Jake Johnson - Love Essays - Habits, Masturbation, Jake The Dog

Jake Johnson - Love Jake Johnson will never forget the day he was caught in the act. My wife came home early from work. I had the day off and was masturbating in our bedroom, when she walked right in on me. I was embarrassed and frightened all at once. I think I pulled the covers over my head right after I saw her jaw drop, the 36-year-old professional says. His wife, Laura, remembers feeling shocked. I could not believe my eyes. We have been married for 5 years, and in my opinion we have a very satisfying sex life. I could not understand why he would masturbate. He gets to have me every night. I don't mean to sound conceited, but I always assumed that having regular sex with a woman ? especially in a steady relationship or marriage, where you know you can have sex pretty much whenever ? sort of stopped a guy from wanting to do it himself. Laura fails to realize that sometimes regular sex can get dull. I felt like a little kid again, Jake explains. I kept thinking to myself that I was doing something 'naughty' ? and it was great. I love my wife and would never cheat on her, but sometimes I just need to do something that steers away from our regular sex life together. Laura and Jake were able to work things out by having an open discussion. I'm glad we were able to talk, because it helped me see things from his perspective, Laura says. And believe me, I would much rather he masturbate than cheat on me! Tony, 26, was not as fortunate in his relationship. He had a steady girlfriend for 3 years and kept masturbating all the time. I'm a sales rep for a major technology company, so I spend a lot of time on the road. I would masturbate quite a lot when I traveled, and my girlfriend ? I assumed ? never knew about it. That all changed when Tony's girlfriend gave him a good-natured rib about spending too much time in the bathroom. I was in the shower one morning a little longer than usual, and when I came out, she gave me this mischievous look and said something like, 'Boy, you must have been having a really good time in there.' I thought I would joke about it and said, 'Well, sometimes a man's gotta do what a man's gotta do,' and I winked. She got totally horrified! She threw her pillow at me and said if I would rather have sex with myself, then I did not need her anymore. She got dressed and stormed out. It was the beginning of the end of our relationship. Even though we talked about it, she just did not respond to me sexually in the same way anymore. Human Sexuality

Sarah Vaughan essays

Sarah Vaughan essays Known as one of the most influential artists in jazz. Sarah Lois Vaughan is an unforgettable legend. Sarah Vaughan was born March 27, 1924, in Newark, NJ, to Ashbury and Ada Vaughan, a carpenter and a laundress. Despite their occupations, Sarahs parents were also musicians in their spare time. Sarahs musical journey began with her parents love for music. Influenced by her mother, Sarah began taking piano at age seven and organ at age eight. Like most African Americans, Sarahs musical ability was nurtured and cultivated in the black church. The Vaughan family attended the Mount Zion Baptist Church where Sarah was the church organist. Sarahs love for music grew stronger during the early years of her life as she listened to artists such as Count Basie and Erskine Hawkins. She later attended East Side Music By the time Sarah was an adolescent, she had already began frequenting local clubs and theaters. It was at this time that she began to travel to Harlem to frequent the Savoy Ballroom and the Apollo Theatre (Contemporary). In 1942, Sarah participated in the Apollo Amateur Night Contest in Harlem; she sang Body and Soul. It was at this time, that Billy Eckstine, a member of Earl Fatha Hines band, discovered her (Website: Black Achievers). By winning the Apollo Amateur Night, Sarah was placed into history immediately. She had gained an opportunity to join the ranks of performers who preceded her and to make a career out of that opportunity. Whitney Balliett describes Sarahs talent in the July, 1977 issue of the New Yorker Magazine : "Her voice, which has four octaves and out-classes that of most operatic sopranos, came in unequal parts, a rich middle section, a little-girl high register, and a sometimes vulgar, an echoing bottom range. She uses it like a horn . . . " ...

Learn More About the History of Lasers

Learn More About the History of Lasers The name LASER is an acronym for Light Amplification by the Stimulated Emission of Radiation. It is is a device that emits a beam of light through a process called optical amplification. It distinguishes itself from other sources of light by emitting light in a spatially and temporally coherent manner. Spatial coherence keeps the beam within a narrow and tight path over long disances. This allows the energy generated to be used in applications such as laser cutting and laser pointing. Having temporal coherence means that can emit light within a narrow spectrum to generate a light beam of a specific color. In 1917, Albert Einstein first theorized about the process which makes lasers possible called Stimulated Emission. He detailed his theory in a paper titled Zur Quantentheorie der Strahlung (On the Quantum Theory of Radiation). Today, lasers are used in a wide range of technologies including optical disk drives, laser printers and barcode scanners. They are also used in laser surgery and skin treatments as well as cutting and welding. Before the Laser In 1954, Charles Townes and Arthur Schawlow invented the maser (microwave amplification by stimulated emission of radiation) using ammonia gas and microwave radiation. The maser was invented before the (optical) laser. The technology is very similar but does not use visible light. On March 24, 1959, Townes and Schawlow were granted a patent for the maser. The maser was used to amplify radio signals and as an ultra sensitive detector for space research. In 1958, Townes and Schawlow theorized and published papers about a visible laser, an invention that would use infrared and/or visible spectrum light. However, they did not proceed with any research at the time. Many different materials can be used as lasers. Some, like the ruby laser, emit short pulses of laser light. Others, like helium-neon gas lasers or liquid dye lasers, emit a continuous beam of light. The Ruby Laser In 1960, Theodore Maiman invented the ruby laser considered to be the first successful optical or light laser. Many historians claim that Maiman invented the first optical laser. However, there is some controversy due to claims that Gordon Gould was the first and there is good evidence backing that claim. The Gordon Gould Laser Gould was the first person to use the word laser. Gould was a doctoral student at Columbia University under Townes, the inventor of the maser. Gould was inspired to build his optical laser starting in 1958. He failed to file for a patent his invention until 1959. As a result, Goulds patent was refused and his technology was exploited by others. It took until 1977 for Gould to finally win his patent war and receive his first patent for the laser. The Gas Laser The first gas laser (helium-neon) was invented by Ali Javan in 1960. The gas laser was the first continuous-light laser and the first to operate on the principle of converting electrical energy to a laser light output. It has been used in many practical applications. Hall's Semiconductor Injection Laser In 1962, inventor Robert Hall created a revolutionary type of laser that is still used in many of the electronic appliances and communications systems that we use every day. Patel's Carbon Dioxide Laser The carbon dioxide laser was invented by Kumar Patel in 1964. Walker's Laser Telemetry Hildreth Walker invented laser telemetry and targeting systems. Laser Eye Surgery New York City ophthalmologist Steven Trokel made the connection to the cornea and performed the first laser surgery on a patients eyes in 1987. The next ten years were spent perfecting the equipment and the techniques used in laser eye surgery. In 1996, the first Excimer laser for ophthalmic refractive use was approved in the United States. Trokel patented the Excimer laser for vision correction. The Excimer laser was originally used for etching silicone computer chips in the 1970s. Working in the IBM research laboratories in 1982, Rangaswamy Srinivasin, James Wynne and Samuel Blum saw the potential of the Excimer laser in interacting with biological tissue. Srinivasin and the IBM team realized that you could remove tissue with a laser without causing any heat damage to the neighboring material. But it took the observations of Dr. Fyodorov in a case of eye trauma in the 1970s to bring about the practical application of refractive surgery through radial keratotomy.

