means starting with a clear picture of what is important for students to be able to do, then organizing the curriculum, instruction, and assessment to make sure this learning ultimately happens† (Spady, 1994:1). In this approach learners may identify what are the things which are important and what is essential for them. It is indeed true that learning may not be significant with someone unless it may reflect the importanc e of learning in real life and utilize it in different life roles. OBE has been around for centuries. The origins of modern outcomes-based education can be traced back to the work of Italian educator Maria Montessori, whose teaching theories shaped the development of Montessori schools the world over. Working in the early 1900s, Montessori believed that instead of setting up arbitrary grading systems, tests, and the like and teaching inputs based on them, education was best measured by encouraging individual student achievement, which can occur at different rates for different students. This method would allow students of different skill levels and abilities to learn at their own individual rates (or outcomes), rather than lumping all students together and measuring them at the same standard at the same point in time. In the local setting, government educational bureau, school administrators and educational gurus are continuously seeking ways and means to upgrade the standards and quality of education in terms of its delivery system and other related components of quality education. The continuous growth of population, government budgetary allocation for education, and educational political will have been a great factor in the affects the quality of education one can experience. Other than that, some other problems occurred such as: lack of qualified teachers, inadequate classrooms and ineffective programs. These are more evident to public schools here in the country. Recognizant of this reality, the Commission on Higher Education in pursuit of an ongoing paradigm shift to learning competency based standards mandated all Higher Education Institution to incorporate a Quality Policy utilizing an Outcomes Based Education. This policy-standard, which applies to private and public Higher Education Institutions (HEIs) in the country, is issued to enhance the quality assurance system of Philippine higher education through learning competency based standards and an outcomes-based system of quality assurance that is differentiated by type of HEI. CHED’s rationale in implementing this policy is very specific as they believe that this mandate will contribute to building a quality nation capable of transcending the social, political, economic, cultural and ethical issues that constrain the country’s human development, productivity and global competitiveness. The commissions focused in mandating all HEI’s underscores a quality assurance that is rooted in research which suggest that there has been a lack of a critical pool of graduates with the necessary thinking, technical and behavioral competencies are among the factors constraining the re-launching of the Philippine manufacturing sector and the achievement of the full potentials of the service sector. Another important ideas of this policy is that change is dynamic the Philippine educational system should adopt with the ever changing climate of systems that Philippine s has been left behind. The reality is that in 2015 where ASEAN community will facilitate the free flow of qualified labor in the region and either open up opportunities for graduates of Philippine HEIs or threaten their employment even in this country. The Philippine educational system should move on this suggest that Philippine should keep on track or be left behind. (CMO No. 2 S. of 2011) This mandate from CHED aims to contribute to building a quality nation capable of transcending the social, political, economic, cultural and ethical issues that constrain the country’s human development, productivity and global competitiveness. The fulfillment of this action entails all HEI to offer quality programs that will meet the national and the international standards of programs for the different professions/disciplines. Quality assurance is viewed as an important ingredient in the social development of the population especially the Filipinos out of the poverty condition. CHED defines quality as the alignment and consistency of the learning environment with the institution’s vision, mission, and goals demonstrated by exceptional learning and service outcomes and the development of a culture of quality. This definition highlights three perspectives of quality. One the quality as fitness for purpose, which is generally used by international bodies for assessment and accreditation, requires the translation of the institution’s vision, mission, and goals into its learning outcomes, programs, and systems. Second quality as exceptional means either being distinctive; exceeding very high standards; or conformance to standards based on a system of comparability using criteria and ratings. And lastly quality underlies CHED’s definition of exceptional; and Quality as â€Å"developing a culture of quality† is the transformational dimension of the CHED notion of quality. Quality assurance utilizing the OBE has been widely argued by educational administrators, though this would impact the educational system of the country where Philippines has been left behind years back by our neighboring ASIAN nations. This paper aims to assess how well the HEI’s administrators’ in Olongapo adapted to the provision of the OBE and the practices of the educators with regards to OBE or are thy well equipped with the knowledge and skills relating to OBE. This issue is very timely and is pressing the education administrators. It is imminent that this policy is another challenge facing the educational sectors to adopt and practice the quality assurance utilizing the OBE principle. There are several questions that determine the direction of this study. What are the best practices of the HEI’s administrators with regards to OBE as well as theory instructors? How well they adopt and practice quality policy as set forth by the CHED? And their reasons in adopting or implanting this quality policy? An explication of OBE will be dealt with this forgoing study this will also illuminate the performance of the HEIs in Olongapo. Review of Related Literature This paper aims to explore the principles of OBE as practiced among the HEI’s in Olongapo. This is intended to explain the principles and how this principle is incorporated in their system. In addition this paper will definitely help teachers and administrators understand the process and practices on OBE among other HEIs in Olongapo which will certainly facilitate other institution to espouse the practices of their counterpart. The Philippine educational system as observed by the researcher has been through a lot of curricular development. Policies and standards have been laid; OBE is one of the recent development to which it has been advocated by some and critics by many. Where will this process lead the curriculum? Outcomes based education is a process that involves the restructuring of curriculum, assessment and reporting practices in education to reflect the achievement of high order learning and mastery rather than the accumulation of course credits (Tucker, 2004). According to Tucker the primary aim of OBE is to facilitate desired changes within the learners, by increasing knowledge, developing skills and/or positively influencing attitudes, values and judgment. OBE embodies the idea that the best way to learn is to first determine what needs to be achieved. Once the end goal (product or outcome) has been determined the strategies, processes, techniques, and other ways and means can be put into place to achieve the goal. The major problem in all curricular frameworks is the outcome or product measurement. Geyser (1999) stated that OBE deals with the product Outcomes are clear learning results that learners have to demonstrate at the end of significant learning experiences: what learners can actually do with what they know and have learned. Outcomes are actions/ performances that embody and reflect learner competence in using content, information, ideas and tools successfully. He further proposed that when learners