American History Essay Example for Free

American History Essay Introduction: American History has always been persuasive and this paper enlightens most influential events in the U. S history. Following paper explains the events from 1950’s, 1960’s, 1970’s, 1980’s and 1990’s. Events that have been selected are the one that had an overriding influence on U. S. culture, economy, or governmental policy in that decade. A Step towards Technology: In early 1950’s film theater presence radically declined due to the innovation of television which impacted everyone politically, socially and economically. Hollywood commenced to build up ways to counter free televisions expand by the mounting use of color, and also by bringing in wide-screen films for example: Cinemascope, Cinerama, Vista Vision and etc. Gimmicks for example 3-D presentation with cardboard glasses were also initiated. Several technical improvements within amusement facilitated citizens to survive in a great compact of better-off and thrilling living. The foremost mania that came approximately to standard public was television in 1950’s. It was required by each family in the fifties and it overwhelmed millions of kids whose connection with Television has everlastingly inclined this countrys customs and political affairs. TV enforced numerous journalists and broadcasting corporations to labor hardest in maintaining their businesses in level to Television. (1950s, 2000) In the fifties TV merely had series which were accessible to watch in early afternoons and evenings plus it wasn’t colored only black and white. A number of the popular television shows were westerns like The Honeymooners, I love Lucy, The Twilight Zone, Private Eyes and Superman (Diriks , n. d. ). An Inspiration: Moving towards 1960’s most significant event came in view. Martin Luther King’s Speech ‘I have a dream’ in 1963 was a dynamic force in the push for racial equality. (The Groovys 1960, 2009). The purpose of this speech â€Å"I Have a Dream† which was conveyed which was held at Lincoln Memorial, Washington D. C took place the 28th August 1963 through more than 200,000 citizens was to give confidence for the performing of change among the American citizens and government it was related to their shocking observation towards diverse races or ethnic groups among their people. Martin Luther particularly placed stress on the black Americans being sufferers from professional and personal both ranks. His task was to place major strain on the government which was regarding passing the Civil Rights Bill and its people by telling the errors of their behavior and the pledges which were undeniably not kept all through the history. He also demanded changes and provided answers and in doing that required a lot of persuasion towards them to approach together as a one nation. The Rising civil-rights movement moving across the nation at that time; Productive speech of Martin Luther King made it more effectively, electrified it. Due to the previous immersive civil rights movement of the 1960 U. S went through a huge racial split which is more likely to be on racial discriminating at its climax. The Americans who were white felt themselves as superior and therefore the realism of life for the black Americans was rather unwelcoming. That’s why the enormous bulk of black Americans became as a separation of life, breathing with unpleasant injustice in service, housing, medical services, education and civic adjustment. Even the so called selection of a chosen president could not help them because a lot of were deprived from taking part in any of American political system. Everything was surrounded by an unfair ambiance that he was the only who was capable to raise as an influential leader among the civil rights movement. The Act controlled countless things that Martin Luther King had before asked of the government publically which showed the rule was in fact taking note to the people concerning the following matter. Martin Luther King was awarded the Nobel Peace Prize for his effort, he was the youngest among to get such a Nobel award. (I Have a Dream, 2000) Getting the Blame: The blame for murdering the entire civilization of Vietnam was put on American soldiers. This was considered as one of the most tragic event in the American History. Almost every person in Vietnam especially people in south had to go through the large scale bombing and target killings. The effect in the south during the war’s height in 1960 was so extreme that about half of the population of 20 million was dislocated. The northerners also suffered a lot; warfare and resentment continued on with neighboring countries until 1989. The after effects of the war were humongous. Many civilians lost their relatives and expensive assets. After the war Vietnam was not active in any military conflict. Following the war, the North and South Vietnam were again unified beneath the Socialist Republic of Vietnam. Postponement of the hateful battle in North Vietnam was also announced on 15 January 1973, it was afterward tagged along by a biased departure of American troops on Vietnam. Americans concerned and involvement in the Vietnam clash officially came to an end by the signing of Paris Peace Accords on 27 January 1973. On February 11 and March 29, the first batch of U. S. prisoners was released and American army was structured to depart respectively. The most astonishing factor was the fact when the army was coming back from War who was suppose to be treated as heroes incase that did happen, even at times damned for their contribution towards the Vietnam war. Even the contract of peace did not last for an extended period. American army consequently faced by the expectation of having won mainly of the war battles, however it was like having missing the peace. (Timeline of the 1970s, 2000). The American president Nixon was the one, who assured South Vietnam that he would give armed forces hold to them in experiencing the degeneration of military situation. But Nixon was having other problems at his end as well. Nixon was combating for his political profession and his existence. The Watergate humiliation which was intense at the moment faced a gradually more aggressive parliament that held the power of an antagonistic community who were tired of the Vietnam War. Therefore Nixon ruined his pledges towards South Vietnam which was expected. Both fiscal and monetary assist towards South Vietnam sustained although it was almost cut within half. Mainly the help went to the corrupt officials and a minute of it truly went to the needy and people who suffered from the war. Further USSR and China both augmented their support towards the North Vietnam. This clearly showed the imbalance between the North and South Vietnam and thus North Vietnam initiated a foremost military unpleasant stroke which was against south. The course which was completed by Congress; Foreign Assistance Act of 1974 held in December 1974. This completion cut off all military funding to the Saigon government and made unenforceable the peace terms negotiated by Nixon. The reason behind such an action was that it was assumed so as to any innovative military tools shipped to South Vietnam would rapidly handed over to the winning communists. Economical reforms acknowledged as d? i m? i (renovation), introduced by the management since the late 1980s, have been constructing stunning outcomes. Vietnam today is one of the greatest escalating economies in the world, which is filled by exports and overseas direct savings. America became the major export marketplace for Vietnam into fewer than two years after the signing the bilateral deal concurrence in 2001. (The end of U. S invovement, 2007) The Hero: Another event which motivated and provoked almost every woman in the history and