Should People Use Animals for Medical Research Essay

Should People Use Animals for Medical Research - Essay Example This report approves that it is important for the medical researchers and scientists to choose the kind of animals to use in their research and experiments. The animals used for these purposes should not be exposed to unnecessarily sufferings. No regulations control to govern the treatment of animals as research models. Regulations are offered by the governmental agencies on the procedures to adhere to when using animal models in research. Animals ought not to be killed for use in medical research. Animals have been of immense importance for the development of therapies for treating cardiovascular problems and other deadly ailments besides the anesthetics used in surgery. In contrast, the animal rights groups dissent with this opinion. This essay makes a conclusion that the arguments exposed about the subject are diverse. A group of considerate individuals feel that it is important to use animals and not to treat them in inhumane way. The opponents detest the practice because it lacks moral reasoning. The proponents argued that it was of benefit to both animals and humans. The moral arguments are explored and the conflicting positions revealed in using animals as the only alternative in essential procedures without appropriate substitutes currently. There is an increasing and active need from the animal rights groups to find alternatives to for use in medical experiments. The use of animals is immensely accepted and supported because of the legislative regulations guiding the process, and the benefits that animal models have helped to achieve in medical knowledge. The use of animals for scientific research has been worthwhile for both animal and human health.

Corporate social responsiblity Essay Example | Topics and Well Written Essays - 1000 words

Corporate social responsiblity - Essay Example Discussion Product RED Product Red is a cooperative effort of several iconic or popular brands with musician Bono (of the band U2). It was â€Å"created to raise awareness and money for The Global Fund to Fight AIDS, Tuberculosis and Malaria [†¦through] RED-branded products,† (quoted from Ponte, Rickey and Baab, 301). It was launched in Davos in 2006. The various brands include American Express, Apple, Converse, Gap, Emporio Armani, Hallmark and Motorola. A certain percentage of the gross sales in said RED products go to the Global Fund. Red has been used by corporations to sell products or portray themselves as â€Å"caring and cool† and a marketing tool linked with corporate social responsibility (4). Ponte et al has added that â€Å"RED engages corporations in profitable ‘helping’ while simultaneously pushing the agenda of CSR towards solving the problems of ‘distant others’† (302). The Ten-Point Plan Bendell and Kleanthous (42) provided the ten point plan in corporate social responsibility as follows: 1. Understanding the brand 2. Understanding the consumer 3. Getting the company in order 4. Handling the program with care 5. Innovation 6. Motivation 7. Collaboration 8. Communication 9. Activate Consumers 10. Measure, monitor and report progress. The various ways and means that RED products can employ the Ten Point plan is as follows: 1. In understanding the brand, Bendell and Kleanthous (42) suggested that a brand perception audit be conducted. For the brands under RED, perception is generally positive due to established reputation and brand awareness. The existing knowledge about these brands serves as the â€Å"true personality.† But aside from the current image, these brands should encompass tradition and creatively explore how the brands affect the environment and society. In employing CSR through Product RED, these companies provided an extension of their already established brands which employ s the model of reputation games (Sacconi, 4). These companies have employed self-regulation as a long-run strategy in implementing social contract (Sacconi, 5), and Product RED is but an addition to their multiple marketing programs aside of course from the complementary â€Å"brand† weight the founder Bono provides. 2. Consumer awareness is a basic engagement of firms to continuously maintain competitiveness. Aside from demographic data, many firms today explore the psyche and attitudes of consumers to provide them fitting products that address needs and expectations (Szmigin, 3). In the introduction of CSR employing sustainability, Product RED offers customers a chance to meet ethical lifestyles through consumption of the products. The website of Product RED provides a calculator for users to determine the CSR impact of buying a certain product so that with a click, they are informed of how many anti-retroviral pills were contributed through purchase of a RED t-shirt. 3. Be ndell and Kleanthous (42) suggest that the firm should employ all ethical and sustainable means in their system from product development, company operations, to distribution and marketing in a properly audited and monitored process. They propose an â€Å"