do important things with what they know they have taken a significant step beyond knowing itself. Vela, Berardinelli & Burrow (1998) reminds us of the importance of accountability mechanisms (learner assessment) that directly reflect student performance and help learners â€Å"know what they know†. Thus outcomes describe the results of learning over a period of time – the results of what is learned versus what is taught. Spady and Marshall (1994:20) an advocate of OBE has explained the meaning and concept of outcomes as: Outcomes are ‘clear, observable demonstrations of student learning that occur after a significant set of learning experiences. They are not values, attitudes, feelings, beliefs, activities, assignments, goals, scores or averages, as many people believe. Typically these demonstrations reflect three things: †¢ What the student knows †¢ What the student can actually do with what he or she knows †¢ The student’s confidence and motivation in carrying out the demonstration. They further state that outcomes are what learners can actually do with what they know and have learnt. In other words they are the tangible application of what has been learnt. That assists the learners to know themselves. OBE compels educators to use action verbs like describe, explain, design or produce. These action verbs are preferred more than the vague and non-demonstration processes like know, understand, believe or think. It should be noted that since outcomes occur at the end of a learning experience, they represent the ultimate result of the didactic situation. In general, OBE standards are clearly defined and are known by all learners. This system allows the learners to reach and receive full credit for achieving any performance standard. OBE focuses on increasing students’ learning and ultimate performance abilities to the highest possible level before leaving school. That means that OBE takes an overview of the students’ learning and achievement. In this situation mistakes are treated as inevitable steps towards development and demonstration of high-level performance capabilities. The traditional system takes the opposite approach where testing and permanently grading of learners is very important and emphasizes on rewards learners for assigned work covered in class. Those who are fast and consistent performers get the best grades and records and those who are slower never get the opportunity to catch up because previous mistakes cannot be erased. Outcome-based methods have been adopted in significant ways in the United States, Australia, South, and Hong Kong to mention a few. Each education agency specifies its own outcomes and its own methods of measuring student achievement according to those outcomes (Goals setting strategies). Though it is claimed the focus is not on â€Å"inputs†, OBE generally is used to justify increased funding requirements, increased graduation and testing requirements, and additional preparation, homework, and continuing education time spent by students, parents and teachers in supporting learning as well as the unit cost of training a student. (European Journal of Social Sciences – Volume 13, Number 2 2010) In the Philippine education system, the quality and quality assurance in education has been the major theme from the past decade not only in the Philippines but from the rest of the world. Valisno (2000) in her presentation at the International Conference on the Quality Assurance in Higher Education: Standards, Mechanisms and Mutual Reorganization. She recognized that more and more people are concerned about the products or outputs of universities and colleges, whether societies are getting the real value for their investments in higher education. Harman(1996) points to the following main concerns on the quality issues that presently dominate the debates on higher education: 1) maintenance and improvement of levels of teaching, learning, research and scholarship; 2) improvement in the quality and adaptability of graduates; 3) how to define and measure quality; 4) whether management approaches of and colleges improve outcomes; 5) the use of benchmarking and performance indicators; and 6)how to convince stakeholders that institutions and systems are doing a competent job in ensuring quality outputs. Valisno further explained that universities and government agencies just used different terms such as academic standards, standards of degrees and diplomas, student assessment, and accountability. But the main issue also was largely about maintaining academic standards according to some national or international norm, the maintenance and improvement of levels of’ teaching and learning, and how to provide sufficient financial and other resources to achieve quality higher education, As can be observed, many of’ these issues are still significant today, but the new quality debate is centered largely on the achievement of quality outcomes; which necessitates the establishment of appropriate internal quality auditing and quality management processes not only to continuously monitor achievement, and to ensure rising achievement developing but also to determine and implement the quality policy and such as the management of’ quality control and improvement. The lesson of the past as understood by the researcher could be the driving force of the educational managers of this country to adopt the process of OBE as an educational process which is based on trying to achieve certain specified outcomes in terms of individual student learning. Malan (2000) affirmed that the shift toward OBE is similar to the total quality movement as it reflects the best way for individuals and organizations to get where they are going is first to determine where they want to be then plan backward to determine the best way to get from here to there. Proponents of OBE assume there are many ways to arrive at the same results. OBE is currently favored internationally in countries such as Canada, South Africa, New Zealand and United States. Qualitative Approach This paper utilized the phenomological approach in research. This will illuminate the issue of outcomes based education concerning the best practices of the HEIs in Olongapo where the particular actors of the present phenomenon are the HEI administrators’ and the instructors. They will be the locus of the study. Personal perspective and personal interpretation of the subjects will be given importance in illuminating the purpose of this study. This approach is very effective in bringing to frontage the experience and perception of individuals their own perspective of OBE and will therefore be used as a basis to inform, be inform and to give support to the surfacing issue on OBE. The strength of qualitative research is its ability to provide complex textual descriptions of how people experience a given research issue. It provides information about the human side of an issue – that is, the often contradictory behaviors, beliefs, opinions, emotions, and relationships of individuals (Qualitative Research Methods p.1-2). Qualitative methods are also effective in identifying intangible factors specifically in the light of OBE utilization in some HEI in Olongapo. The data collected in a qualitative study includes more than words; attitudes, feelings, vocal and facial expressions, and other behaviors are also involved. The data which may consist of interview transcripts, field notes from observations, a wide variety of records and historical documents, and memoranda, are treated to rigorous ongoing analysis. Three processes are blended throughout the study: collection, coding, and analysis of data (Glaser & Strauss, 1967): This approach encourages the kind of flexibility so important to the qualitative researcher who can change a line of inquiry and move in new directions, as more information and a better understanding of what are relevant data are acquired (Blumer, 1999) All the higher educational institution in Olongapo will be covered by this study namely; CELTECH College, Columban College, Mondrian Aura College, Gordon College and the Lyceum of Subic Bay. The school administrator represented by their president or the vice president for academic affairs together with the instructors of the premier or the flagship program of the institution will be utilized as the respondents of this study. Data collection and