the addition of heroes was taken place. The definition and theory of a hero is one that is greatly questioned and pondered. Some people look up to parents, a few admires Lincoln or Martin Luther King while rest of them has superstars. But for my part my hero would be one who had accomplish somewhat that placed a fresh normal in this nation. Sandra Day O’Connor is my hero. President Reagan designated O’Connor on August 19, 1981, for the post of Associate Justice in the United States Supreme Court. On September 25, Sandra was established with the voting of 99-0 and she was avowed in being the first female judge to be on the United States Supreme Court. And for the further 24 years, she controlled upon the Supreme Court. She was the common swing vote amongst closest verdicts. Sandra was frequently portrayed as being the changeable in a way, constantly gave trust to each side. She showed her concerned and knowledge during the time she served for her nation being associate justice. For example, in the decision of Roe v. Wade, her vote, though not the choosing one was serious in allowing abortion privileges. (Derek) From the time period of 1981 to 2006 she was a former American judge and elected official who served as being the first feminine Associate Justice of the Supreme Court in the United States. Her case-by-case move toward jurisprudence and her comparatively reasonable political views, Sandra was the vital swing vote of the Court for quite a few of her final time on the counter. Forbes magazine called her the fourth most influential woman in the United States and the sixth most commanding in the world in 2004. (OConner, Sandra Day, 2006) Bill Clinton Impeached: Moving toward the late 1990’s the most shocking event ever which happened for the first time in U. S political history; The impeachement of Bill Clinton. (President Clinton Impeached, 1994) The House impeached Bill Clinton on accusation of false swearing and hindrance of justice in connection to his concern among Monica Lewinsky who was White House intern. Clinton was ultimately acquitted by the council. In 1998 the U. S. House of Representatives chose in goodwill of two articles of the impeachment. Days sooner than departure of office, he hit a contract with the office of the particular prosecutor in that case so to keep away from an indictment. He further confessed to building deceptive testimony and then was suspended from working law in Arkansas up to five years. Although his wife, Hillary Clinton was voted as a U. S. Senator in 2000 from New York. It was the first point in time a lady had ever been voted to public workplace. Bill Clinton achieved admiration for his determination and his management of the workplace despite of a variety of controversies, strong-minded to increase above them somewhat than be pulled behind by them. It was a major shock to the public because such a leader is a mentor towards them and people still love they were disappointed and disturbed. (The History Place, 2000) Conclusion: History is not about getting disppointed towards our leaders or getting disturbed. Its about learning from our mistakes. American History holds great goals toward every aspect whether it is economical or political or social. There is a lot to learn and improve though many misunderstanding led to wars and severe damage but a lot of thing can still be done. Right now U. S is going through many crisis which are hidden. Changes can be done if racial discrimination can simply vanish. A lot of economical crisis have faced which can’t be changed by U. S by it has to be done on a global level as the whole world is facing them. References: 1950s. (2000). Retrieved July 10, 2010, from 123helpme: http://www. 123helpme. com/view. asp? id=22923 Derek. (n. d. ). My hero project. Retrieved July 10, 2010, from my hero: http://www. myhero. com/go/hero. asp? hero=Oconnor_Cupertino_hs_06_ul Diriks, T. (n. d. ). 1950s. Retrieved July 10, 2010, from filmsite: http://www. filmsite. org/milestones1950s_2. html I Have a Dream. (2000). Retrieved July 10, 2010, from maikeru: http://www. maikeru. cc/english_ihaveadream_martinlutherkingjr. htm OConner, Sandra Day. (2006, March 22). Retrieved July 10, 2010, from girlscantwair: http://girlscantwhat. com/oconner-sandra-day-supreme-court-justice/ The end of U. S invovement. (2007). Retrieved July 10, 2010, from factasy: http://www. factasy. com/vietnam_war/index. shtml

Importance of Statistical Research in Medicine

Importance of Statistical Research in Medicine The Nepal Journal of Epidemiology is the first journal of its kind in Nepal. Our main objective in pioneering this journal is to attempt to provide a common platform for all researchers, particularly those doing epidemiological studies on prevailing public health problems in the community. We wish to make this journal one that follows standard criteria of scientific article writing with sound technical knowhow. We have introduced several initiatives to improve the quality, reporting, and transparency of research in general, and randomised trials in particular, by emphasising the importance of protocols. We offer to review protocols to improve trial quality and reduce publication bias. We consider submissions of randomised trials only if registered and accompanied by a protocol, which is sent with the manuscript to peer reviewers. All who use, receive, or pay for health-care interventions depend on guidance from reliable research findings and will want reassurance that medical researc h is credible. Essentially, Nepals research output is still small. More collaboration and partnerships between countries in different regions of Asia and externally must be fostered. Lack of investment in research should also be addressed by nations that are capable of investing more. Research in Nepal can and should flourish over the next decade. A brief review through almost any recently published medical journal will show that statistical methods play an increasingly important role in modern medical research. Many research papers quote at least one p-value to communicate their results while some present the results and the statistical analysis of medical data in relatively sophisticated and complex sets1-8. After extensive study of the available literature and from the personal experience in this domain, I would like to venture a few recommendations for the improvement of various aspects in medical research and its application. I believe that this brief discussion will be of great value to all professionals involved in medical research and its application. Medicine is a science of uncertainty and an art of probability, mused William Osler. Medical journals are a confluence of medicine, science and journalism-and are expected to have the values of all three. The science that underpins medicine is presented in journals, and most journals can point to landmark studies that changed medicine. Medical journals differ from scientific journals in that they are mainly read, not by scientists, but by practicing doctors. Medical journals will continue to be the main vehicle of scientific information for years to come, particularly where access to computer and internet facilities are relatively limited. Currently, the output-and rewards-of research are based almost entirely on published papers in scientific journals. Scientists in low-income and middle-income settings want an opportunity to analyze data for their populations according to their own priorities. They want to be in the frontlines of national and global conversations about their countr ys experiences. Evidence-based medicine provides several ways to quantify and communicate uncertainty, but does so from a probabilistic rather than a human perspective. We can divide Evidence based medicine/clinical epidemiology into two