Differentiated Instruction Essay Example for Free

Differentiated Instruction Essay â€Å"What Is a Differentiated Classroom?† is the title of the first chapter of our course text. Below the title is a quote from Seymour Sarason’s â€Å"The Predictable Failure of Educational Reform.† The quote states: â€Å"A different way to learn is what the kids are calling for †¦.All of them are talking about how our one-size-fits-all delivery system – which mandates that everyone learn the same thing at the same time, no matter what their individual needs – has failed them. This is a powerful statement and one that admittedly paints an accurate picture of much of my teaching style coming into this course – â€Å"a one-size-fits-all delivery system. † My initial reaction to the opening statement was a bit defensive and off-putting. As I continued to read, I was momentarily validated when shortly afterwards I read that teacher’s often ask the question â€Å"How can I possibly divide time, resources and myself so that I am an effective catalyst for maximizing talent in all my students?† There are seemingly just too many needs and variables to reach the masses in a classroom. Teach to the middle seems to be a logical strategy. If we assume the 80-20 rule, we can reach 80% of the students fairly effectively with this methodology. Of the remaining 20 %, some portion of them should be able to glean part of the information. To be sure, I am available and encouraging of questions to assist in understanding. Additionally, I may grade an individual’s work with some reasonable variance. But other than some on-the-fly adjustments I may make to assignments as I see need that is the extent of my differentiation in t he classroom. SEEMS reasonable enough! Or should I say SEEMED reasonable enough!! The remainder of chapter one promptly provided a stern but inspirational slap-in-the-face. It offered a quick but stark contrast to my seemingly logical method of operation. A few of the â€Å"differentiation† concepts highlighted which served as motivation a prompted further reading: †¢Teachers begin where students are, not from the start of a curriculum guide †¢Teachers must be ready to engage students in instruction through different modalities, by appealing to differing interests, and by using varied rates of instruction along with varied degrees of complexity †¢Teachers provide specific ways for each individual to learn as deeply as possible and as quickly as possible, without assuming one student’s road map for learning is identical to anyone else’s. †¢Teachers begin with a clear and solid sense of what constitutes powerful curriculum and engaging instruction. Then they ask what it will take to modify that instruction so that each learner comes away with understandings and skills. †¢It is difficult to achieve a differentiated classroom because there are few examples of them. (Tomlinson, 1999) With these thoughts as an introduction and tapping into my drive for continual improvement the stage was set for the course. Moving forward, I see in retrospect, what chapter one did for peeking my interest in differentiated instruction I believe the rest of the book, the course workbook and the course itself did for laying the foundation towards true implementation. The following are four lesson plans I have developed to begin the process of differentiating lessons for my students. The differentiated concepts utilized are Entry Points, Problem Solving, Sternberg’s 3 Intelligences and Extension Menu’s. These lessons, while unique in their methodologies, all reflect the underlying assumption of Differentiated Instruction (DI). And that assumption, as reflected in a graphic organizer in our course workbook, is that †¦.Differentiation is a response to the learner’s needs using learning profiles, interests and readiness in content, process and product. The first lesson constructed utilizes Howard Gardner’s â€Å"Entry Points† strategy. This lesson is designed to account for the various learning profiles of student’s and is based off of Gardner’s Multiple Intelligences theory. The major tenet of MI theory is that people learn, represent, and utilize knowledge in many different ways. These differences challenge an educational system which assumes that everyone can learn the same materials in the same way and that a uniform, universal measure suffices to educate and test student learning. According  to Gardner, the broad spectrum of studentsand perhaps the society as a wholewould be better served if disciplines could be presented in a number of ways and learning could be accessed through a variety of means.† The Multiple Intelligences postulated in this theory are: †¢Linguistic Intelligence The capacity to use oral and/or written words effectively. †¢Logical-Mathematical Intelligence the ability to effectively use numbers and to reason. †¢Spatial Intelligence the capacity to accurately perceive the visual/spatial world and create internal mental images. †¢Bodily-Kinesthetic Intelligence the ability to skillfully move ones body and to move and manipulate objects. †¢Musical Intelligence a sensitivity to and grasp of the elements of music. †¢Interpersonal Intelligence the capacity to perceive and distinguish moods, intentions, and feelings of others. and using simulations to learn about events, feelings and alternative strategies for behaving. †¢Intrapersonal Intelligence the ability to know ones self and act on the basis of that knowledge. †¢Naturalistic intelligence – the ability to recognize and classify plants, animals, and minerals including a mastery of taxonomies. (The Theory of Multiple Intelligences) Stemming from the MI theory is Gardner’s â€Å"Entry Point† strategy for education. According to this strategy, Gardner proposes student exploration of a given topic through as many as five avenues: Narrational (presenting a story), Logical-Quantitative (using numbers or deduction), Foundational (examining philosophy and vocabulary), Aesthetic (focusing on sensory features), and Experiential (hands-on). (Grants and Research Office) In utilizing the Entry Point strategy in the first lesson plan, students will explore and be introduced to the world of â€Å"new products and services through invention, innovation and discovery† via four of the five entry points listed: Narrational, Logical-Quantitative, Foundational and Aesthetic. The fifth entry point, Experiential, is included in the unit lesson and will be used as a summative experience. The differentiated design of this lesson taps into the multiple learning styles of students through a variety of processes. Teaching Strategies Entry Point Strategies for subject â€Å"New Products†: †¢Narrative: Students browse the internet searching for new products which have recently been introduced to the consumer. Student’s compile a list of their findings as they progress. †¢Logical/Mathmatic: Students gather statistics regarding the sales of a product over the products life cycle. Student’s then incorporate that statistical data into a graph via excel †¢Aesthetic: Students create a collage of new products along with the demographic who would utilize the product †¢Foundational: Entrepreneurship: Students view three of a possible five video clips on the role of Inventors/Innovators/Entrepreneurs and their connection to new products. Discussion to follow †¢Experiential: Field Trip to QVC to view new products as they are being displayed, advertised and sold The second of the four differentiated lessons centers on the essential question of â€Å"What is the Six Step Developmental Process?† The differentiated strategy employed in this lesson is based on Sternberg’s Triarchic Theory of Human Intelligence. I looked forward to putting this lesson together as Sternberg’s theory is one that resonates with me. Coming from the business management world, and being new to the vocation of teaching, I find much of my class instruction project based with a real world â€Å"practical† slant.  