sampling is an important aspect of any type of research study. Inaccurate data collection can impact the results of a study and ultimately lead to invalid results. A purposive sampling technique will be utilized to depict the purpose of this study. According to Cormack (2000) suggests that qualitative researchers use a small selective sample, because of the in-depth nature of the study and the analysis of data required. The HEI’s administrators as well as the instructor are purposively chosen to provide vital information that will shed light to the foregoing study. An interview will be utilized as the primary data collection technique. Interviewing is widely used in qualitative research. Compared with observation, it is more economical in time. Interviewing is trying to understand what people think through their speech. (www.ssrc.hku.hk/er/qr0204.doc) Prior to gaining consent from participants, letters requesting permission to carry out the study will be sent to the necessary institution. If all permission requests are granted, a letter of invitation will be distributed to all the HEI administrators and instructors of the premier program of the HEI’s inviting them to participate in the study. The researcher will use open-ended interviews as it allows participants to discuss their opinions, views and experiences fully in detail where as perhaps a interview with closed ended questions may inhibit them to express their full opinions and feelings. With the use of semi-structured interviews the researcher will have prepared a topic guide or a certain amount of questions to be covered with each participant (Polit and Beck (2008). A face to face interview allows the researcher to observe any non-verbal communication but also allows both the interviewer and participant to seek any clarification necessary. The interviews will be audio-taped with permission from the participant to ascertain an accurate account of the interview which can be replayed for analytic purposes and anonymity will be assured during the course of the recording. A qualitative research interview seeks to cover both a factual and a meaning level, though it is usually more difficult to interview on a meaning level. (Kvale, 1996). Interviews are particularly useful for getting the story behind a participant’s experiences. The interviewer can pursue in-depth information around the topic. Interviews may be useful as follow-up to certain respondents to questionnaires (McNamara, 1999). A general interview guide approach will be used in this study. This guide approach is intended to ensure that the same general areas of information are collected from each interviewee; this provides more focus than the conversational approach, but still allows a degree of freedom and adaptability in getting the information from the interviewee Participants’ will be reminded of their right to withdraw from the study or terminate the interview at any time before commencing the session. The researcher also vows to ensure the participants anonymity and privacy during the conduct of interview. The purpose of data analysis is to organize, provide structure to, and elicit meaning from research data (Polit and beck 2008). Data analysis will be ongoing in conjunction with data collection as Polit and Hunglar (1999) state as interviews are conducted, gathered data is synthesized, interpreted and communicated to give meaning to it. According to Burns and Grove (1999) qualitative data analysis occurs in three phases: description, analysis and interpretation. The researcher will transcribe the interviews verbatim and analysis of the transcripts will be carried out by the researcher while utilizing Giorgis quality data analyses.

Parental Involvement Essay

The goal of positive and productive family and community involvement is on every school improvement list, but few schools have implemented comprehensive programs of partnership. Research suggests that this goal is an important one to reach because families and communities contribute to children’s learning, development, and school success at every grade level. Studies are accumulating that show that well-designed programs of partnership are important for helping all families support their children’s education in elementary, middle, and high schools. That is, if schools plan and implement comprehensive programs of partnership, then many more families respond, including those who would not become involved on their own. Three questions need to be addressed to help educators move from believing in the importance of family and community involvement to conducting effective programs of partnership: What is a comprehensive program of school, family, and community partnerships? How do family and community partnerships link to other aspects of successful schools? How can all schools develop and sustain productive programs of partnerships? Components of a Comprehensive Program of Partnerships A framework of six types of involvement guides schools in establishing full and productive programs of school-family-community partnerships. This section summarizes the six types of involvement and discusses a few sample practices that are being implemented in schools across the country that are working to improve and increase family and community connections. Also noted are some of the challenges that all schools must overcome to create successful partnerships, along with examples of results that can be expected from each type of involvement for students, families, and educators. Comprehensive programs of partnerships include activities for all six types of involvement. Because there are many activities to choose from, elementary, middle, and high schools can tailor their programs of partnerships by selecting activities that match specific school goals and the interests and needs of students and families. Type 1–Parenting. Type 1 activities are conducted to help families strengthen parenting skills, understand child and adolescent development, and set home conditions to support learning at each school level. Type 1 activities also enable families to provide information to schools so that educators understand families’ backgrounds, cultures, and goals for their children. Sample practices. Among Type 1 activities, elementary, middle, and high schools may conduct workshops for parents; provide short, clear summaries of important information on parenting; and organize opportunities for parents to exchange ideas with other parents, educators, and community experts on topics of child and adolescent development. Topics may include health, nutrition, discipline, guidance, peer pressure, preventing drug abuse, and planning for the future. Type 1 activities also provide families with information on what to expect and how to prepare for students’ transitions from pre-school to elementary school, elementary to middle school, and middle to high school. Additional topics for successful parenting may concern family roles and responsibilities in student attendance, college planning, and other topics that are important for student success in school. Schools also may offer parents General Educational Development (GED) programs, family support sessions, family computer classes, and other learning and social opportunities for parents and for students. To ensure that families provide valuable information to the schools, teachers may ask parents at the start of each school year or periodically to share insights about their children’s strengths, talents, interests, needs, and goals. Challenges. One challenge for successful Type 1 activities is to get information from workshops to parents who cannot come to meetings and workshops at the school building. This may be done with videos, tape recordings, summaries, newsletters, cable broadcasts, phone calls, and other print and nonprint communications. Another Type 1 challenge is to design procedures that enable all families to share information easily and as needed about their children with teachers, counselors, and others. Results expected. If useful information flows to and from families about child and adolescent development, parents will increase their confidence about parenting, students will be more aware of parents’ continuing guidance, and teachers will better understand their students’ families. For example, if practices are targeted to help families send