major methodological themes: statistical and implementation. The use and analysis of large trials, meta-analyses, systematic reviews, evidence hierarchies, cost-effectiveness analyses, and number needed to treat would come under the statistical while the improved access to evidence through literature searching, library and critical appraisal tools, guideline development, risk framing, etc. would be implementation. Researchers welcome clinical uncertainty as a source of knowledge gaps, whose answers will be meaningful to clinicians and patients. Clinical epidemiology bridges clinical practice and public health. Policies notwithstanding, despite suggestions to detect and eliminate research misconduct, training in research ethics, standards and responsible conduct is often minimal or absent in academia. The quality of medical journals depends on several factors involving three groups of people: namely the authors, the reviewers and the editors. Deciding who should be listed as an author is not simple, and too often the decision is made on the basis of power. The powerful are included, even when they have done nothing, and the weak are excluded, even though they have done most of the work. This unethical behaviour can become a major problem if the study proves to be fraudulent, as has happened many times. Sometimes journals receive coverage in the media that makes them squirm, particularly when they are exposed as having published research that is fraudulent. I worry that journals are being polluted by misconduct and that editors are not responding adequately. Scientific reading will enhance the quality of scientific writing. Critical reading and thinking will provide a relevant, interesting, feasible, ethical and novel research hypothesis. The author or researcher planning on a research study and publication should search in Medline, PubMed and other search engines for relevant reviews and literature of similar studies in world and national scenario. These studies must be examined for strengths and weaknesses, and the researcher must apply required modifications for new knowledge. It will help the author tremendously in the writing of the introduction, discussion and conclusion part of the manuscript. Before starting data collection, the researcher should decide upon the study design, target population, sample size and sampling method, inclusion exclusion criteria, study period, study variable, outcome measures and units of measurement, definition of all the terms and variables and their classification. After careful consideration, the methodology of data collection and the method of data analysis, including the computer packages and statistical methods, should be chosen. The instruments or questionnaire used to measure the variables should be described correctly and if others have developed them, referenced properly. A researcher should be well aware of the concepts of different types of data and variables, two types of errors (type I and type II errors), calculation of sample size, significance level, confidence interval, testing of hypothesis and power of the test1-11. Once these criteria are followed, the authors should allot paragraphs for each one of them in the material and methods part of the manuscript, thereby increasing the quality of the study. This meticulous planning and execution will be useful to new researchers in this area. The editorial management is a crucial part of the publishing process. The editors begin action with the receipt of the manuscript by directing the various steps of evaluation, correction and re-submission, until an editorial decision is taken to accept the paper as is, accept it after modification or reject it if it is unacceptable. They then make necessary text and layout editing. Due consideration is given to the statistical, multilingual and ethical aspects as well as to the overall uniformity of the terminology, nomenclature and style throughout the volume as a whole. Experts review plays a pivotal role on maintaining the quality of a medical journal. A reviewer is required to address a number of important aspects of the paper and to make recommendation concerning the acceptability of the paper. Findings of good research deserve to be presented well, and a good presentation is as much a part of the research as the painstaking collection and analysis of the data. Critical appraisal of 150 articles published in a reputed medical journal in Nepal reveals that in more than 70% articles experienced biostatisticians were not involved or substantially contributed (not co authored), more than 65% studies sample size calculation were wrong and 80% of the article with inadequate statistical details and wrong statistical tests. Critical reviewers of the biomedical literature have consistently found that more than half of the published articles (including scientific articles, published even in the best journals) that used statistical methods contained unacceptable errors 1-11. The term statistics here in this context, has a wider meaning and includes the methodology of research, study design, or epidemiological methodology etc 1-8. The major applications of biostatistics started in the middle of the 17th century in the analysis of vital statistics. After the early developments in vital statistics, the field of genetics was the next area that benefited most from the new statistical ideas emerging in the works of Charles Darwin (1809-1882), Francis Galton (1822-1910), Karl Pearson (1857-1936), and Ronald A. Fisher (1890-1962). Now, the fields of application and areas of concern of biostatistics include evidence based medicine, bioassays, public health, health service research, nutrition, environmental health, demography, epidemiology, surveys of human populations, community diagnosis, bio-mathematical modelling, clinical trials, brain imaging, genomics and proteomics. Computer-based statistical packages have not yet been given expertise to decide the correct method although they sometimes generate a warning message when the data are not adequate. The user of the package decides the method9. The real solution to poor statistical reporting will come when authors learn more about the statistical methods in research design and when statisticians are able to convey the importance of the methods used in the study to authors, editors, and readers; when researchers begin to involve statisticians from the beginning of research, not at its end; when manuscript editors begin to understand and to apply statistical reporting and editing guidelines; when the journals are able to screen the articles containing statistical analyses more carefully; and when readers learn more about how to interpret statistics and begin to expect and demand, adequate statistical reporting7. A researcher should never hesitate to ask for professional assistance from a biostatistician to plan the study or experiment. There may be valuable research going on in developing and financially less-privileged countries, but it usually does not reach international visibility, in spite of a large number of scientific journals in these countries. Such journals are not only invisible but by perpetuating a vicious circle of inadequacy, may be directly damaging to the local science and research culture. Journals should prevent this by constructing an editorial board including qualified editors from developed and developing countries in the editorial board. I recommend biostatisticians to join as editors and reviewers in order to help formulate journal policy, audit the quality of statistics in published papers, help produce statistical guidelines or checklists for authors, educate editors, provide explanatory statistical comments on published papers, and write expository articles about statistical matters in journals.