Additionally, as a manager in business, one is constantly striving to place the correct people in the correct roles within a company. Hiring’s, training, evaluations, promotions, firings, relocations are all a product of a manager’s evaluation of employees strengths, talents, weaknesses and deficiencies. When evaluating and placing individual’s the criteria often looked at are an employee’s analytical, cre ative and practical skills. This theory strikes me as a perfect correlation between educational/intellectual theory and real world application. A brief summary of Dr. Sternbergs Triarchic Theory of (Successful) Intelligence contends that intelligent behavior arises from a balance between analytical, creative and practical abilities, and that these abilities function collectively to allow individuals to achieve success within particular contexts. Analytical abilities enable the individual to evaluate, analyze, compare and contrast information. Creative abilities generate invention, discovery, and other creative endeavors. Practical abilities tie everything together by allowing individuals to apply what they have learned in the appropriate setting. To be successful in life the individual must make the best use of his or her analytical, creative and practical strengths, while at the same time compensating for weaknesses in any of these areas. This might involve working on improving weak areas to become better adapted to the needs of a particular environment, or choosing to work in an environment that values the individuals particular strengths (Plucker). As applied to the classroom, it is important to provide students with the opportunity to learn based off of their natural and stronger intellectual ability(ies). Too often, education has tried to fit everyone into the â€Å"Analytical† mold. However, it is to be noted, t eachers should also strive to provide the opportunity for students to learn subject material via their weaker intellectual ability as well so as to simultaneously develop intellectual learning abilities as well as a base of knowledge in a particular subject matter. Teaching Strategies Sternberg Based Strategies for lesson â€Å"Developing New Products – The Six Step Process†: †¢Analytical †¢Identify the Six Step Developmental Process in developing a new product. †¢Choose and research one of the product options given and cite how that product progressed through each of the six step process †¢Write a one page summary on your thoughts of the effectiveness of the Six Step Process in the development of the product you chose. Would you have followed the same process or deviated at any point? State why or why not and if you would have deviated state how and why. †¢Creative †¢Identify the Six Step Developmental Process in developing a new product. †¢Describe a fictional product that you would like to see invented †¢Assume the role of an inventor and take your fictional product through the Six Step Developmental Process. Describe the considerations and possible decisions made at each step. †¢Create a model of your product via a picture or prototype †¢Practical †¢Identify the Six Step Developmental Process in developing a new product. †¢Describe a product you use and find valuable in everyday life †¢ Assume you were the inventor/innovator of the product you described, describe some of the considerations and decisions you believe were made at each step of the Six Step Developmental Process. †¢In a presentation, show and demonstrate the product you have chosen and describe some of the elements of the Six Step Developmental Process you believe were critical in its development. The third of the four lesson plans has as its content the â€Å"Marketing Mix.† The essential questions the students are to acquire answers to and achieve understanding for center around the â€Å"Distribution† component of the Marketing Mix. The DI teaching strategy to be utilized in this lesson is that of â€Å"Problem Based Learning.† As with Sternberg’s Triarchic Theory of Learning this particular strategy also resonates strongly with me. Again, coming from the business world, I see great value in a Problem Based Learning approach. It is very often how business gets done. Answers to problems must be contemplated, researched, solutions designed, implemented, evaluated †¦process repeated. Taking both DI approaches a step further, I see that merging Sternberg’s theory with Problem Based Learning (PBL) is a way of maximizing the PBL approach. A quick summarization of PBL: Problem-based learning (PBL) is an approach that challenges students to learn through engagement in a real problem. It is a format that simultaneously develops both problem solving strategies and disciplinary knowledge bases and skills by placing students in the active role of problem-solvers confronted with a situation that simulates the kind of problems they are likely to face as future managers in complex organizations. Problem-based learning is student-centered. PBL makes a fundamental shiftfrom a focus on teaching to a focus on learning. The process is aimed at using the power of authentic problem solving to engage students and enhance their learning and motivation. There are several unique aspects that define the PBL approach: †¢Learning takes place within the contexts of authentic tasks, issues, and problemsthat are aligned with real-world concerns. †¢In a PBL course, students and the instructor become co-learners, co-planners, co-producers, and co-evaluators as they design, implement, and continually refine their curricula. †¢The PBL approach is grounded in solid academic research on learning and on  the best practices that promote it. This approach stimulates students to take responsibility for their own learning, since there are few lectures, no structured sequence of assigned readings, and so on. †¢PBL is unique in that it fosters collaboration among students, stresses the development of problem solving skills within the context of professional practice, promotes effective reasoning and self-directed learning, and is aimed at increasing motivation for life-long learning. (Purser) Below is a diagram located from the University of California, Irvine website. I found it succinct and anticipate it to be very helpful as I move forward in the implementation of Problem Based Learning in my classroom. WHAT: HOW? WHY? Student-centered Experiential Select authentic assignments from the discipline, preferably those that would be relevant and meaningful to student interests. Students are also responsible for locating and evaluating various resources in the field. Relevance is one of the primary student motivators to be a more self-directed learner Inductive Introduce content through the process of problem solving, rather than problem solving after introduction to content. Research indicates that â€Å"deeper† learning takes place when information is introduced within a meaningful context. Builds on/challenges prior learning If the case has some relevance to students, then they are required to call on what they already know or think they know. By focusing on their prior learning, students can test assumptions, prior learning strategies, and facts. The literature suggests that learning takes placewhen there is a conflict between prior learning and new information. Context-specific Choose real or contrived cases and ground the count in the kinds of challenges faced by practitioners in the field. Again, context-specific  information tends to be learned at a deeper level and retained longer. Problems are complex and ambiguous, and require meta-cognition Select actual examples from the â€Å"real life† of the discipline that have no simple answers. Require students to analyze their own problem solving strategies. Requires the ability to use higher order thinking skills such as analysis, synthesis, evaluation, and creation of new knowledge. Creates cognitive conflict Select cases with information that makes simple solutions difficult: while the solution may address one part of a problem, it may create another problem. Challenges prior learning as noted above. The literature suggests that learning takes place when there is a conflict between prior learning and new information. Collaborative Interdependent Have students work in small groups in order to address the presented case By collaborating, students see other kinds of problem solving strategies used, they discuss the case using their collective information, and they need to take responsibility for their own learning, as well as their classmates’. (Gallow) †¢What are the four components of the â€Å"Marketing Mix† and which component deals with the delivery of a product to the consumer market? †¢What are the three methods of distribution†? †¢How does the method of distribution a company selects impact availability to the consumer? Teaching Strategies â€Å"Problem Based Learning† Strategy for lesson on the Marketing Mix component of â€Å"Distribution†: †¢Problem/Scenario: In pairs, â€Å"Marketing Partners† will determine the best methodology to â€Å"DISTRIBUTE† the product assigned to their â€Å"Marketing Firm.