their children to school every day and on time, then student attendance will improve and lateness will decrease. If families are part of their children’s transitions to elementary, middle, and high school, then more students will adjust well to their new schools, and more parents will remain involved across the grades. Type 2–Communicating. Type 2 activities increase school-to-home and home-to-school communications about school programs and student progress through notices, memos, conferences, report cards, newsletters, telephone calls, e-mail and computerized messages, the Internet, open houses, and other traditional and innovative communications. Sample practices. Among many Type 2 activities, elementary, middle, and high schools may provide parents with clear information on each teacher’s criteria for report card grades; how to interpret interim progress reports; and, as necessary, how to work with students to improve grades or behavior. Type 2 activities include parent-teacher conferences; parent-teacher-student conferences; or student-led conferences with parents and teachers. Student involvement in conferences helps youngsters take personal responsibility for learning. Activities may be designed to improve school and student newsletters by including student work, a feature column for parents’ questions, calendars of important events, and parent response forms. Many schools are beginning to use e-mail, voice mail, and websites to encourage two-way communication between families and teachers, counselors, and administrators. Challenges. One challenge for successful Type 2 activities is to make communications clear and understandable for all families, including parents who have less formal education or who do not read English well, so that all families can understand and respond to the information they receive. Other Type 2 challenges are to know which families are and are not receiving and understanding the communications in order to design ways to reach all families; develop effective two-way channels of communication so that families can easily contact and respond to educators; and make sure that students understand their roles as couriers and interpreters in facilitating school and family connections. Results expected. If communications are clear and useful, and if two-way channels are easily accessed, then school-to-home and home-to-school interactions will increase; more families will understand school programs, follow their children’s progress, guide students to maintain or improve their grades, and attend parent-teacher conferences. Specifically, if computerized phone lines are used to communicate information about homework, more families will know more about their children’s daily assignments. If newsletters include respond-andreply forms, more families will send ideas, questions, and comments to teachers and administrators about school programs and activities. Type 3–Volunteering. Type 3 activities are designed to improve recruitment, training, and schedules to involve parents and others as volunteers and as audiences at the school or in other locations to support students and school programs. Sample practices. Among many Type 3 activities, schools may collect information on family members’ talents, occupations, interests, and availability to serve as volunteers. These important human resources may help enrich students’ subject classes; improve career explorations; serve as language translators; monitor attendance and call parents of absent students; conduct â€Å"parent patrols† and â€Å"morning greeters† to increase school safety; and organize and improve activities such as clothing and uniform exchanges, school stores, and fairs. Schools may organize volunteers to serve as home-room parents, neighborhood representatives, and sports and club contacts and may establish telephone trees to help parents communicate with each other about school programs and events. Schools may establish a corps of volunteers to offer a â€Å"wel-come wagon† of information about the school to students and families who enroll during the school year. Schools also may create opportunities for mentors, coaches, tutors, and leaders of after-school programs to ensure that students have experiences that build and expand their skills and talents and that keep them safe and supervised after school. Some Type 3 activities may be conducted in a parent room or family center at the school where parents obtain information, conduct volunteer work, and meet with other parents. Challenges. Challenges for successful Type 3 activities are to recruit volunteers widely so that parents and other family members feel welcome; make hours flexible for parents and other volunteers who work during the school day; provide needed training; and enable volunteers to contribute productively to the school, classroom, and after-school programs. Volunteers will be better integrated in school programs if there is a coordinator who is responsible for matching volunteers’ available times and skills with the needs of teachers, administrators, and students. Another Type 3 challenge is to change the definition of â€Å"volunteer† to mean anyone who supports school goals or students’ learning at any time and in any place. This includes parents and family members who voluntarily come to school as audiences for students’ sports events, assemblies, and musical or drama presentations, and for other events that support students’ work. It also includes volunteers who work for the school at home, through their businesses, or in the community. A related challenge is to help students understand how volunteers help their school and to encourage students to interact with volunteers who can assist them with their work and activities. Results expected. If tasks are well designed, and if schedules and locations for volunteers are varied, more parents, family members, and others in the community will assist elementary, middle, and high schools and support students as members of audiences. More families will feel comfortable with the school and staff; more students will talk and interact with varied adults; and more teachers will be aware of and use the time, talents, and resources of parents and others in the community to improve school programs and activities. Specifically, if volunteers serve as attendance monitors, more families will assist students to improve attendance. If volunteers conduct a â€Å"hall patrol† or are active in other locations, school safety will increase and student behavior problems will decrease because of a better student–adult ratio. If volunteers are well-trained as tutors in particular subjects, student tutees will improve their skills in those subjects; and if volunteers discuss careers, students will be more aware of their options for the future. Type 4–Learning at home. Type 4 activities involve families with their children in academic learning activities at home that are coordinated with students’ classwork and that contribute to student success in school. These include interactive homework, goal-setting for academic subjects, and other curricular-linked activities and decisions about courses and programs. Sample practices. Among many Type 4 activities, elementary, middle, and high schools may provide information to students and to parents about the skills needed to pass each class, course, or grade level and about each teacher’s homework policies. Schools also may implement activities that can help families encourage, praise, guide, and monitor their children’s work by using interactive homework strategies; student-teacher-family contracts for long-term projects; summer home-learning packets; student-led at-home conferences with parents on portfolios or folders of writing samples or work in other subjects; goal-setting activities for improving or maintaining good report card grades in all subjects; and other approaches that keep students and families talking about schoolwork at home. Family fun and learning nights are often used as a starting point to help parents and students focus on curricular-related topics and family interactions. These meetings require parents to come to the school building. A systematic approach to increasing academic conversations at home is found in the Teachers Involve Parents in Schoolwork (TIPS) interactive homework for the elementary and middle