Revolutionary Mexican Women Essay -- Essays Papers

Revolutionary Mexican Women The picture of pre-revolutionary Mexican women was of a woman who had to lived her life constantly in the male shadow. These women were consumed by family life, marriage, and the Catholic Church, and lived silently behind their dominant male counterparts (Soto 31-32). In 1884 (prior to the revolution) the government passed the Mexican Civil Code. It dramatically restricted women's rights at home and at work (Bush and Mumme 351). Soto states that the code "sustains an almost incredible inequality between the conditions of husband and wife, restricts in an exaggerated and arbitrary manner those rights due the woman, and†¦erases and nullifies her personality" (qtd. Bush and Mumme 351). The code was just one of the many inequalities women and other ethnic, economic, political, or religious minorities suffered under the regime of Porfirio Diaz (Bush and Mumme 351). When the Mexican Revolution of 1910-1920 arose to fight against the discrimination that Diaz incorporated into his regime, women began to find a place for themselves. It gave them the chance to control their own fate and live more public lives successfully (Soto 31-32). Mexican women were essential to the revolution in a number of ways. They were involved in politics, were strong advocates for the causes they believed in, and participated in life on the battlefields. The female political figures were probably the most important and influential women in the Mexican Revolution. They were prominent political activists, thinkers, writers, figures, role models, and were fearless in their pursuit of their goals, often resulting in jail terms. Both upper and lower class women managed to get high in the ranks of politics despite the ... ...of the female spirit. They took on core positions that were not traditional and excelled in many predominantly male-dominated roles. Mexican women were revolutionary in the way they stretched the boundaries of gender roles and reversed many stereotypes. Sources: Arrizon, Alicia. "Soldaderas and the Staging of the Mexican Revolution." The Drama Review. 42.1 (1998). 90-113. Bush, Diane Mitsch and Stephen P. Muume. "Gender and the Mexican Revolution." Women and Revolution in Africa, Asia, and the New World. Columbia: University of South Carolina, 1994. 343-365. Macias, Anna. "Women and the Mexican Revolution 1910-1920." Americas (Acad. of Am. Franciscan Hist.) 1980. 37(1): 53-82. Soto, Shirlene. Emergence of Modern Mexican Woman: Her Participatrion in Revolution and Struggle for Equality, 1910-1940. Denver, CO: Ardern Press, Inc., 1990. 31-66.

Futility :: essays research papers

While mining over abundant quotes, sonnets in a seemingly different language, and soliloquies with enough meter and meaning to write a doctorate, the main thing I’m left wondering is: What exactly was Shakespeare’s intent in writing Hamlet? He too, like the readers of today, was a mortal being. He too felt feelings of revenge and purposelessness, and questioned being and capability. As any other human has strived to comprehend at some point in their humble lives, I believe that this is one of Shakespeare’s attempts to justify the life given to man, or more fittingly, to comprehend man’s purpose in life. Hamlet is a pessimistic view of life that deems any man’s attempt at change, futile.   Ã‚  Ã‚  Ã‚  Ã‚  Several times within the play, Hamlet talks of man’s unused â€Å"capability and god-like reason† (259). He is distressed by â€Å"what a piece of work is a man! how noble in reason! how infinite in faculties!† (217). Man has a seemingly infinite range of action and it distresses the hero of this play that he, as well as mankind, does not utilize it. I imparts a guilt within him and he asks, â€Å"why yet I live to say ‘This thing’s to do,’/ Sith I have cause, and will, and strength, and means to do’t.† (260). I believe this worry rings true more now than ever. Today’s society is driven by time-management and efficiency. If you can do something, well we are taught we must do it. High school students are reared to be exceptional scholars, recruited athletes, multi-talented, upstanding citizens, and somehow volunteer, too. Free time is a waste of time is the message I’ve been getting, and Hamlet is battling this issue as well.   Ã‚  Ã‚  Ã‚  Ã‚  Besides being torn over the discrepancy between his capability and actions of avenging his father’s death, Hamlet is also concerned that thinking over the matter too much yield no action and therefore makes him â€Å"a coward† (225). He states that by turning something over and over in one’s mind and not coming to an immediate action â€Å"conscience does make cowards of us all† (228) and that â€Å"a thought which, quarter’d, hath but one part wisdom and ever three parts coward† (260). Does he mean to have action without thought? Is acting, or the act of being, the essence of man? By Hamlet’s saying â€Å"the readiness is all† (289) I feel that he is saying that by having fulfilled one’s potential to act, it can be done without thinking.

