Theme In Antigone Essays - Operas, Antigone, Civil Disobedience

No Smoking Allowed On the Job or Off Case Study Analysis Essay

Should bosses reserve the option to boycott or confine smoking by their representatives at the work environment? For what reason do you suspect as much? Just like the case with OSHA, representatives reserve the privilege to a protected and sound work environment. Since smoking hinders on that right, I do accept that businesses reserve the option to boycott or limit worker smoking at the work environment. Recycled smoke is a major issue, one that is regularly neglected by smokers. Nonsmokers reserve the privilege to not be presented to something that they decide not to participate in. It is out of line for representatives to be presented to wellbeing dangers that they are not specifically exposing themselves to. Furthermore, there is some duty on the working environment to guarantee that additional degree of a protected and solid condition. Since presentation to smoke is a wellbeing risk, deciding to confine or boycott it can't be viewed as an infringement of individual rights. 2.Should bosses reserve the privilege to confine or boycott smoking by representatives off the activity, as Weyco did? For what reason do you suspect as much? I was torn on this circumstance as I am a firm devotee to individual rights. Be that as it may, considering the additional wellbeing costs the business must follow for their smoking workers, shouldn’t they reserve the privilege to state no! I do feel that businesses ought to reserve the privilege to confine or boycott smoking off the activity on the off chance that it meets certain models. First of all, workers must be given plentiful warning or if the standard is as of now set up, be advised ahead of time of applying to the association. Next, it is significant that current representatives influenced by the change, similar to the case at Weyco, be given the instruments and chance to stop. I feel 15 months was a plentiful measure of time, given the apparatuses the association provided, to make way of life changes on the off chance that one decided to. At last, I think there ought to be continuous help to teach and help with the procedure. There are unquestionably sure enterprises that I accept ought to conjure this. A genuine case of this would be social insurance suppliers. Do you know how often I see the medical attendant who will be helping me at the emergency clinic or center outside smoking cigarettes? I’ve really observed oncologists smoking outside the emergency clinic †individuals who battle for lives that have been influenced medicinally by smoking†¦it infuriates me. Along these lines, I do accept that clinics should just utilize nonsmokers. I should concede when I need to stroll through a haze of smoke to get the chance to work, it goads me. I surmise you may find a totally different solution to these inquiries on the off chance that you posed to a smoker. 3.Should the legislature control smoking at work? Assuming this is the case, what might be the best open arrangement? For what reason do you suspect as much? The basic answer for the issue is permit the administration to control smoking at work. By offering open approach that ordered certain ventures need to utilize smoke free representatives, prohibiting all indoor smoking at work, touching off severe parameters on those businesses permitted to have smokers, and proceeding to punish representatives from a medical coverage point of view †the legislature could incredibly help hinder or control costs encompassing this terrible propensity. A potential thought is make smokers completely pay for their own medical coverage. In the event that they saw the additional cost they have on their manager perhaps they would reevaluate their choices. 4.Should worldwide firms have a solitary corporate strategy on smoking in the work environment, or differ their arrangements relying upon nearby laws and standards of conduct in different nations where they work together? Once more, this is an inquiry I was completely torn on. Having taken numerous worldwide business courses, I perceive the significance of working together as indicated by the nearby laws and standards. As I would see it the wellbeing dangers forced by smoking and introduction to recycled smoke stay steady paying little heed to area, neighborhood law or conduct standards. In any case, it gets hard to work together in nations where you summon decides and guidelines that conflict with what the social standards are. Lamentably I think on the off chance that you run contrary to the natural order of things in different nations you are bound to hit opposition and be not able to discover representatives to work for you. In spite of the fact that, I additionally accept to be reasonable for US workers, national areas ought to be dealt with the equivalent. My association is claimed by a Dutch based organization and they regularly summon strategies that appear to be odd here in the US, however they cover all choices over all areas. I can’t choose which bodes well. My business cap says no they ought not have a solitary strategy yet my HR cap says yes they should.