grades. Challenges. One challenge for successful Type 4 activities is to implement a regular schedule of interactive homework that requires students to take responsibility for discussing important things they are learning, interviewing family members, recording reactions, and sharing their work and ideas at home. Another Type 4 challenge is to create a schedule of activities that involve families regularly and systematically with students on short-term and long-term goal-setting for attendance, achievement, behavior, talent development, and plans for college or careers. Results expected. If Type 4 activities are well designed and implemented, student homework completion, report card grades, and test scores in specific subjects will improve; and more families will know what their children are learning in class and how to monitor, support, and discuss homework. More students should complete required course credits, select advanced courses, and take college entrance tests. Students and teachers will be more aware of families’ interest in students’ work. Type 5–Decision-making. Type 5 activities include families in developing schools’ mission statements and in designing, reviewing, and improving school policies that affect children and families. Family members become active participants on school improvement teams, committees, PTA/PTO or other parent organizations, Title I and other councils, and advocacy groups. Sample practices. Among Type 5 activities, elementary, middle, and high schools may organize and maintain an active parent association and include family representatives on all committees for school improvement (e.g., curriculum, safety, supplies and equipment, partnerships, fund-raising, postsecondary college planning, career development). In particular, along with teachers, administrators, students, and others from the community, parents must be members of the â€Å"Action Team for Partnerships,† which plans and conducts family and community involvement activities linked to school improvement goals. Schools may offer parents and teachers training in leadership, decision-making, policy advocacy, and collaboration. Type 5 activities help to identify and provide information desired by families about school policies, course offerings, student placements and groups, special services, tests and assessments, annual test results for students, and annual evaluations of school program s. Challenges. One challenge for successful Type 5 activities in all schools is to ensure that leadership roles are filled by parent representatives from all of the major race and ethnic groups, socioeconomic groups, and neighborhoods that are present in the school. A related challenge is to help parent leaders serve as effective representatives by obtaining information from and providing information to all parents about school issues and decisions. At the high school level, a particular challenge is to include student representatives along with parents in decisionmaking groups and in leadership positions. An ongoing challenge is to help parents, teachers, and students who serve on an Action Team for Partnerships or other committees learn to trust, respect, and listen to each other as they collaborate to reach common goals for school improvement. Results expected. If Type 5 activities are well implemented in elementary, middle, and high schools, more families will have input into decisions that affect the quality of their children’s education; students will increase their awareness that families and students have a say in school policies; and teachers will increase their understanding of family perspectives on policies and programs for improving the school. Type 6–Collaborating with the community. Type 6 activities draw upon and coordinate the work and resources of community businesses; cultural, civic, and religious organizations; senior citizen groups; colleges and universities; governmental agencies; and other associations in order to strengthen school programs, family practices, and student learning and development. Other Type 6 activities enable students, staff, and families to contribute their services to the community. Sample practices. Among many Type 6 activities, elementary, middle, and high schools may inform students and families about the availability of community programs and resources, such as after-school recreation, tutorial programs, health services, cultural events, service opportunities, and summer programs. This includes the need to assist students and families to gain access to community resources and programs. Some schools work with local businesses to organize â€Å"gold card† discounts as incentives for students to improve attendance and report card grades. Collaborations with community businesses, groups, and agencies also strengthen the other five types of involvement. Examples include enhancing Type 1 activities by conducting parent education workshops for families at community or business locations; increasing Type 2 activities by communicating about school events on the local radio or television stations, and at churches, clinics, and supermarkets; soliciting volunteers from businesses and the community to strengthen Type 3 activities; enriching Type 4 activities by offering students learning opportunities with artists, scientists, writers, mathematicians, and others whose careers link to the school curriculum; and including community members on Type 5 decision-making councils and committees. Challenges. One challenge for successful Type 6 activities is to solve problems associated with community-school collaborations, such as â€Å"turf† problems of who is responsible for funding, leading, and supervising cooperative activities. The initial enthusiasm and decisions for school-community partnerships must be followed by actions that sustain productive collaborations over the long term. Another Type 6 challenge is to recognize and link students’ valuable learning experiences in the community to the school curricula, including lessons that build on students’ nonschool skills and talents, their club and volunteer work, and, in high school, their part-time jobs. A major challenge is to inform and involve families in community-related activities that students conduct. Related challenges are to help students understand how community partners help their school and to engage students, themselves, as volunteers and in service-learning in their own schools, in other schools, and in the community. Results expected. Well-implemented Type 6 activities will increase the knowledge that families, students, and schools have about the resources and programs in their community that could help them reach important goals. Well-designed community connections will increase student access to and participation in community programs. Coordinated community services could help many students and their families prevent health, social, and educational problems or solve problems before they become too serious. Type 6 activities also should support and enrich school curricular and extracurricular programs. Summary. The six types of involvement create a comprehensive program of partnerships in elementary, middle, and high schools, but the implementation challenges for each type of involvement must be met in order for programs to be effective. The quality of the design and content of the involvement activities directly affect the expected results. Not every practice that involves families will result in higher student achievement test scores. Rather, practices for each type of involvement can be selected to help students, families, and teachers reach specific goals and results. The examples above include only a few of hundreds of suggestions that can help elementary, middle, and high schools develop strong programs of partnerships. How Partnerships Link to Other Aspects of Successful Schools Good schools have qualified and talented teachers and administrators, high expectations that all students will succeed, rigorous curricula, engaging instruction, responsive and useful tests and assessments, strong guidance for every student, and effective school, family, and community partnerships. In good schools, these elements combine to promote students’ learning and to create a school climate that is welcoming, safe, caring, stimulating, and joyful for all students, educators, and families.