African Americans In The Post Essays -- essays research papers

Jefferson Davis stated in the pre-Civil War years to a Northern audience, “You say you are opposed to the expansion of slavery... Is the slave to be benefited by it? Not at all. It is not humanity that influences you in the position which you now occupy before the country,'; (Davis, The Irrepressible Conflict, 447). The Northerners had not freed the slaves for moral issues; the white majority did not have anything but its own economic prosperity on its mind. The African Americans gained their emancipation and new rights through the battling Northern and Southern factions of the United States, not because a majority of the country felt that slavery possessed a ‘moral urgency’. As the years passed and the whites began to reconcile, their economic goals rose to the forefront of their policy, while racism spread throughout the country and deepened in the South. Even with all of the good intentions and ideals expressed in the 13th, 14th and 15th amendments, blacks watche d as their freedom disintegrated through the late 19th Century as a result of the Supreme Court decisions that limited the implications of the new amendments.   Ã‚  Ã‚  Ã‚  Ã‚  After the passage of these amendments, two of the three branches of government disconnected themselves with the issue of black civil rights. Following Grant’s unenthusiastic approach to protecting blacks in the South, the executive branch gradually made its position on the issue clear in 1876. (Zinn, 199) When Hayes beat Tilden in the presidential election by promising to end the Reconstruction in the South, it was evident that the White House would no longer support any calls for the protection of blacks. The compromise of 1877 brought Hayes to office, but “doomed the black man to a second class citizenship that was to be his lot for nearly a century afterward,'; (Davis, 160). The Radical Republican’s in Congress, who were responsible for freeing the blacks, were also responsible for letting their voices become silenced. This occurred as the other, more industrial, interests of the broad based party dominated their platform; leaving the blacks t o face the wrath of the Southerners. A final blow to the hopes for national protection of African American civil rights was dealt with The Force Bill of 1890. In this bill, the Senate objected to the idea of... ...e Radical Republicans had embarked on a costly Reconstruction plan and set up legislation meant to protect black civil rights, the blacks did not thrive. The Supreme Court successfully chipped away at any progress made by the Republicans. Rulings made in the later half of the 19th Century reduced the scope of the 13th, 14th and 15th amendments, and lead to the further subordination of the Black race by Southern State governments. Southern whites were allowed to set up a system that kept blacks as prisoners without any say on their future. The social practices, including segregation, curfews, violence and disfranchisement that the Blacks suffered left them anything but free as the 20th Century dawned. The amendments to the Constitution had been made, but the whites did not take the time after 1866 to abolish the prejudice that came with slavery, giving testimony to theory that the North engaged in the Civil War for economic, not moral reasons. The application of racism after the C ivil War was just as rampant, but much more subtle than before the Civil War, making it much more difficult to confront, and resulting in a century of unequal education, inferior treatment and segregation.

Living Life

[pic] ENC 1101 – 1591 English Composition Semester: Spring 2013 Instructor: Ms. Nancy Fletcher Campus: Sanford/Lake Mary Building: UP Room: 3205 English Office phone: 407-708-2060 Email: [email  protected] edu Days: Monday evening Hours: 6:30 – 9:15pm Credit hours: 3 Prerequisite: College Prep reading and writing requirements must be fulfilled Textbooks: Lunsford, Everything's An Argument with Readings, 5th ed. Kirszner & Mandell, The Brief Wadsworth Handbook, 7th ed.Tensen, Research Strategies for a Digital Age, 4th ed. Course Description: This is a course in the process of expository writing. Students will read essays and compose papers that are unified, organized, logically developed and supported, clearly stated, and well- focused. Research techniques are introduced and incorporated into at least one composition. This course partially satisfies the writing requirement—6,000 words (S. B. E. 6A-10. 30). Students must pass the core assignments with a ‘C' or better. Course Objectives: Upon completion of this course, the student will be able to †¢ demonstrate competence in written standard English usage, punctuation, sentence structure, paragraphing, and other fundamentals of writing †¢ develop effective essays determined by purpose and audience †¢ demonstrate awareness of writing as a dynamic process ith rough drafts, substantive revisions, proofreading, and editing †¢ recognize, incorporate, and combine patterns of exposition/rhetorical modes †¢ use critical and original thinking in course assignments †¢ employ field and library research in the creation of at least one essay, and document using parenthetic MLA format †¢ employ the use of computers for word processing and/or researching all essays Core Assignments: In order to pass ENC1101, students must pass all core assignments with a grade equivalent to a ‘C' or better. Two in-class timed writings patterned after the CLAST essay †¢ An expository essay. †¢ An argumentative essay. †¢ A library research project on a subject assigned by the instructor (minimum 5 pages) that demonstrates: researching, note-taking & drafting; producing a works cited page (5-entry minimum); documenting research using MLA style; formatting using MLA style; editing and proofreading ENC1101 Documentation Exam – score is not included in final grade.Students are required to pass the ENC 1101 Documentation Exam with a score of 70% or higher, or they will be required to retake the exam in the Make-Up Testing Center before receiving a final grade for the course. College Plagiarism Statement: As a member of the Seminole State College community, a student is expected to be honest in all of his or her academic coursework and activities. Academic dishonesty such as cheating of any kind on examinations, course assignments, or projects; plagiarism, representation; and the unauthorized possession of examinations or other course-relat ed materials is prohibited.Plagiarism is unacceptable to the College community. Academic work submitted by students is assumed to be the result of their own thought, research, or self-expression. When students borrow ides, wording, or organization from another source, they are expected to acknowledge that fact in an appropriate manner. Plagiarism is the deliberate use and appropriation of another's work without identifying the source and trying to pass off such work as the student's own. Any student who fails to give full credit for ideas or materials taken from another has plagiarized.Any student who shares his or her work for the purpose of cheating on class assignments or tests or who helps another to cheat or plagiarize is subject to the same penalties as the student who commits the act. When cheating or plagiarism has occurred, the instructor may take academic actions ranging from denial of credit for or assigning a grade of ‘F' for the course. The student may also be sub ject to further sanctions such as disciplinary probation, suspension, or dismissal from the college.Attendance: check College Catalog online. To summarize: any student who misses more than 10% of the classes can be withdrawn from the course without