† †¢Problems to solve/Questions to answer: †¢What distribution channels does the competitor use? †¢Create in table form your competitors names, distribution channels and relative success of the competitor †¢What distribution options are viable for your company? †¢Create in table form a list of all possible distribution channels for your product as well as the benefits and drawbacks of each channel †¢In email form, compose a letter to your Director of Marketing defining the three levels of distribution intensity (Intensive, Exclusive and Selective) and indicate which level you recommend utilizing and explain why. †¢Based on the distribution intensity strategy you selected, create a data base (excel or word using tables) of at least 10 stores that may be a good fit to carry your product. Database should include the prospects: name, address, phone number, email and a short list of products carried. †¢Create a â€Å"Marketing Proposal Presentation† to deliver to your co-workers (class) which outlines your proposed distribution plan. The fourth lesson plan created and to be implemented as part of my new-and-improved DI Classroom of the future will utilize the strategy of Extension Menus. This lesson, as with the previous lesson, will have as its content the â€Å"Marketing Mix.† However, the focus and essential questions will center on the concept of â€Å"Promotion.† I see the significance and benefits of extension menus as many. Among the value points of extension menus is that they can be created to meet student needs using all three of the discussed vehicles: Learning Profiles, Interest and Readiness. In researching and then summarizing Extension Menus I have summarized the key elements in bullet form: Definition of Extension Menu An extension menu is an array of independent learning activities to provide students with choices for extending or enriching the essential curriculum. Purposes of Extension Menus †¢Enrich or extend the essential curriculum †¢Challenge the abilities of highly able students †¢Provide alternative activities that address the differing abilities, interests, or learning styles of students Advantages of Extension Menus †¢Can be written for any curriculum area †¢Provide rigorous and challenging learning activities for highly able students †¢May be tiered to accommodate all levels of instruction in the classroom †¢Can be used to target specific learning activities for an individual student or group of students †¢Allow student choice as well as challenge †¢Encourage the development of independent thinkers †¢Allow the teacher to monitor students’ choices and behaviors to learn more about their interests, abilities and learning styles †¢Promote student use of higher level thinking skills †¢ Promote flexible grouping in the classroom †¢Allow the teacher to be a facilitator Varied Uses of Extension Menus †¢Follow-up activity after a lesson †¢Culminating activity at the end of a unit †¢Anchoring activity (defined by Carol Ann Tomlinson as, â€Å"meaningful work done individually and silently especially when children first begin a class or when they finish assigned work †¢Learning center for enrichment and/or extension of the curriculum †¢Independent activity for students who have compacted out of specific curricular objectives or who have completed their work (Byrdseed, 2009-1012) Below is an Extension Menu I came across in my research. It will serve as a model moving forward. I thought it appropriate to include as an illustration of excellence. Tic-Tac-Toe Menu Collect Facts or ideas which are important to you. (Knowledge) Teach A lesson about your topic to our class. Include as least one visual aid. (Synthesis) Draw A diagram, map or picture of your topic. (Application) Judge Two different viewpoints about an issue. Explain your decision. (Evaluation) Photograph Videotape, or film part of your presentation. (Synthesis) Demonstrate Something to show what you have learned. (Application) Graph Some part of your study to show how many or how few. (Analysis) Create An original poem, dance, picture, song, or story. (Synthesis) Dramatize Something to show what you have learned. (Synthesis) Survey Others to learn their opinions about some fact, idea, or feature of your study. (Analysis) Forecast How your topic will change in the next 10 years. (Synthesis) Build A model or diorama to illustrate what you have learned. (Application) Create An original game using the facts you have learned. (Synthesis) Memorize And recite a quote or a short list of facts about your topic. (Knowledge) Write An editorial for the student newspaper or draw an editorial cartoon. (Evaluation) Compare Two things from your study. Look for ways they are alike and different. (Analysis) (schoolloop.com) For my first crack at Extension Menus I am offering a choice between three options. The projects assume a given level of â€Å"Readiness† as they are culminating exercises. â€Å"Interest† and â€Å"Learning Profiles† are tapped into as the choices offered are through the mediums of graphics (brochure), audio recordings (radio announcement-recorded or recited) or writings (public relations article). Additionally, the exercises also tap in Sternberg’s Triarchic Theory by meeting â€Å"Creative† and â€Å"Practical† components. †¢What are the four components of the â€Å"Marketing Mix† and which component deals with making the public aware of a business’ products or services? †¢What are the various methods of â€Å"Promotion†? †¢How do promotional activities influence consumers? Teaching Strategies Extension Menus for lesson on the Marketing Mix component of â€Å"Promotions†: Following unit lesson regarding the â€Å"Promotions† aspect of the Marketing Mix, students will be provided the opportunity to select one of three extension projects to demonstrate their knowledge of the subject. The basic nature of each assignment will vary to allow students the opportunity to select a methodology in which they are more inclined. The students will create either an artistic, written or verbal/kinesthetic product. †¢Extension Menu Project An entertainment group has just booked a three week engagement at your cities convention hall. Your marketing firm is one of two firms being considered to promote this event. You have been tasked to provide a sample marketing piece to win the job. Choose one of the following methodologies and create a â€Å"Promotional† piece for this event. Details of the event will be distributed. †¢Tri-fold Brochure: Using â€Å"Word† or a similar program, create a tri-fold brochure which pictures the entertainment groups major events and as well as various features of their business. †¢Public Relations Article: Using †Word,† create an article publicizing the coming of the entertainment group to your city and generate a â€Å"buzz† that will draw attendance to the various events. †¢Radio Announcement: Using a recording program, create a radio advertisement announcing the coming of the entertainment group to your city and highlight several of the main events. Also promote your station’s on-site appearance at one of the events. OR Write your radio announcements and perform them live for the class. As the saying goes †¦.†If you’re not moving forward – you’re moving backwards!† The challenge for us in this course, through classroom instruction, discussion, exercises, text readings and research, is to move forward in our instruction by way of transitioning from traditional methods of instruction to differentiated methods. I came into the course skeptical. I exit via this LEP project as encouraged and inspired. We talked about starting small and moving towards the greater goal. With these lesson plans and the tools acquired during class/research the foundation of a start have been laid. Works Cited (n.d.). Retrieved July Wednesday, 2012, from schoolloop.com: http://pps-pajaro-ca.schoolloop.com/file/1303568322190/1312697332954/8516106516570643153.pdf Byrdseed, I. (2009-1012). Byrdseed. Retrieved July Wednesday, 2012, from Offer Choice with Extension Menus: http://daretodifferentiate.wikispaces.com/file/view/Extension+Menu+directions+9.1.04.pdf Gallow, D. .. (n.d.). University of California, Irvine. Retrieved July Tuesday, 2012, from Problem-Based Learning Faculty Institute: http://www.pbl.uci.edu/whatispbl.html Grants and Research Office. (n.d.). Retrieved July Monday, 2012, from Applying Research to Practice:

The Second Red Scare Essay -- Politics McCarthyism McCarthy

The Second Red Scare The McCarthy era, which generally spanned from 1947 to 1957, brought to the forefront of American politics the question of civil rights. At issue were controversies about both First Amendment rights to assembly and free speech and Fifth Amendment rights to due process and freedom from self-incrimination. Anti-Communist actions often involved restrictions on these rights, and heading the anti-Communist movement was the House Committee on Un-American Activities (HUAC). This committee, which consisted of government officials from Congress, was formed to investigate the threat of Communism in America. In doing so, the committee brought in witnesses, usually individuals thought to have, or to have had, Communist affiliations. The overzealous tendencies of HUAC, however, resulted in the use of bullying and smear tactics in its quest to expose a supposed Communist conspiracy. Coming to the defense of individuals under attack by anti-Communists was the American Civil Liberties Union (ACLU). The ACLU’s aim was to champion civil rights, regardless of the ideologies of the groups it defended. Its activities have ranged, for example, from defending the rights of Nazis to protest during the seventies to espousing the abolition of segregated schools in the South during the fifties. In the McCarthy era, the ACLU had its hands full dealing with threats to civil rights that stemmed from anti-Communism. The ACLU, however, was not without its own anti-Communistic sentiments. Indeed, within the ACLU was a cadre of anti-Communist members that made it difficult at times for the ACLU to take a strong stance for the civil liberties of suspected Communists. This side of the ACLU often gets overlooked, as do the original intentio... ...arvard U.P., 1955. Kazan, Elia. â€Å"Executive Hearing.† Laws and Orders: Humanities and the Regulation of Society. Ed. Gail Hart. Boston. Pearson Custom Publishing, 2002: 402-408. Parnell, Thomas. â€Å"Transcripts from Hearing Before the House Committee on Un-American Activities (HUAC).† Laws and Orders: Humanities and the Regulation of Society. Ed. Gail Hart. Boston. Pearson Custom Publishing, 2002: 398-401. Schrecker, Ellen W. â€Å"Archival Sources for the Study of McCarthyism.† The Journal of American History. 75.1 (June 1988): 197-208. JSTOR. California Digital Lib., U of California, Irvine. 11 May 2002 . Walker, Samuel. In Defense of American Liberties: a History of the ACLU. New York. Oxford U.P., 1990. JSTOR. California Digital Lib., U of California, Irvine. 13 May 2002 .

Types of Motivation

Edgar McCarthy Types of Motivation Professor: Dr. Clemons 4-8-13 Submitted in Partial Fulfillment for a Bachelor of Science Degree Week# 3 Westwood College Types of Motivation 1. Emphasis on personnel motives and values. An effective motivation plan must take into consideration the motives and values of employees. Criminal workers have motives and values that stress public service as well as personal interests; they want to ne in profession that is both appreciated and remunerated fairly and appropriately.Often criminal justice administrators are indifferent to or unaware of just how important the motives and values of employees are. Those in leadership positions must offer a set of motives and values as guidance for subordinates. By having an articulated mission statement, for example the important motives and values of the organization become known, and employees are able to see how they fit into larger picture of the organization. 2. Use of incentitives and rewards. Employees need incentitives to meet expectations and appropriate rewards for jobs well done.A major challenge for criminal justice administrators is the creation of formal and informal approaches to recognize and reward employees. The types of rewards can be varied. Monetary rewards are often difficult to provide, but other types of rewards, such as informal praise when a job is handled well and employee recognition programs can be given. 3. Reinforcement. Administrators must develop feedback mechanism so that workers understand that their performance is appropriate on assigned tasks. More often than not, the immediate supervisor provides little or no feedback to subordinates.This creates much anxiety and uncertainty among employees, causing their motivation to wane. 4. Specific and clear goals. All theories of motivation highlight the importance of goals or expected outcomes to the motivation process. This is probably the most difficult and problematical area in motivating criminal justice emplo yees. As public agencies, criminal justice organizations are expected to address multiple, and sometimes conflicting, goals; consequently, specifying goals and prioritizing them can be very difficult. This difficulty, more than any other, poses problems for administrators.Goal clarity and goal consensus may not be possible in criminal justice organizations and, as a consequence, developing effective motivation plans will be difficult. 5. Sufficient personal and material resources. The organization must have a sufficient number of resources, both human and financial, to create a proper motivating environment for employees. Examples of such resources include support and training programs for employees, outlets for employees that allow socialization and the development of informal groups, and material support, such as adequate supplies and equipment, for tasks to be accomplished and goal attained.Managers that take these ideas can make criminal justice organizations more aware of the m otivation needs of employees. Positive motivation is the single most important element for job satisfaction and department success which then equates into community approval and support. By establishing and implementing changes to import motivation then attitudes will shift and the productive transformation will be apparent. References Criminal Justice Organizations: Administration and Management By Stan Stojkovic, David B. Kalinich, John Klofas http://lawenforcementtoday. com/2011/10/31/motivational-policing/

Administrative Issues and closeout, Sponsor interactions, IRB communication, Document retention, Close-out