The feasibility and profitability of a wind farm, proposed to supply the island town of Lowton with electricity

The following report investigates the feasibility and profitability of a wind farm, proposed to supply the island town of Lowton with electricity. Using cost-benefit analysis techniques including spreadsheets formulated using Microsoft Excel the validity of the potential construction (15 turbines) was established. The Results (including equations formulated) are available in table format in the ‘Presentation Of Results' section (p 7). Other factors, including the difficulties involved in the environmental decision-making process are discussed, for example the difficulties surrounding applying a monetary value to natural resources, pollution levels and visual intrusion. The strengths and weaknesses of the decision making process are highlighted. Environmental concerns and the importance of developing alternative energy sources are discussed. The report concludes that the construction of the proposed wind farm should go ahead, and that it could be a profitable enterprise. Introduction This report is to investigate and appraise the environmental impact of a potential wind farm for the small island town of Lowton, while assessing the profitability and feasibility of this. The island is inhabited by 1000 residents and currently has power supplied by a conventional power plant on the mainland, which owns a 650 watt electrical power station. The wind farm in question would be small (about 15 turbines) which would be expected to service the town for 20 years each. The immediate cost of constructing and installing the turbines would be à ¯Ã‚ ¿Ã‚ ½1 million per mega watt (MW) and the potential output should be reached by the end of the second year. The cost of the fuel replaced by the wind power creates a saving of à ¯Ã‚ ¿Ã‚ ½25 per MW hour. Due to the fact wind is an uncontrollable phenomenon it is not available 100% of the time. The potential availability is estimated at 50% A spreadsheet shall be devised using Microsoft excel in order to determine the financial benefits/losses. The possible environmental impacts shall also be discussed and weighed up, using moral and financial arguments. Aims & Objectives The aims and objectives of this report are to assess the profitability and feasibility of the construction of the proposed wind farm. Economic modelling skills shall be used to create and explain a discounted cash flow model. A brief environmental impact assessment shall be created along with a discussion of environmental valuation techniques. Background To Study The town of Lowton lies on a small island in two miles into the English Channel. It is not densely populated; having only 1000 residents- therefore does not have a high demand for power. The current situation sees the electricity being supplied by a local power company on the mainland via undersea cables. The company in question have a 650 MW conventional power station. The cost of constructing and implementing the 5MW wind farm would be à ¯Ã‚ ¿Ã‚ ½1 million per MW at the start (year 1) and would be subject to later discounts due to the low maintenance costs of the turbines. The cost of the wind power would save à ¯Ã‚ ¿Ã‚ ½25 on coal per hour. Methodology The primary supplied data was entered into a Microsoft excel spreadsheet (capital cost, capacity in MW, wind efficiency levels, capital repayments, discount rate, MW per hour of turbines, compared with the cost per MW hour of turbines and conventional generators. The NPV function, found in ‘f'- financial section- was used and the appropriate formulas were input. (Supplied on spreadsheets) In addition to the above information sheets issued by the Department of Trade & Industry were studies for further information. The spreadsheet was then altered to demonstrate the way in which a variation in wind efficiency may affect the NPV, should the turbines be less effective than anticipated. Presentation Of Results Discussion & Analysis Of Results The results show the potential wind farm to be a profitable project. The discount rate is used in long term projects to reflect the fact things are worth more in the present than in the future so it is the opposite of compounding. 30% was decided to be the efficiency rate in the sensitivity analysis, as it is possible that a wind farm that operates on full speed 50% of the time to have an annual output of 30% efficiency. People are impatient and would rather be instantly rewarded for something than wait to be rewarded in the future, even when this means sacrificing potentially larger gains for smaller immediate ones. This is basically human nature as the future is uncertain. A person may die for example, or shares/projects may collapse before the maximum potential is obtained. The cost of long-term investment also means a persons financial resources are tied up so unavailable for other purposes. Discounting can also be accused of belittling future benefits and the way it asks people to make personal decisions based on their own values about public goods closes off public debate. Cost benefit analysis (CBA) should also be used for determining the worth of a project. It should not merely be a financial decision when hard to value resources/phenomenon's (e.g. habitat) are involved. This raises moral and ethical questions. It is incredibly hard to attempt to put a value on human life. One way in which economists do this is by paying wages at levels which reflect the risk of the job involved e.g. soldiers earn more than teachers due to the extremely high risks associated with being sent into battle. Rather than place a value on the individual it is considered more sensitive to see it in terms of altering the morbidity rate e.g. discovering how much a household will pay to cut pollution levels, which would save lives each year. Studies have shown that by cutting pollution levels by 26.570 GWH may reduce deaths by as many as 80. Many other factors are almost impossible to put a price on, e.g. visual intrusion, noise levels. CBA does offer the opportunity to bring the costs and benefits of potential developments into the decision-making framework (as the name would suggest) and provide a ‘precident'- a way to approach environmental problems from a solid standpoint. It also allows sensitivity analysis to be conducted to establish variations in assumptions. It is a transparent process that allows outsiders the chance to see how a decision has been made. The downsides of CBA, however, include the fact that it has to assign a cash value to a natural/environmental phenomenon. There is a possibility the process may be