notice. Requests for an excused absence made after the fact must document an emergency that the student could not anticipate or prevent. Late arrivals (more than 5 minutes) are recorded as an absence and will not be overlooked, since they disrupt the learning process of the other students. Students who leave before the end of the class will be marked absent for that class.A student who has to be absent because of jury duty or court-mandated appearance needs to contact the instructor in advance of the absence in order that a plan for making up work missed can be made. When observance of religious holidays of students' religious faith interferes with attendance in class, students are required to notify the instructor in advance of such abse nces. Students are held responsible for material covered during their absences, with reasonable time provided to complete make-up assignments. Seminole State College believes that regular attendance in the classroom is necessary for student success in college.Throughout the semester, quizzes are given to evaluate the student's understanding of class material and enhance the student's grade. Because these quizzes are given in an attempt to encourage attendance, no make-up tests are given regardless of the reason for the student's absence. Withdrawals: The last day to withdraw from class is March 19, 2013. After that date, the student will be given a grade for the course. Grades: All assignments will be evaluated on the basis of a numerical scale 100 – 90A 89 – 80B 79 – 70C 69 – 60D 59 – 0FYour final grade will be determined as follows: In class CORE essay #110% In class CORE essay #210% Memoir CORE essay10% Argumentative CORE essay15% Research CORE essay25% Final Exam5% Group Projects5% Class Participation5% Quizzes10% Blogs5% Class Policies: This course will be presented on Sakai, an online course management system. All written assignments are subject to review by turnitin. com, a plagiarism evaluator. Students will be allowed one opportunity per assignment to revise and resubmit failing CORE assignments except in cases of intentional plagiarism.All resubmissions are due 1 week (7 days) from the due date of the original essay. All out of class assignments submitted by the student must be typed. Any student found to be texting or answering cell phone messages during class will be asked to leave the class. Repeated instances of audible signals from such devices that occur during class are disruptive of the learning process and will be grounds for expulsion of the student from the class for the day that the infraction occurs. No laptop computers in the classroom unless the instructor gives special permission.Seminole State Colle ge believes that regular attendance in the classroom is necessary for student success in college. Throughout the semester, quizzes are given to evaluate the student's understanding of class material and enhance the student's grade. Because these quizzes are given in an attempt to encourage attendance, no make-up tests are given regardless of the reason for the student's absence. Should emergency conditions (storms, flooding, etc. ) occur, please contact the College – not the instructor – to see if classes have been cancelled. CalendarThis is a tentative schedule that may be changed by the instructor 1/7 Class Discussion Welcome to the class! Reading of the syllabus Sakai introduction MLA formatting for essays Diagnostic essay Memoir CORE essay assigned – Sakai – Module 1 Homework to be completed for the next class Complete the Sakai tutorial Send me an email from your school email account – go to http://www. seminolestate. edu/livemail/ The library can help you if you can't unlock your account Read Wadsworth page 3 – 7 Purpose & Audience and 57 – 65 Paragraphs and 72 – 75 Introductions and ConclusionsRead Tensen 5 – 17 Topics and 169 – 175 MLA formatting for essays Choose a topic for the Memoir CORE essay Read â€Å"Writing dialogue† in Sakai Module 1 ——————————————————————————————————– 1/14 Class Discussion Memoir CORE essay topics approved Purpose & Audience Unity & Coherence Examples of Student Memoirs – Sakai – Module 1 Introductions and Conclusions Writing and using dialogue effectively Blogging Homework to be completed for the next class Read Wadsworth 23 – 24 Topics and 48 – 52 Titles & EditingRead Writing Dia logue & Punctuating Dialogue Sakai – Module 1 Read In class CORE Essay Hints – Sakai – Module 4 In class CORE essay #1 will be given in the next class. Laptops are encouraged but not required for the next class Don't forget to blog! ———————————————————————————————————— 1/21 Martin Luther King day – School closed ************************************************************************ 1/28 Class Discussion Blog #1 due in Sakai Group fiction project assigned Group meetings Picking a TitleEditing your essay Academic Success Center & Smarthinking In class Essay Hints In Class CORE Essay #1 today Homework to be completed for the next class Submit your Memoir in Assignments in Sakai by midnight 2/4 Read Developing a Thesis – Module 2 – Sakai Read Topic Sentences – Module 2 – Sakai Read Wadsworth 211 – 219 Plagiarism Practice the Overall Exam Review in ENC 1101 Documentation Tool – under Tests & Quizzes – Sakai Don't forget to blog! ———————————————————————————————————— 2/4 Class DiscussionReview of submission process – Sakai – Assignments Memoir CORE essay due in Sakai – Assignments Argumentative CORE essay assigned Plagiarism Researching databases – demonstration Thesis statements Topic sentences Homework to be completed for the next class Read Wadsworth 32 Outline and 90 Opposing Argument Read Acknowledging the Opposing Argument – Sakai Module 2 Write a thesis statement for your essay – counts as a quiz grade – must be submitted in Sakai by midnight on 2/10 – bring a copy to class Everything's an Argument 32 – 35, also 53 – 67 Ethos 69 – 93 Logos 39 – 50 PathosPractice the Overall Exam Review in ENC 1101 Documentation Tool – under Tests & Quizzes – Sakai Don't forget to blog! ———————————————————————————————————— 2/11 Class Discussion Blog # 2 due in Sakai Thesis Workshop Ethos, pathos, logos Recognizing the opposition Group 1 Fiction Project/Presentation due in Sakai – Wiki by class time Homework to be completed for the next class Laptops are encouraged but not required for the next class Review Hints for in class essays R ead Introductions and Conclusions Sakai – Module 2Read Everything's an Argument 32 – 35 Write a paragraph recognizing the opposition – quiz grade – must be submitted in Sakai by midnight on 2/17 – bring a copy to class Write a pathos paragraph for your essay – quiz grade – must be submitted in Sakai by midnight on 2/17 – bring a copy to class Practice the Overall Exam Review in ENC 1101 Documentation Tool – under Tests & Quizzes – Sakai Don't forget to blog! ———————————————————————————————————— 2/18 Class Discussion In Class CORE essay #2 today Recognizing the Opposition WorkshopPathos Workshop Introductions and conclusions Outlining the essay Homework to be complete d for the next class Don't forget to blog! Write an introduction for your essay – quiz grade – must be submitted in Sakai by midnight on 2/24 – bring a copy to class Write a conclusion for your essay – quiz grade – must be submitted in Sakai by midnight on 2/24 – bring a copy to class Practice the Overall Exam Review in ENC 1101 Documentation Tool – under Tests & Quizzes – Sakai ———————————————————————————————————— 2/25 Class DiscussionBlog #3 due Introduction Workshop Conclusion Workshop Group 2 Fiction Project/Presentation due in Sakai – Wiki by classtime Researching databases – Reprise Turnitin. com Homework to be completed for the next class Read Everything's an Argument 172 – 205 Practice the Overall Exam Review in ENC 1101 Documentation Tool – under Tests & Quizzes – Sakai Don't forget to blog! ———————————————————————————————————— 3/3 – 3/9 Spring Break – college closed ************************************************************************ 3/11Class Discussion Blog #4 due Classic, Rogerian and Toulmin Arguments Group 3 Fiction Project/Presentation due in Sakai – Wiki by class time Homework to be completed for the next class MLA Documentation Exam next class – open book – bring a pencil Practice the Overall Exam Review in ENC 1101 Documentation Tool – under Tests & Quizzes – Sakai Laptops are recommended but not required for the next class ———————————————————————————————————— 3/18 Class Discussion Library day – grade conferences available Make up in class CORE essays todayMLA Documentation Exam – open book – bring a pencil Homework to be completed for the next class Create a works cited for your argumentative essay and bring to class Prepare presentation of your group's argument Don't forget to blog! ———————————————————————————————————— 3/19 Last day to withdraw from class —â⠂¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€ 3/25 Class Discussion Works Cited Workshop Blog #5 due Group 4 Fiction Project/Presentation due in Sakai – Wiki by class timeHomework to be completed for the next class Argumentative CORE essay due 4/1 in Sakai – Assignments Don't forget to blog! ———————————————————————————————————— 4/1 Class Discussion Argumentative CORE Essay due in Sakai – Assignments Research CORE Essay Assigned Homework to be completed for the next class Write a thesis s tatement for your essay – counts as quiz grade – must be submitted in Sakai by midnight on 4/7 – bring a copy to class Don't forget to blog! —————————————————————————— —————————– 4/8 Class Discussion Thesis Workshop for the Research CORE Essay Outlining your Essay Blog #6 due Group 5 Fiction Project/Presentation due in Sakai – Wiki by classtime Homework to be completed for the next class Write an outline for your essay – counts as quiz grade – must be submitted in Sakai by midnight on 4/14 Read Help With Annotated Bibliography – Sakai – Module 3 Read Tensen 81 – 88 Read Summary – Module 3 – Sakai Don't forget to blog! —————â €”—————————————————————————————— 4/15 Class DiscussionOutline Workshop Annotated Bibliography Summarizing – in class quiz Evaluating resources Primary and secondary resources – interviews Homework to be completed for the next class Write your Annotated Bibliography and submit in Sakai by midnight on 4/22 – quiz grade Read Wadsworth 154 – 163 Read Tensen 103 – 111 Don't forget to blog! ———————————————————————————————————— 4/22 Class Discussion Group Research Project Annotated Bibliography Wor kshop Research CORE Essay due in Sakai – Assignments Blog #7 Review for the final exam

Philosophy of Education Essay

It was Chesterton, an English essayist, who once said that â€Å"the most practical thing about a man is his view of the universe – his philosophy† (Hocking 4).   Man’s philosophy is generally referred to as the sum of all his beliefs and views about the world which guide his actions.   His beliefs comprise all those judgments, whether they are based on convictions or impressions, which he habitually lives by. During the pre-service education and throughout the teaching career, teachers will have to face up to what it means to live and to teach in a society that gives the individual freedom to hold different beliefs and values.   In this society there seems to be no single â€Å"right† way of thinking about and doing things in education.   How teachers deal with school matters – objectives, contents, and methods – depend very much on their own individual beliefs and values.   They should be willing to take responsibility for giving their own answers to many problems they will meet in their classrooms regarding goals and values, and ways of teaching their students. 1. Organizing your classroom & materials. The teacher in the classroom is a veritable manager.   The success of the activities in the classroom depends on the ability of the teacher as classroom manager.   He is at the helm of all activities, and these activities will succeed depending on how well he can steer and guide them properly.   One of the most difficult problems that confront a beginning teacher is classroom management.   Unfortunately, he does not learn techniques of proper classroom management from books.   He merely gets suggestions on how to mange a class, but there is nothing like teaching experience that will really teach him all the tricks of classroom management. Hence, classroom management is one of the main concerns of teachers, administrators, and parents.  Ã‚   If the school is to live up to the community’s expectation that it is a learning-producing enterprise, the individual classrooms which comprise the school must contribute to the school’s educational productivity. Learning is the central goal of the total school operation, and teaching is the school’s basic production technique.   Effective teaching and effective learning take place in well-managed classrooms. When class time is consumed by management problems, students are the losers, for little real learning takes place.   As every teacher knows, good classroom management is one of the strongest influences on academic learning. 2. Choosing rules & procedures. A well managed classroom is hardly possible without laws, regulations, and conventions.   The classroom in itself is a society and needs its own rules and regulations to keep peace and harmony within it.   Certain classroom activities can be made automatic in the sense that they can be performed without much thought, especially when they have become habitual.   Such activities, we say, have become routinized.   It is apparent that routinizing classroom rules and procedures can help the teacher a lot in classroom management.   There are no hard-and-fast rules as to which activities can be reduced to routine.   Routinizing would depend on such factors as size of the class, the nature of students, materials available, arrangement of equipment, and the like. There are certain advantages in routinizing classroom rules and procedures and these are economy in time and effort, prevent confusion, and promote learning activity.   Much time is wasted on administrative activities that are not handled in a well-organized manner.   Activities that are repeatedly done may well be routinized so that pupils will know exactly what should be done. Some disadvantages should, however, be mentioned if routine factors are overmechanized.   If every little activity in the classroom is mechanized, no room for initiative is left to the pupils.   They may behave like automatons and certainly creativity is destroyed.   The teacher is reduced to an autocratic general and the pupils are regimented soldiers who merely wait for the chief’s signal or command.   Such a situation leads to blind obedience and acceptance of rules and procedures.   This type of atmosphere must be avoided by the teacher. Certain classroom rules and procedure, though, can be routinized so that more time can be devoted or allotted to more significant activities.   Among these activities are the roll calls, seating, handling materials and devices, classroom courtesies, and responses to the bell signals. The main goal here is to save time and effort.   Pupils should be made to understand and learn the value of time.   The old saying that time is gold should be clearly impressed on the minds of children. 3. Managing student work. One aspect of classroom management deals with managing student work.   