Drug research and development are an essential part of the medical and pharmaceutical company today and therefore each step has to be taken cautiously to keep the process flawless and thereby maintain the efficiency of the system.The system is rendered useless if there are fingers being pointed at the preciseness and the authenticity of the outcome of the research. Issues may crop up related to the research due to a difference in the interest of the scientists and the financial interests of researchers in the study, thereby making it the responsibility of the staff or the pollster to make others aware of the underlying rift in the interests of the two.The function of the food and drug administration (FDA) is to gauge the researches that are requirements of the law needed for the development of new medicines and other similar products and to apply for re-categorizing medical instruments and gadgets, together with upgrading the image of these products.Moreover it minutely scrutinizes e ach and every detail of the data put forth so as to be sure that the research had been done with the required steps so that the study is neutral.The other duty of the FDA is to remain fully aware of the benefit of the sponsors and the clinical investigators, and   the reason why the study is being carried out, and therefore analyze if both are appropriate to each other or not. It even keeps a check by visiting the sites to be sure about the authenticity of the results. (Source: Good Clinical Practice Regulations)The secretary of the US department of the Health and Human services, Tommy G Thompson has stated that the best way to preserve the efficiency of the research is by maintaining the ethics in the study, and the preeminent way to do this is by keeping nothing hidden from all the elements involved in the research, Therefore, shielding all the subjects in the study.There is a report by the name of â€Å"Financial Relationships and Interests in Research Involving Human Subjects : Guidance for Human Subject Protection† which is followed by the HHS and FDA in all the researches that they undertake, aimed at providing a written guidance about the rights of all the human subjects that are a part of the study. (Source: HHS Provides Guidance on Financial Relationships and Interests in Research Involving Human Subjects)The other issue that comes forth is the imbursement to the people taking part in the study. It has been known that the subjects have been paid, but on what grounds, that still is questionable as any written proof on this subject matter has yet not been found.Even the federal and the experts of the field (being researched) do not see eye to eye on this matter. This is where the Institutional Review Boards step in.These agencies are aimed at ensuring that no harm what so ever is caused to the subjects of the research and that they were not brain washed or coerced to be a part of the study and that it was solely their decision to participate. (S ource: National practices regarding payment to research subjects for  participating in pediatric research)There are however certain rules that have to be abided by when it comes to paying the subjects. Firstly that the payments should be made in bits as the study progresses, however if any of the subjects back off before the completion of the research   in that case the payment should be made at the time that had been promised to them had they not backed out.Moreover a check should be made that incase if an additional benefit is to be given to the subject, then it should not be a handsome amount so that it holds the subject back to remain in the research out of greed who would have otherwise not been a part of any longer therefore every monetary dealing should also be documented and written in the approval. (Source: National practices regarding payment to research subjects for  participating in pediatric research)ReferencesUS Food and Drug Adinistration (2006).   Good Clinic al Practice Regulations.   Read the sections in part 312 related to financial disclosure (part 54).   Retrieved on  July 24, 2008  from  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   http://www.accessdata.fda.gov/scripts/cdrh/cfdocs/cfcfr/CFRSearch.cfm?CFRPart=54 Department of Health and Human Services (2004).   HHS Provides Guidance on Financial Relationships and Interests in Research Involving Human Subjects.   Retrieved on July 24, 2008 from http://www.hhs.gov/news/press/2004pres/20040512.html. Weise, K. L., Smith, M. L., Maschke, K. J. and Copeland, H. L. (2002). National practices regarding payment to research subjects for  participating in pediatric research.   Pediatrics 110 (3), 577.   Retrieved on May 21, 2008 from  http://pediatrics.aappublications.org/cgi/content/full/110/3/577?ck=nck.

Spotted Eagle Ray Facts

Spotted Eagle Ray Facts The spotted eagle ray (Aetobatus narinari) is a cartilaginous fish belonging to the eagle ray family of stingrays. Its common name comes from its distinctive spots, fins that flap like wings, and protruding snout that resembles an eagles beak or ducks bill. Usually, the ray is a solitary predator, but it sometimes swims in large groups. Fast Facts: Spotted Eagle Ray Scientific Name: Aetobatus narinariOther Names: White-spotted eagle ray, duckbill ray, bonnet rayDistinguishing Features: Disk-shaped ray with long tail, blue or black body with white spots, and flat snout resembling a duck billAverage Size: Up to 5 m (16 ft) long with wingspan of 3 m (10 ft)Diet: CarnivorousLife Span: 25 yearsHabitat: Warm coastal water worldwide, although modern classification restricts this species to the Atlantic ocean basinConservation Status: Near threatenedKingdom: AnimaliaPhylum: ChordataClass: ChondrichthyesOrder: MyliobatiformesFamily: MyliobatidaeFun Fact: Newborn pups look just like their parents, except much smaller Description The ray is easily recognized by its blue or black top dotted with white spots, white belly, and flat duck bill snout. There are five small gills on each side of the front half of the belly. The tail is very long and features two to six venomous spines located just behind the pelvic fins. A spotted eagle rays disk-shaped body can reach 5 meters (6 feet) in length, have a wingspan up to 3 meters (10 feet), and weigh 230 kilograms (507 pounds). In addition to its spots, the spotted eagle ray may be identified by its beak-like snout. Terry Moore/Stocktrek Images / Getty Images Distribution Prior to 2010, the species included spotted eagle rays living in warm coastal waters around the globe. Now the name only refers to the group that lives in the Atlantic, Caribbean, and Gulf of Mexico. The population living in the Indo-West Pacific is the ocellated eagle ray (Aetobatus ocellatus), while the group in the tropical East Pacific Ocean is the Pacific white-spotted eagle ray (Aetobarus laticeps). Only very recent sources make a distinction between the rays, which differ slightly in terms of genetics and morphology. While spotted eagle rays live in coral reefs and protected bays, they may migrate great distances through deep water. This is the historical spotted eagle ray range. Under modern classification, the fish only resides in the Atlantic, Caribbean, and Gulf. Diet Spotted eagle rays are carnivorous predators that feed upon mollusks, crustaceans, octopuses, and small fish. The rays use their snouts to dig in the sand to expose food, then apply calcified jaws and chevron-shaped teeth to crack open hard shells. Predators and Parasites Sharks are the principal predators of spotted eagle rays. Specifically, tiger sharks, lemon sharks, bull sharks, silvertip sharks, and great hammerhead sharks prey upon pups and adults. Humans also hunt rays. Spotted eagle rays host a variety of parasites, including the gnathostomatid nematode Echinocephalus sinensis (in the intestine) and monocotylid monogeneans (on the gills). Reproduction and Life Cycle Spotted eagle rays are ovoviviparous or live-bearing. During mating, one or more males pursue a female. The male uses his jaws to grasp the females pectoral fin and roll her over. When the rays are venter to venter (belly to belly), the male inserts his clasper into the female. The entire mating process takes from 30 to 90 seconds. The female retains the fertilized eggs, which hatch internally and live off the egg yolk. After a gestation period of about a year, the female gives birth to as many as four pups that are miniature versions of their parents. Rays mature in 4 to 6 years and live around 25 years. Spotted Eagle Rays and Humans For the most part, spotted eagle rays are shy, gentle creatures that pose no significant threat to humans. The intelligent, curious animals are popular with snorkelers. However, on at least two occasions, leaping rays have landed in boats. One incident resulted in a womans death in the Florida Keys. Because of their interesting pattern and the graceful way they fly through water, spotted eagle rays present a popular aquarium attraction. They have been successfully bred in captivity. Burgers Zoo in the Netherlands holds the record for the most births. Conservation Status The spotted eagle ray is near threatened in the wild, with a decreasing population trend. However, the latest IUCN evaluation occurred in 2006, which is before the fish was assigned to three separate species. The IUCN categorizes the ocellated eagle ray as vulnerable, while the Pacific white-spotted eagle ray has not been evaluated for conservation status. From a global perspective, including all three species, threats to the spotted eagle ray include severe population fragmentation, unregulated overfishing, bycatch, pollution, collection for the aquarium trade, and hunting to protect mollusk farms. Fishing pressure presents the most significant threat and is expected to increase. However, there are few portions of the animals range where the threat is lessened. The spotted eagle ray is protected in Florida and the Maldives and partially protected in Australia. Sources Carpenter, Kent E.; Niem, Volker H. (1999). Batoid fishes. The Living Marine Resources of the Western Central Pacific. Batoid fishes, chimaeras and bony fishes. 3. pp. 1511, 1516. ISBN 92-5-104302-7.Kyne, P.M.; Ishihara, H.; Dudley, S. F. J. White, W. T. (2006). Aetobatus narinari. The IUCN Red List of Threatened Species. IUCN. 2006: e.T39415A10231645. doi:10.2305/IUCN.UK.2006.RLTS.T39415A10231645.enSchluessel, V., Broderick, D., Collin, S.P., Ovenden, J.R. (2010). Evidence for extensive population structure in the white-spotted eagle ray within the Indo-Pacific inferred from mitochondrial gene sequences. Journal of Zoology 281: 46–55.Silliman, William R.; Gruber, S.H. (1999). Behavioral Biology of the Spotted Eagle Ray, Aetobatus narinari (Euphrasen, 1790), in Bimini, Bahamas; an Interim Report.White, W.T. (2014): A revised generic arrangement for the eagle ray family Myliobatidae, with definitions for the valid genera. Zootaxa 3860(2): 149–166.