miss-used to promote a political decision as opposed to promoting a neutral investigative /objective standpoint, as the results of the ‘Pevensey Levels' exercise in Sussex illustrated. Cost & Value Of Wind Energy The cost of wind energy is dependant on the initial cost and productivity of the turbines. In this case it is à ¯Ã‚ ¿Ã‚ ½25 per MW hour. Installation costs may be covered relatively quickly in a successful case due to the low maintenance costs and 20-year lifespan of each turbine. The annual output of the turbines, however, is dependant on the position and mean wind speed of their erection site, which directly affects the cost of electricity per unit. Despite the fact the proposed site is expected to reach its full potential 50% of the time (meaning the annual output may be the equivalent of working on full power 25-30% of the time) the supply tends to peak with demand, e.g. in the dark windy winter months when there is more demand for heating and lighting. Although typical wind farms produce 2-3 times less power than conventional plants they are environmentally friendly, sustainable and low maintenance in comparison. The government is currently trying to encourage the switch from conventional power plants to alternatives. It established the NFFO (Non-Fossil Fuel Order) in 1991-1998 that is now being succeeded by NFFO2- the aim of which is to subsidise and popularise the use of sustainable resources until they are in a position to compete with conventional and more traditional ones. The success of this scheme depends largely on the ever-volatile energy market. THE PRICE OF PROGRESSION? Due to the fact many benefits of sustainable power sources are long term it can be hard to interest investors. It is also hard to put a monetary value on factors such as pollution reduction, human life or the loss of wilderness land/habitat. PUBLIC SAFETY: Any man made product has a risk of malfunction but the risk from a wind turbine is considerably less than that of a plane or car engine etc. Coupled with the fact they are usually situated far from housing/roads the chance of receiving physical injury from a turbine is minimal. Despite the fact it is possible for a rotary blade to become detached in high winds nobody has ever been injured by one, and it is unlikely a person would be nearby in such bad weather conditions. Environmental Impacts RISK TO WILDLIFE: There is little risk to wildlife posed by wind farms. They produce little noise, and studies do not show them to disturb wild animals. Farmers can even graze livestock up to the base of the turbines Birds may be slightly at risk of flying into the turbines, but they are no more likely to do this than they are likely to fly into conventional power pylons or be hit by aircraft/road vehicles. Local wildlife is indeed likely to benefit from the construction of a wind farm, through the cuts in pollution levels and subsequent rise in air quality. LOSS OF WILDERNESS LAND: A method known as the ‘Clawson Method' is used to assess the monetary value of a wilderness area. It is also called the ‘Travel-Cost Analysis'. Visitors to a site in question will be interviewed to establish how far they have travelled to reach the area, from five graded zones surrounding the site. Figures are then derived from each 1000 visitors and the travel cost is considered to be the cost of their visit. This method however fails to look at the land as a future resource or take account of habitat/rare species living there. All the above factors need to be addressed along with our need to cut toxic emissions and pollutants from industry, plus preserve fossil fuels. Despite the fact that developing alternative energy sources in the short term is unlikely to be immensely profitable it is another step towards a sustainable national grid. Consumer Objections: A BLOT ON THE LANDSCAPE? Some people consider wind farms to be intrusive, and complain about the sights/sounds emitted. This depends greatly on the location in question-most ‘farms' are built far from urbanised land or other developments, sights of national beauty or very popular recreational ground. There is little that can be done at present to alter the appearance of the turbines. Very little noise is produced, so little even livestock appear unconcerned. Manufacturers are nevertheless working to make them even quieter. PUBLIC BIAS? It is possible that public ignorance and bias is at the root of many complains. A lack of awareness may encourage low tolerance levels, especially amongst those who are unfamiliar with modern technology and pollution problems. NIMBY Syndrome (Not In MY Back Yard) may also contribute to peoples dissatisfaction, especially those who live downwind. Conclusion: The spreadsheet analysis of the potential wind farm indicates it would be a profitable enterprise, due to the high Net Present Value produced. This is however only deducted from a model that is only as good as the person who designed it and the assumptions it is based on. It is therefore subject to any number of unforeseen crises, and should merely be viewed as a hypothesis. The Cost-Benefit Analysis also indicates that switching to environmentally friendly sources of power would be advantageous to both present and future generations. Discounting affects future generations as the higher the discount rate, the quicker the non-sustainable resources are likely to be exhausted. The approach may backfire if the benefits are not obtainable for a prolonged period as investment will be virtually impossible to find. It is therefore hard to protect slow-replenishing resources like tropical hardwoods. Discounting can even help to accrue worse future damage-however devastating the effects-if the future damage will not be felt for several generations. There is no real alternative to CBA despite of its faults, so it should be refined rather than disregarded as a source of decision-making. Environmental decision-making is a sensitive issue. The only possible other way is to use a citizens jury. Where this has been tried however the members failed to fully understand what was expected of them , or how to place prices on abstract phenomenon. Most educated individuals recognise the benefits to society gained from switching to ‘green' (sustainable) energy sources. The development of these sources are still in the early stages and are not going to affect the conventional production of power in the short term, it is still important to develop and popularise such alternatives today. This is the only way in which they will win social and scientific approval and eventually overcome fossil fuel consuming plants as a source of power.