UK Economic Report

UK Economic Report UK Economic Report Home›Economics Posts›UK Economic Report Economics PostsAbstractI’ll take a look at United Kingdom’s (UK) current macroeconomic situation, the main challenges that it is facing, anticipated future trends and the policies suitable to improve its present economic situation. You will find that the recession that affected nations globally, many sectors of UK’s were affected such as the employment rate that soared, a low pound prices, depressing interest rates and dilapidated output. We shall discover that even in the face of this trials winners emerged, such as individuals who owned tracker mortgages who had the advantage of a base that was not affected by inflation, people with considerably large debts are repaying at low interest rates as will be explained, and last but not least are the UK exporters who are realizing profits due to a low pound, hedging them against the recession. The loser on the other hand, are the unemployed where we will highlight some of the actions to take to curb it, savers because of low interest rate, the housing market and the government because of rise in spending.IntroductionThe Dictionary of Economics defines macroeconomics as and I quote “The study of whole economic systems aggregating over the functioning of individual economic units. It is primarily concerned with variables which follow systematic and predictable paths of behavior and can be analyzed independently of the decisions of the many agents who determine their level. More specifically, it is a study of national economies and the determination of national income. This is what enables governments to determine expenditure, for its military, as well as give priority to various expansion and infrastructure projects. This is what determines by how much an economy can expand or grow in a fiscal year (Michael, 2000). Moreover its inflation rates as well as a government’s monetary policies greatly determine if external investors will be attracted b y terms as well policies depending on how favorable or unfavorable they will find the conditions. This is why the economy as well as financial policies of country is one of the critical pillars for any country to have both a meaningful growth in addition to development. economist have been able to determine that printing money is not equivalent to growth but what a country does with its limited resources both, natural and financial, to gain the best of what is available an more importantly put this to beneficial use for the whole nation. This is why many countries, mainly developing, can have economic growth with little or no development at all.The United Kingdom like every other nation is in the global competition of scarce resources as well as competing for investors and investing opportunities. with its growing population and cut throat competition from China, America, Russia, India, South Africa, Brazil , just to mention   a few, the united Kingdom is in no position to allow any errors, misappropriation of any kind or skyrocketing inflation rates to be part of its economy, since the competition is tough and so are the resources. It is still reeling from the effects of the economic melt down of 2008, which in some great way affected confidence of various investors. It has come with various policies as well as programs that will not only give early signals but also shield external investors from similar shocks. Hence as illustrated macro economics looks at not only an individual person, it’s collective and puts interests of not an the nation alone but also global interest because   a nation can experience both growth and development depending on how well its able to invest in best opportunities but also attracting the best work force and investors (Karen, 2009).UK’S Current Macroeconomic Situations and Future Economic TrendsThe UK economy was in recession for a better period of 2009 due to the global financial crisis. The government recorded a decline of about4.8% in the county’s GDP.   During the final quarter, the economy’s GDP increased by 0.4%. in the following year it rose to 0.2%,1.2%, falling slightly to 0.7% in the third quarter of 2010, and falling further to 0.5% by end of the fourth quarter. This was caused by bad weather that affected the construction and services industry. By the beginning of this year, in first quarter, GDP has risen by 0.5% to stand at 1.8%In the final quarter of 2010, full output in production rose by 0.7% compared to third quarter’s 0.5%. Manufacturing industry’s output increased by by 1.1% in the final quarter making its overall index to rise by 4.4$. Currently in the first quarter of 2011, ouput in production industry has fallen to 0.2%.   However production in the manufacturing sector has risen by 1.1%. the quarrying and mining overall has dropped by 1.4%. construction output on the hand, has fell by about 4.0%, service industry output is up by  0.9% due to transport, the finance and bu siness sector increasing by 0.6%,   and the government and other services sector increasing also by 0.6%. Expenditure for household has fallen to 0.3%, lower than the previous quarter, whereas final expenditure for the government is currently standing at 1.0%, a solid 1.0% higher than the first quarter of 2010. In the initial quarter of 2011 the trade deficit declined to £5.7 billion a fall from the previous quarter’s £11.5 billion. Exports have increased by 3.7% while the imports have fallen by2.3%. An obvious good sign is the rise of employees compensation prices by 1.3%, 1.9% higher than 2010’s first quarter.The measure of CPI is used to compare inflation rates in the country. It covers items such as private households, households for institutions such as student hostels. The country’s current annual inflation is 4% from 3.7%, recorded last year. This, according to the Bank of England has occurred due to a low pound, a rise in VAT as well as increase in cost of commoditie s. As a reflection the budget deficit is at 7.5% but is expected to fall in the following years.Although the UK’s economy may be experiencing difficulties, there are expectations of an upward turn in the future. The present government’s objective is to control the county’s heavy budget deficit caused by increasing interest payments. To achieve this they expect to reduce its debt because with no reduction, the deficit will continue expanding. A balanced budget therefore is expected to take form in the future. This is going to be achieved by reduced government spending, increased taxes so as to reduce the current deficit of £23 billion  per year.It is projected that future trends in the economy will include 2% growth in GDP, CPI will fall to about 1.9% from the current 4.5%.conumer spending will increase by 0.6%, public borrowing will increase to about 3.6%   of GDP from around 2015-2016. Of course, the growth is expected to rise in a slow pace but it will grow in a faster rate in 2013 (Karen, 2009). Any growth over the next years will most likely come from net trade that will continue with upward trend, contributing about 1.4% increase in GDP. The overseas market will also play a major role in the growth given the weak pound, thus exports will increase by about 4.3% in 2012.Due to the slow recovery projected, public sector borrowing will fall to around 3.6% of GDP in 2015-2016 compared to 1.5% insinuated by Office of Budget Responsibility. The government is not expected therefore, to adhere to its target by balancing current budget by 2015-2016. House prices are expected to fall by at least 1.5% every year for the next four years as cost of borrowing rises. To accomplish this, loan to income ratios are expected to be reduced so as to also stimulate growth with expected increase house building (Solomos, 1996).Due to the current economic crisis, a good economic policy has been created to realize economic recovery for UK. Normally this is done by the Moneta ry Policy Committee and Bank of England. To accomplish this, the two parties have to put strict measures to ensure that the economic downturn can be handled effectively.  