Study from Home 9 Internet Courses to Study Psychology Online

Study from Home 9 Internet Courses to Study Psychology Online Study from Home: 9 Internet Courses to Study Psychology Online Sometimes, you don’t know what you want to do until you’re already out there in the working world. Suddenly you realize that you don’t understand people. And you have to deal with them every day. That’s when you decide you want to study psychology online. That way, you can continue to work while learning how to manage stress-free interactions with the people around you on a daily basis. And you can even open the doors to some new career opportunities during the process. We think it’s a great idea too. That’s why we’ve compiled this list of the top nine places to study psychology online. Penn State University. You have the option of a Bachelor of Life Science in Psychology or a Bachelor of Science with a Business Option. The second track prepares you for careers such as business, human resources, or health care while the first is a more traditional preparation to become a certified counselor or therapist. Arizona State University. The online Psychology program at ASU is a part of their New College of Interdisciplinary Arts and Sciences, so your coursework will be connected to other disciplines like anthropology and political science. Washington State University. The WSU Global Campus offers its Bachelor of Science degree in Psychology through traditional undergraduate coursework which can be completed entirely online. Courses are taught by highly skilled and dedicated professors. Northeastern University. This school has a solid academic reputation and an impressive 96% student retention rate. Classes are rigorous and cover general Psychology in addition to areas of special interests. The University of Massachusetts. This program earns top marks for flexibility, allowing you to structure your coursework around a schedule that meets your needs. You can even take an accelerated track to complete your degree sooner. Bellevue University. With one of the most affordable online degree programs in the nation, Bellevue is a great option if you’re on a tight budget. It offers a good choice of a B.A. or B.S. degree in Psychology, both of which can be earned entirely online. Central Washington University. The school offers a 45-credit BA Psychology major to students who live outside the local area. The major can be combined with a minor or an additional major in some other areas to earn a degree. It is best suited for those who want to use their Psychology studies to complement their career in a related field, such as business or social work. The University of Florida. One of the pioneers of online education, UFL has every support in place to help distant students succeed. One of the features that sets it apart is the provision of a one-on-one advisor to help each student balance his/her responsibilities. Since time management can quickly become a huge obstacle when you begin your online studies, this asset should not be overlooked. In addition to core classes and general Psychology requirements, students also take lab science classes to build their research skills. Southern New Hampshire University. Affordability and real-world job skills are the strengths of online programs at SNHU. The schedule is highly flexible and coursework can be accessed 24/7. Professors are experts in the field. With the help of one of these five-star, flexible online universities, you’ll be more than just an armchair psychologist in no time.

Disseratation Essay Example | Topics and Well Written Essays - 8250 words

Disseratation - Essay Example This conclusion is reached based on the observation of children and their teachers in a primary school from levels 1-6 as well as the concerns of the SENCO.It was found that there were wide gaps in the theory and practice of SEN teachers as apparent from the discrepancies from their interviews and what the author had a chance to observe later on.Other issues that arise in the discussion is the difficult task faced by the primary schools as they come to terms with the effective management of the special educational needs struggling from funding problems and parental expectations. The paper recommends that either there should be a return to the formerly segregated learning techniques or home teaching or there should be better initiatives to promote the development of flexible training modules which are designed to be practical and relevant for primary schools. Such training facilities would require the collaboration between the primary teachers , LEA staff and local training providers. The past two decades have been pivotal to the change in the ways in which the local Education Authorities and schools have been required to respond to pupils with special educational needs (SEN). ... Such training facilities would require the collaboration between the primary teachers , LEA staff and local training providers. introduction The past two decades have been pivotal to the change in the ways in which the local Education Authorities and schools have been required to respond to pupils with special educational needs (SEN). This began when the 1981 Education Act was passed and there was a rush to change the assessment and referral systems of the SEN pupils.The change sped up with the more recent Education Act 1988 with its intense implications for the practice and provision of SEN learning.This legislation combined with the introduction of the National Curriculum,and the 1992 White Paper have all brought a large challenge to management of the SEN initiatives.This has also in part been affected by the altered in service funding arrangement which have also impacted teacher funding.The changing SEN initiative in the UK was based on the Warnock report the recommendations of which were aimed at revolutionizing the historic practice of dealing educationally with children with disabilities or learning difficulties in a segregated fashion. However how successful this initiative to has been in letting learning disabilities not get in the way for children to be educated in their neighborhood school, sharing learning with their peer is debated in this dissertation.This is particularly obvious from the funding problems and the difficulties faced by the teachers in dealing with learning disabilities.In this regard my dissertation offers a fresh perspective which actually favours that when segregated these children might be treated by specialist teachers.Admittedly it is unfair to separate SEN pupils from