Age Appropriate Toys

Play is vital for learning in children. It is equally important that the toys and the materials that are used to make them are age appropriate for the children using them. Your child’s current developmental stage plays a major role in toy selection (Frost, Livestrong.com) As a general rule, you should always make sure that toys for young children are safe. Toys should be well made; not easily shattered, or broken.Small children, even up to preschool age, still tend to put objects in their mouths if the pieces are small enough. Poor construction increases this risk of small parts coming off while your child plays with the toy (Frost, Livestrong.com). If painted, the toy should always be painted with non- toxic lead free paint. It is also important that a toy can be easily cleaned and disinfected to prevent the spread of germs (Good Toys for Young Children, NAEYC).Very young babies enjoy looking at people and objects, therefore, toys with faces or bright colors would be excellen t for that age (Good Toys for Young Children, NAEYC). As children grow and begin practicing their fine motor skills, toys that require small movements would be a great fit. Stacking blocks or cups would be very helpful (Frost, Livestrong.com).The characteristics of toys, their safety, and how they may be used or abused is very important when selecting toys for your child. Understanding your child and their abilities and needs will help in choosing appropriate toys. Visualizing how each individual child would play with a toy will help you to determine the educational value it offers (Frost, Livestrong.com).Part 2Developmentally Appropriate Toy for Ages 6-12 MonthsFisher-Price Rainbow Snail StackerThis cheery snail’s base wobbles and make sounds when batted at. The colorful arches of his back are removable and stackable for exciting play! This toy allows a child to practice and progress their fine motor skills. As the baby learns to distinguish different colors he/she will begi n to develop thinking skills. The snail’s bright and exciting colors as well as the entertaining sounds it creates will attract the child. Parents will enjoy this toy as well as children because it is made of safe materials, does not take up a lot of room, is easily cleaned, helps the child to learn, and most importantly brings happiness to their children. This is a very positive, age appropriate toy for this stage of development.Laugh and Learn to Play PuppyThe Laugh & Learn Learning Puppy will definitely entertain your child. The toy merges learning with two different musical modes – learning mode and game mode. In learning mode, the puppy teaches the alphabet, different body parts, and colors through song. When you switch to the game mode, the puppy encourages interactive play, giving fun word play for the baby. This is an awesome toy for this age group. The soft material, light up heart, and sing along songs stimulate the child’s senses.When in game mode, th e child will work on hand and eye coordination, as the puppy responds to the baby’s touch. The bright colors and fun songs of this precious pup attract and keep the babies attention. A parent would be very satisfied with toy because it teaches the baby letters, numbers, feelings, and parts of the body. It is also soft and plush, so even when turned off can be a comfort to the child. I would definitely choose this toy. It touches many of the different learning needs of children in this age group.Growing Baby Elephant Shape SorterThe Growing Baby Elephant Shape Sorter is tons of fun! The friendly elephant head moves from side to side. This toy features 8 shape blocks: 2 circles, 2 triangles, 2 squares and 2 stars for a fun filled game of fill and spill. This would be an excellent choice for this developmental stage. The brightly colored blocks will help the baby start to identify different shapes and  colors.Putting blocks in and taking them out of the base will refine the ch ild’s eye and hand coordination. The repetitiveness would be very appealing to a young child as well as the colorful blocks and happy looking elephant. Any parent would select this toy as it is educational, safe, and made from an easily cleaned material. I would definitely select this toy for my child. It helps to refine their fine motor skills as well as helping the child with problem solving skills as they work to fit the correct shapes in the holes. This is a great fit for any child six to twelve months old.

Internet-Based Patient Education Essay Example | Topics and Well Written Essays - 1000 words

Internet-Based Patient Education - Essay Example It is the mandate of the doctors to provide advisory to the patients by discouraging self-diagnosis even at the time that the patent is suffering from a simple illness. This can be done through media campaigns, through workshops, and hospitals, among other forums where patients interact with doctors for free advisory. Through this intervention, the doctors should be able to answer all the questions that arise from the patients. In addition, the patient should be made aware that the use of internet-based knowledge in is inadequate to fully help in diagnosis. Therefore, it should be discouraged by all means.  Another aspect is that the doctor should be at a position of gauging a patient’s level of awareness before treatment. Some medical conditions are psychological, hence depends on the perception of the patient towards the prevailing condition. A patient that has acquired online information about a disease that they have, may provoke them to have a psychological status of a disease that they are not actually suffering from. In essence, the person may become very sickly and unable to understand the state of their condition. Cases of self-diagnosis can also result to uptake of the wrong medicine by a patient. Wrong diagnosis can result from lack of understanding from the patient that different diseases may have some similar symptoms, hence the need for a doctor to do a comprehensive analysis in order to understand the actual condition. When gauging the level of awareness that the patent.