These measures are put in such a manner to address both short term and long term issues. Some of the expected evolutions in the future are increase in GDP, a decrease in the UK’s large trade deficit, more people owning homes and a strong pound and increase in businesses.   One of the measures to accomplish these short term issues is the recent decrease in interest rates to make finances more available to the public. Also the VAT has been reduced by15% which will enable the public to consume and enhance the country’s economic growth (Dick, 2010).Following current UK’s economic trend such as high inflation, larger trade deficits and decreasing level of GDP, stringent measures have to be put in place to ensure long term growth of the economy (Mike, 1981). This includes stable prices high rate of employment as w ell as low levels of inflation. To realize these macroeconomic goals, a realistic fiscal policy should be put in place to offer clear and concise guidelines to support economic recovery. Some of the measures currently undertaken as part of fiscal policy are reduction in public expenditures. The coalition government in particular has undertaken this move as part of the discretionary fiscal policy. With so doing we expect competition for funds to reduce in the private sector hence enhancing growth job creation. Also as part of reducing the large deficits, the government will increase long-term interest rates as reduces the pressure on public spending.Main Challenges Facing UK’S Economy and Policy RecommendationsThe main challenges facing UK’s economy include a fragile policy, financial global disparity, and slow domestic command in regard to the fiscal contraction, big budget deficit, creating employment, high taxes and reduced government spending. The question therefore is how it is going to finance its growth amidst such challenges (Angus, 1995). With cuts in spending introduced, we expect a less stict monetary policy with heightened business confidence while the increase in VAT will ensure inflation is subdued. Exports will improve and the countries domestic demand reduced. Beside these challenges, UK’S economy also has some strength that enables it to stay afloat despite the challenges. UK’s economy strength internally has to be its manufacturing industry since almost half of UK businesses are innovators who produce new products and services technologically. This enables it to compete to effectively in the global market and contribute to its economy by creating employment and increasing levels of GDP. Other strengths include its open economy encouraging trade and investments from overseas, high ranks for foreign direct investments, provides pathway for international connections, supple labor markets, a steady regulatory framework, a world leading eco nomy and stable public sectors.Some policy recommendations to control the business cycle include reduction in government tax on businesses that are profit oriented, deregulation to assist small businesses, a competitive tax structure favorable for international companies, increase in research and development an important driver for the economy (Graham, 2003). It is also in the process of reducing the budget deficit by introducing a five year plan to ensure public debt is in tandem with national income.   It has also reduced the budget of various ministries to reduce on public spending giving priority to instead science, education as well as healthDemographicsUnited Kingdom’s demographics include economic status, education, status, ethnicity, population density and other factors of the population.   United Kingdoms population is comprised of one of the best skilled and highly educated in the world; this puts it in a unique position to pursue many ground breaking research as well as rich economic knowledge. In fact it has a literacy rate of 99% thanks to its universal public education that has been there since the late 1800’s. it has a mainly   White British population with other ethnic communities as well as races forming a small fraction of the population(Sandy, 2006).   It population density is one of the highest in the world hence resulting to majority of the population to live in urban enters , an example being   that London the capital city has approximately 10 -12 million residents out of a population of about 63 million , according to 2007 estimates.Considering its composition and literacy levels, The United Kingdom enjoys an unrivalled advantage, considering that 66 percent of the population is the working population of between 15-64 years. However, recent surveys suggest that its aging population will be its Achilles heel. With increasing aging population and very birth rates, the population is headed towards the aging population (Dick, 2010). This will have adverse effect on the planning of the whole economy as most of its expenditure as well as production will be geared to taking care of the aging population. This is because The United Kingdom has a very comprehensive as well as quality health system. This has resulted in increased life expectancy of the whole population with many being able to push past 65 year retirement limit. However with a very competitive economy coupled with very scarce resources and employment opportunities, it has made many youth, both male and female, to concentrate on what now is crucial for anyones survival, making money.The fertility rate of the United Kingdom is approximately at around 2 per woman but more and more women are not willing to be housewives as the situations are either not favorable or just by choice. So what implications will this have on the economy? Currently a sizeable proportion of its economy was being used to finance its young population’s education. This was very costly but what one should consider is that most of this population would later on work for the country in various capacities in or outside the country and not only return the cost but make far much more hence the economy continuing to grow and develop as well. But when the population changes, as it is headed to the old population, the money will literally get lost without returns. The bulk of the economy’s expenditure will go to an old population that will not work in any way to return in the money. The economy will reallocate to producing more to cater for the aging population in terms of Medicare, transport among other old population necessities. in essence the bulk of the economy’s money will go in to a ‘Black hole’. Moreover, the work force will be reducing as since the rate at which people are getting old is more than the rate at which are being born.ConclusionThe economy of any country is critical to its growth as well as development and it is crucial to try and put it ahead using all means in terms of technology and manpower. The UK’s economy is just a proof of what it takes to be among the best as well as   the ingredients of being among the best.

RADAR and Doppler RADAR Invention and History

Sir Robert Alexander Watson-Watt created the first radar system in 1935, but several other inventors have taken his original concept and have expounded and improved on it over the years.  The question of who invented radar is a bit murky as a result. Many men had a hand in developing radar as we know it today.   Sir Robert Alexander Watson-Watt   Born in 1892 in Brechin, Angus, Scotland and educated at St. Andrews University, Watson-Watt was a physicist who worked at the British Meteorological Office. In 1917, he designed devices that could locate thunderstorms. Watson-Watt coined the phrase ionosphere in 1926. He was appointed as the director of radio research at the British National Physical Laboratory in 1935 where he completed his research to develop a radar system that could locate aircraft. Radar was officially awarded a British patent in April 1935. Watson-Watts other contributions include a cathode-ray direction finder thats  used to study atmospheric phenomena, research in electromagnetic radiation, and inventions used for flight safety. He died in 1973. Heinrich Hertz In 1886, Germany physicist Heinrich Hertz discovered that an electric current in a conducting wire radiates electromagnetic waves into the surrounding space when swinging rapidly back and forth. Today, we call such a wire an antenna. Hertz went on to detect these oscillations in his lab using an electric spark in which the current oscillates rapidly. These radio waves were first known as Hertzian waves.†Ã‚  Today we measure frequencies in Hertz (Hz) -- oscillations per second --and at radio frequencies in megahertz (MHz). Hertz was the first to experimentally demonstrate the production and detection of â€Å"Maxwell’s waves,† a discovery that leads directly to radio. He died in 1894.   James Clerk Maxwell James Clark Maxwell was a Scottish physicist best known for combining the fields of electricity  and magnetism to create the theory of the  electromagnetic field. Born in 1831 to a wealthy family, the young Maxwell’s studies took him to the Edinburgh Academy where he published his first academic paper in the Proceedings of the Royal Society of Edinburgh at the astounding age of 14. He later attended the University of Edinburgh and the University of Cambridge. Maxwell began his career as a professor by filling in the vacant Chair of Natural Philosophy at Aberdeen’s Marischal College in 1856. Then Aberdeen combined its two colleges into one university in 1860, leaving room for only one Natural Philosophy professorship which went to David Thomson. Maxwell went on to become Professor of Physics and Astronomy at King’s College in London, an appointment that would form the foundation of some of the most influential theory of his lifetime. His paper on physical lines of force took two years to create and was ultimately published in several parts. The paper introduced his pivotal theory of electromagnetism – that electromagnetic waves travel at the speed of light and that light exists in the same medium as electric and magnetic phenomena. Maxwell’s 1873 publication of â€Å"A Treatise on Electricity and Magnetism† produced the fullest explanation of his four partial different equations which would go on to become a major influence on  Albert Einstein’s theory of relativity.  Einstein summed up the monumental achievement of Maxwell’s lifes work with these words: â€Å"This change in the conception of reality is the most profound and the most fruitful that physics has experienced since the time of Newton.† Considered one of the greatest scientific minds the world has ever known, Maxwell’s contributions extend beyond the realm of electromagnetic theory to include an acclaimed study of the dynamics of Saturn’s rings, the somewhat accidental -- although still important—capturing of the first color  photograph, and his kinetic theory of gases which led to a law relating to the distribution of molecular velocities. He  died on November 5, 1879, at the age of 48 from abdominal cancer. Christian Andreas Doppler Doppler radar gets its name from Christian Andreas Doppler, an Austrian physicist. Doppler first described how the observed frequency of light and sound waves was affected by the relative motion of the source and the detector in 1842. This phenomenon became known as the Doppler effect, most often demonstrated by the change in the sound wave of a passing train. The trains whistle becomes higher in pitch as it approaches and lower in pitch as it moves away. Doppler determined that the number of sound waves reaching the ear in a given amount of time, called the frequency, determines the tone or pitch that’s heard. The tone remains the same as long as you’re not moving. As the train moves closer, the number of sound waves reaching your ear in a given amount of time increases and the pitch therefore increases. The opposite occurs as the train moves away from you. Dr. Robert Rines Robert Rines is the inventor of high definition radar and the sonogram. A patent attorney, Rines founded the Franklin Pierce Law Center and devoted a great deal of time to chasing the Loch Ness monster, a mission for which hes best known. He was a major supporter of inventors and a defender of inventors rights. Rines died in 2009. Luis Walter Alvarez Luis Alvarez invented a radio distance and direction indicator, a landing system for aircrafts and a radar system  for locating planes. He also co-invented the hydrogen bubble chamber which is used to detect subatomic particles. He developed the microwave beacon, the linear radar antennae, and ground-controlled radar landing approaches for aircraft. An American physicist, Alvarez won the 1968 Nobel Prize in physics for his studies. His many inventions demonstrate ingenious applications of physics to other scientific areas. He died in 1988. John Logie Baird John Logie Baird Baird patented various inventions related to  radar  and fiber optics, but hes best remembered as the inventor of mechanical television—one of the earliest versions of television. Along with American Clarence W. Hansell, Baird patented the idea of using arrays of transparent rods to transmit images for television and facsimiles in the 1920s. His 30-line images were the first demonstrations of television by reflected light rather than back-lit silhouettes. The television pioneer created the first televised pictures of objects in motion in 1924, the first televised human face in 1925, and the first moving object image in 1926. His 1928 trans-Atlantic transmission of the image of a human face was a broadcasting milestone. Color television, stereoscopic television, and television by infra-red light were all demonstrated by Baird before 1930. When he successfully lobbied for broadcast time with the British Broadcasting Company, the BBC began broadcasting television on the Baird 30-line system in 1929. The first British television play, The Man with the Flower in his Mouth,† was transmitted in July 1930. The BBC adopted television service using the electronic television technology of Marconi-EMI—the worlds first regular high-resolution service at 405 lines per picture – in 1936. This technology finally won out over Bairds system. Baird died in 1946 in Bexhill-on-Sea, Sussex, England.

Attention Deficit Hyperactivity Disorder ( Adhd ) - 948 Words

What do Ryan Gosling, Michael Phelps, and David Blaine all have in common? Their success? Their gender? Their amazing bodies? Although they do share these similarities, they also have another aspect to their lives which impacts them everyday. All three of the celebrities have Attention Deficit Hyperactivity Disorder. ADHD is a mental disorder which affects millions of people from all ages. It affects the brain and typically includes attention difficulty, hyperactivity, and impulsiveness. Typically beginning in childhood, ADHD can last a lifetime. Notably, boys are more than twice as likely to be diagnosed with ADHD than girls. Unfortunately, there is no cure for the disorder. ADHD contributes to difficulty at school or work, problems with†¦show more content†¦So far, there is no cure, the number of people that deal with this disorder is not going to drastically decrease. The people with ADHD coping with the challenges of the disorder are not the only ones that are affected; friends, family, teachers, etc. are also finding ways to accustom to the student’s, friend’s, or family member’s differences. I believe it is important to cover the effects of ADHD on family dynamics because that is where an individual spends a majority of their time, and that is the environment where people develop. There are a few other important and major questions that I would like to figure out and answer. First question, what are the different kinds of symptoms? There are people out there that might not be completely educated or aware of ADHD. Thus, he or she might not know he has ADHD because he is unsure what his symptoms mean. With an increase of knowledge, people can get help and better their conditions. Next question, what are the causes of ADHD? Is there only one cause or are there several causes? That goes to my next question, is ADHD genetic? If so, are people born with the disorder? Having ADHD and documenting his experiences while growing up with the disorder, Blake S. Taylor is a reliable source for describing what it is like dealing with ADHD. In his memoir, ADHD

Mobile Security and Why it’s important Free Essays

Commonplace so developers had to build in security from the start†¦. Storing surnames and passwords in plain text on the device is a rookie mistake. † (Prince, 2010) Rooting and Jail breaking is a process where users tamper with a device allowing them to bypass any restrictions that were put on the phone to prevent the end user from having access. We will write a custom essay sample on Mobile Security and Why it’s important or any similar topic only for you Order Now After rooting or Jail breaking a device the user obtains superset access rights. These rights allow for full control and customization which also makes the device more susceptible to attack. (Hang, Wright Samurai’s, 2014) Security And Why It’s Difficult Although security is an important factor in development it is sometimes hard to get developers to focus on security. Competitive pressure to deliver more functionality at a lower cost is one force that works against improving security. Grabbing market share as soon as possible also slow developers urge to improve security. (Halibut, Voss, Miller, 2011, p. 10) Many Application Developers are most concerned in an app being secure enough to not bring their system down. Therefore, fixing the security of APS is somewhat challenging. Recent reports show that up to 80% of APS fail to employ with security standards. Using data fertilization will keep devices that are lost or stolen from leaking valuable data. The Bureau of Alcohol, Tobacco, Firearms and Explosives’ Office of Science and Technology are preparing to begin its own development of mobile APS for use by employees that would be more secure than APS available to the public. (Curran, 2012) Security, What Can Be Done Mobile application security should not simply focus on data and applications. Mobile platforms are used in various new settings and impact users in ways that could never apply to a PC. An attacker could compromise systems connected to mobile devices through vulnerabilities identified at any point (Line, Hang, Wright, Samurai’s, 2014, p. 22) Some researchers focus on analysis, detection and evaluation of malicious applications while others focus on designs meant to improve data security. Controlling permission usage or isolating the execution environment is two examples of such. (Hang, Wright Samurai’s, 2014) Fortunately, the UN-trusted entry points to an application are limited to the particular platform features you choose to use and are secured in a consistent way. Android applications do not have a simple main function that always gets called when they start. Instead, their initial entry points are based on registering Activities, Services, Broadcast Receivers or Content Providers with the system (Burns, 2008, p. 5) Developers should assume that an attacker will install the device on their phone and then be able to inspect the application. By Jail breaking their phone it allows the attacker to retrieve the actual code making it easy for them to plan their attack. (Prince, 2010) Information leakage must be curtailed during the architecture phase and managed with strict controls in plowmen. Rouse, 2009, p 44) Developers need not only consider how to keep users data safe but to deal with power usage and memory consumption. You cannot allow mallard to access your applications special permissions. (Burns, 2008) In conclusion, Security for mobile devices is something users and developers need to take more seriously. Developers must understand that m aking sure an application is great is top priority but security for those applications can be Just as important. Should there be more strict submission rules for security to force developers to make security a priority? Mobile Application Developers Face Security Challenges. Retrieved August 28, 2014. Rouse, March 23, 2009, Securing Mobile Applications Illuminating Mobile Threats, HTTPS://www. Spas. Org/index. PH? Title=The_future_of_mobile:_developing_secure_mobile_applications=57231 Appendix A: Critical Thinking Six Steps Used to Draft Your Paper Compose your reflections below. Attitude towards this assignment. I was overwhelmed at first but I took a breath and just followed the suggested path in the instructions for the assignment. Step 2. Focus on the accuracy of the assumptions and conclusions. I followed the assignment instructions and highlighted them on my printed out sheet as I completed each necessary step. Step 3. Break the problems into workable parts. I broke this into easily tackled parts by following each step of the instructions. I would worry about each section at a time and tried to keep my mind off the length of the entire paper and Just worked on each section as necessary and then move onto the next. Good strategy. Step 4. Do not guess or Jump to conclusions. I printed out the material for Unit 5 Assignment and highlighted as each step was completed. I used the grading criteria to hopefully achieve a distinguished grade. Step 5. Employ meaningful self-dialogue throughout the process, including written or drawn prompts as well as spoken words. I printed out my previous â€Å"draft† from Unit 4 and further organized the information, expanding on this information also. I highlighted all referenced material to make sure I did not use the information in more than one section. I also made a lot of notes on the Unit 5 assignment instructions making sure not to forget all that I needed to do. I have a copy of this assignment open as well as to not forget the instructions. Great strategies! Step 6. Briefly describe what it felt like to go through the process. I enjoy going through the critical thinking process. It really helps me slow down and do things one at a time. Highlighting each step as I complete it and using the grading charts have really helped me in this course to not only know what is expected of me to get a distinguished grade but also so that I do not leave out vital information or miss important steps. 0 Appendix B: Critical Thinking Six Steps Used to Revise Your Paper (Unit 6) Step 1. Demonstrate a positive attitude toward solving a problem. I tried to keep a positive attitude throughout this research paper. I became a little frustrated after reading my peer reviews. I wasn’t sure that some of the suggestions I received were good. I calmed down and Just decided to ask. Step 2. Focus on the accuracy of the assumptions and conclusions. I was unsure about some of the suggestions that were given to me by my peers because of instructions that were given to us. I make sure to read all instructions and know that I’m doing what I’m supposed to but I didn’t want to completely throw my peers suggestions out so I wanted to make sure and asked. Step 3. Break the problems into workable parts. I broke this assignment into workable sections by picking one thing to focus on then going to the next. For example I started by reading everyone’s feedback. I then broke it up and went through my paper first, fixing any spelling mistakes. Next I fixed any citation mistakes that needed corrected. I went over my paper several times working I did not guess or Jump to conclusions. I read all instructions more than once to make sure I was doing what I was supposed to. When I was unsure of a peer’s suggestions I asked. Step 5. Employ meaningful self-dialogue throughout the process, including written or drawn prompts as well as spoken words. I printed out all feedback and wrote myself notes accordingly. I highlighted all adjustments/notes as I completed them to make sure I didn’t forget anything. Step 6. Briefly describe what it felt like to go through the process. I thoroughly enjoy using the critical thinking process. It helps me to ensure Vie done what is expected of me to get a good grade and understand exactly what I’m doing. Instructions when you are finished finalizing your paper for Unit 6, assignment 1 : How to cite Mobile Security and Why it’s important, Papers

Reading Philosophies Essay Example

Reading Philosophies Essay Reading Philosophies Katy J. Kaldenberg Grand Canyon University: EED-470 Curriculum, Methods and Assessment: Literacy and Language Arts K-3 Monday, March 11, 2013 Reading Philosophies Chart Reading Philosophy| Brief Description| Reading Activities| Reading Assessments| Constructivist Reading Instruction| Constructivists view the student as an active participant in the learning process who constructs a personal meaning from each experience (Ying-Tien Chin-Chung, 2005). One Constructivist reading activity for teaching a student a new word is that the student is taught to use picture cues to learn to read (Ying-Tien, Chin-Chung, 2005). For example, if the student cannot read a word, he or she is taught to look at the picture then go back and to the word and guess the meaning. Another activity for constructivist reading instruction would be that the teacher would have students work in small groups to discuss a book that was read to the class. The small groups of students may then also create their own story. Constructivist reading assessments would include the teacher collecting daily performance samples of work, observing and recording student’s behavior, audio and videotaping students in different situations, and building a portfolio filled with information about each student (Ying-Tien Chin-Chung, 2005). The evaluation process is for the teacher, parent, and child. Conferences can also be held to discuss progress. | Explicit Reading Instruction| Explicit reading instruction is teacher directed (Goeke, 2009). The teacher uses explanation and demonstration to teach specific reading skills and strategies (Goeke, 2009). The teacher also provides corrective feedback to his or her students as the students attempt to apply the new knowledge (Goeke, 2009). | An example of explicit reading instruction would be that the teacher would state the sound and spelling of a specific letter-sound correspondence and then demonstrate by modeling how to read words that include that feature to the class (Taylor, Peterson, Pearson, Rodriguez, 2002). The students then would practice but only after the teacher has modeled the process first. A second example of explicit reading instruction would be to teach decoding to students that have deficits in word reading. A third example of explicit reading instruction would be having students use the mnemonic DISSECT (Discover the context, Isolate the prefix, Separate the suffix, Say the stem, Examine the stem, Check with someone, and Try the dictionary) to read unknown words (Adams Engelmann, 1996). The teacher would teach each strategy step explicitly (Adams Engelmann, 1996). We will write a custom essay sample on Reading Philosophies specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Reading Philosophies specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Reading Philosophies specifically for you FOR ONLY $16.38 $13.9/page Hire Writer An important part of explicit reading instruction is that the teacher always describes the strategy, provides the rationale for its use, and states how and when to implement a strategy explicitly to the students and the instruction is always implemented systematically (Adams Engelmann, 1996). | Explicit reading assessments would include having student answer multiple-choice questions about selected text passage; decoding assessments can also be given (Taylor, Peterson, Pearson, Rodriguez, 2002). One example of a decoding assessment would be that the student is given isolated words one at a time, and the student is asked to say the word aloud. The words selected for a decoding assessment should be words that are within the student’s spoken vocabulary, and should contain a mix of phonetically regular and phonetically irregular words (Goeke, 2009). Another type of assessment is that of standardized tests such as the Diagnostic Assessments of Reading (DAR) and the Florida Assessments for Instruction in Reading (FAIR). | Reading Philosophies Summary The educational realm is not free from disputes. Disputes on reading instructional practices have been ongoing for more than half a century. On one side of this debate is composed of those who believe that students learn best when they are able to discover and construct the essential information for themselves. This type of instruction is often called student-centered or constructivist instruction (Confrey, 1990). On the opposite side of this debate are those who believe that students only thrive when full, explicit instruction is given and student should not have to discover essential content (Goeke, 2009). This type of instruction is often referred to as direct or explicit instruction (Goeke, 2009). When speaking about reading instruction, this debate has often been coined as the â€Å"reading wars†. Constructivist Reading Instruction is derived from the theory of constructivism. One could assume that constructivism is derived from Piaget’s own reference to his views as being a â€Å"constructivist† or possible from Bruner’s description of learning discovery as â€Å"constructionist† (Gruber Voheche, 1977). Some other terms that have been used to reference a constructivist way of learning include generative learning, situated learning, authentic learning, and educational semiotic (Wittrock, 1985; Cunningham, 1992). Constructivists believe that all learning should be student centered. They think that knowledge is obtained only during a meaning-making search where the student is involved in the process of constructing their own interpretations of their experiences. Constructivist generally agree that students much construct their own learning, all new learning is dependent on the student’s existing understanding, social interaction plays a critical role in learning, and authentic learning tasks are necessary for learning to be meaningful (Bruning, Schraw, Ronning, 1995; Pressley, Harris, Marks, 1992). According to constructivists, in order for a student to construct new meaning he or she needs to make every effort to make sense of all new experiences and then must relate those to experiences to what is already known (Confrey, 1990). Constructivists also claim that a catalyst for acquiring knowledge is dialogue and social interaction facilitates understanding (Brown, 1994). Constructivist teachers aim to provide cooperative learning tasks and peer tutoring for their students. Constructivist teacher often believe that students learn faster when they are actively involved in dialog with their peers about significant problems (Brooks Brooks, 1993). The constructivist classroom would be filled with students roaming about the classroom obtaining supplies, conferring with peers or the teacher, and working on self-directed projects (Brooks Brooks, 1993). Constructivist teachers pride themselves in asking big questions, providing time for student to think and explore to find answers (Brooks Brooks, 1993). In an actual classroom, there are many flaws involved in practicing constructivist instruction. The first major problem is that often only the brightest students make the discovery that is needed (Pace, 2011). Another issue is that many students become frustrated. This frustration many cause some students to disengage and other students may simply copy whatever their peers are doing regardless in either case the students never actually discover anything (Pace, 2011). A third issue is that some students may believe they have made a discovery but in fact, they have only learned a misconception (Pace, 2011). These misconceptions can then interfere with future learning and problem solving (Pace, 2011). Studies have shown that once a student has believed one of these misconceptions that even after they have been show the correct answer they are still likely to recall the original discovery and not the correction (Pace, 2011). Along with the above four issues studies have shown that constructivist instruction can result in an increase in achievement gap (Pace, 2011). Decades of research has validated that explicit instruction is much more effective for reading instruction when compared to constructivist reading instruction. Kirschner, Sweller, and Clark (2006) states, â€Å"After a half-century of advocacy associated with instruction using minimal guidance, it appears that there is no body of research supporting the technique. In so far as there is any evidence from controlled studies, it almost uniformly supports direct, strong instructional guidance rather than constructivist-based minimal guidance. Kirschner, Sweller, and Clark (2006) also reports, â€Å"†¦ Not only is unguided instruction normally less effective; there is also evidence that it may have negative results when students acquire misconceptions or incomplete or disorganized knowledge. † Research has shown that when teaching new skills and content to students, providing explicit instructions accompanied with practice and feedback is more effective than requiring student s to discover many aspects of what they are to learn (Hall, 2002). Explicit instruction is teacher directed. The teacher provides the students with a full explanation of the new skill or concept that the student is required to learn (Hall, 2002). The teacher also uses a variety of accommodations such as lecturing, modeling, videos and other media, and demonstration to provide the students with proper guidance (Hall, 2002). Students need to be explicitly shown what to do and how to do something first and then they need to be given the opportunity to practice doing it while they receive corrective feedback from the teacher (Hall, 2002). Extensive research supports explicit instruction’s success as an evidence-based practice. Adams and Engelmann (1996) found thirty-seven research publications validating the effectiveness of explicit instruction. These research publications all reported that explicit instruction had a significant outcome on reading instruction. Research also found explicit instruction to be as valuable for typical students, as for students with disabilities. The National Follow-Through Project studied multiple models of instruction to determine the most effective instructional models for students who were economically disadvantaged (Rosenshine, 1995; Taylor, Peterson, Pearson, Rodriguez, 2002). The results concluded that children who received explicit instruction in literacy and mathematics scored above those taught with other approaches. An additional result was increased self-esteem due to success in school (Rosenshine, 1995; Taylor, Peterson, Pearson, Rodriguez, 2002). The National Follow-Through Project belonged to a group of studies on teacher effectiveness, which determined that explicit instruction effectively taught students what they needed to learn (Rosenshine, 1995; Taylor, Peterson, Pearson, Rodriguez, 2002). Baumann and Duffy (2001) reported on five years of research that showed that reading skills and strategies are most effectively taught with systematic and explicit instruction. In conclusion, explicit instruction is vital for initial instruction in skill acquisition (Goodman, Goodman, Hood, 1989). This is especially the case for struggling readers, who often require intense support to acquire reading skills (Goodman, Goodman, Hood, 1989). Beginning reading instruction should emphasize explicit instruction, particularly for phonics instruction (Goodman, Goodman, Hood, 1989). Constructivist instruction is important when generalizing skills to other contexts (Goodman, Goodman, Hood, 1989). It can also be used when children explore children’s literature. Story structure can be taught with constructivist instruction and may be more meaningful to children than teaching it explicitly (Goodman, Goodman, Hood, 1989). The Whole Language Movement is built upon Constructivist principles (Goodman, Goodman, Hood, 1989). References Adams, G. and Engelmann, S. (1996). Research on Direct Instruction: 25 years beyond DISTAR. Seattle, WA: Educational Achievement Systems. Brooks, J. G. Brooks, M. G. (1994). In search of understanding: The case for constructivist classrooms. Alexandria, VA: Association for Supervision and Curriculum Development. Brown, A. L. (1994). The advancement of learning. Educational Researcher 23: 4-12. Bruning, R. H. , Schraw, G. J. Ronning, R. R (1995). Cognitive psychology and instruction, 2nd ed. Englewood Cliffs, NJ: Prentice Hall. Baumann, J. F. , Duffy, A. M. (2001). Teacher-research methodology: Themes, variations, and possibilities. The Reading Teacher, 54, 608-615. Confrey, J. (1990). What constructivism implies for teaching. In R. B. Davis, C. A. Maher N. Noddings (Eds. ), Constructivist views of the teaching and learning of mathematics (Journal for Research in Mathematics Education, Monograph No. 4, pp. 107-122). Reston, VA: National Council of Teachers of Mathematics. Cunningham, D. J. (1992). Beyond educational psychology: Steps toward an educational semiotic. Educational Psychology Review 4: 165-194. Goeke J. L. (2009). Explicit instruction: Strategies for meaningful direct teaching. Boston: Merrill/Pearson. Goodman, K. , Goodman, Y. Hood, W. (1989). The whole language evaluation book. Portsmouth, NH: Heinemann. Hall, T. (2002). Explicit instruction. Wakefield, MA: National Center on Accessing the General Curriculum. Retrieved Wednesday, March 13, 2013 from http://aim. cast. org/learn/historyarchive/backgroundpapers/explicit_instruction. Kirschner, P. A. , Sweller, J. , Clark, R. (2006). Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential and inquiry-based teaching. Educational Psychologist, 41, 75–86 Pace, D. (2011). Best practice: The use of explicit instruction and culturally responsive teaching. Insights on Learning Disabilities, 8(2), 5-14. Pressley, M. , Harris, K. R. , Marks, M. B. (1992). But good strategy instructors are constructivists! Educational Psychology Review 4: 3-31. Rosenshine, B. (1995). Advances in research on instruction. Journal of Educational Research, 88, 262–268. Stanovich, K. E. (1994). Constructivism in reading education. Journal of Special Education, 28(3), 259. Taylor, B. M. , Peterson, D. S. , Pearson, P. D. , Rodriguez, M. C. (2002). Looking inside classrooms: Reflecting on the â€Å"how† as well as the â€Å"what† in effective reading instruction. The Reading Teacher, 56, 270–279. Wittrock, W. C. (1985). The generative learning model and its implications for science education. Studies in Science Education 12: 59-87. Ying-Tien, W. , Chin-Chung, T. (2005). Effects of constructivist-oriented instruction on