The teacher takes full charge of the learning situation should manipulate the learner and the situation to produce the desired learning.   Managing implies arranging the learning situation so that the learner comes face to face with the stimulating problem.   While it is true that most teaching tends to foster teacher domination, manipulation, an intervention rather than the development of a genuine helping relationship, teachers can learn to dominate less and get students to participate more.   It is good practice for teachers not to repeat their questions, answer their own questions, or repeat answers of students. Some teachers tend to be autocratic or authoritarian.   Experience and research findings show that democratic teachers produce better learning results than those who dominate, control, or manipulate learning situations.   Teachers should determine the psychological needs of their students and adapt their teaching styles accordingly.   The teacher who encourages a two-way communication in the classroom insures a favorable teaching-learning climate.   To understand better the complexities of learning and classroom behavior, classrooms must be pupil centered rather than teacher centered. 4. Getting off to a good start. Getting off a good start requires careful attention to how teacher’s teach rules and procedures to their classes.   The tone of the class is set by the personal disposition that a teacher displays.   A teacher should bring a cheerful, pleasant and confident disposition to the classroom.   Once inside the room, a teacher’s face must be lit with joy to brighten the atmosphere.   Then, a teacher should take the necessary time during the first day of class to describe carefully your expectations for behavior and work.   Teachers should not be in a hurry to get started on content activities that teaching good behavior is neglected.   Rather, combine learning about procedures, rules, and course requirements with your initial content activities in order to build the foundation for the whole year program. 5. Planning & conducting instruction. Just as good classroom management enhances instruction by helping to create a good environment for learning, so too does effective instruction contribute to well-managed classroom.   With the change of emphasis on educational objectives, with the inclusion of more outcomes learning, with the focus on the child as the most important factor in the educational process, the concept of conducting instruction has likewise diversified and broadened.   In recent years, newer and more informal methods of instruction have come about.   Current practices have gradually replaced the undesirable features of so-called lesson hearing instruction.   This is due in part to the gradual acceptance of the newer philosophy of education, i.e. education is not merely a process of learning facts and storing knowledge, but it is concerned with the many sided development of the individual – social, emotional, and mental- including he ability to meet social needs. 6. Managing cooperative learning groups. Cooperative learning in mathematics is essential if math teachers are to promote the goals of problem-solving competency, ability to communicate mathematically, ability to reason mathematically, valuing of mathematics, and self-confidence in one’s ability to apply mathematics, and self-confidence in one’s ability to apply mathematical knowledge to new problem situations in one’s world.   Although competitive and individualistic assignments should at times be given (even though they place students in the role of being passive recipients of information), the dominant goal structure in math should be cooperative. There are a number of fairly simple ways teachers may begin to use cooperative learning in mathematics classes, including having students turn to their partners to decide on an answer to a question or having students work in pairs to check each other’s homework, involves far more than simply assigning students to groups and telling them  to work together. The teacher’s role in structuring learning situations cooperatively involves clearly specifying the objectives for the lesson, placing students in learning groups and providing appropriate materials, clearly explaining the cooperative goal structure and learning task, monitoring students as they work, and evaluating students` performance.   Teaching students the required interpersonal and small-group skills can be done simultaneously with teaching academic material.   In order to sustain the long-term implementation and in-classroom help and assistance needed to gain expertise in cooperative learning, teachers need support groups made up of colleagues who are also committed to mastering cooperative learning. 7. Maintaining appropriate student behavior. A number of educators have formulated some suggestions on ways to maintain good classroom student behavior.   The suggestions range from how to encourage students to behave and how to develop and maintain a positive approach to classroom management.   Some of these suggestions commonly used in the classrooms are: (1) Act as if you expect students to be orderly from the first day on; (2) Expect everyone’s attention before starting to teach.   Stop when there is noise.   Don’t teach over individual or group chatter ;(3) don’t talk too much as after a while, you lose the students` attention.   Involve the students in activities, ask questions, pose problems, etc. ;(4)   Hold students accountable for abiding by rules. 8. Communication skills for teachers. Making a lesson presentation basically requires mastery and understanding of goals, skills and criteria for effective communication.   Communication skills is also at the very core of effective teaching.   As most teacher would agree that to communicate well is to teach well.   In the skillful use of the question more than anything else lies the fine art of teaching; for in it we have the guide to clear and vivid ideas, and the quick spur to imagination, the stimulus to thought, the incentive to action. 9. Managing problem behavior. It has been stressed time and again that good classroom discipline is indispensable to an effective learning situation.   All teachers, old or young, old or new in the service, are faced with problems of discipline. It is true that some teachers can maintain better discipline than can others. It is suggested that the best approach should be positive rather than negative.   The best measure should be preventive rather than remedial.   â€Å"An ounce of prevention is worth a pound of cure,† so the saying goes.   This adage is exactly what should guide the teacher.   Knowing the possible causes of disciplinary problems, the teacher should strive to eliminate them. 10. Managing special groups. One of the special challenges a teacher should face is managing special groups successfully.   Of course, these groups have an impact on the management of student behavior as well as on instruction.   Experience have proven that attempting to cope with these special groups by using many different assignments, providing an individualized, self-paced program, or using small group instruction extensively in secondary school increases the complexity of classroom management, requires a great deal of planning and preparation, and require instructional materials that are not readily available.   So, rather than altering the instructional approach, experienced teachers provide for different levels of student ability by supplementing their whole-class instruction with limited use of special materials, activities , assignments, and small group work. So, to the question of which administrative procedure is most effective in managing special groups, only one answer can be given.   All ca n be effective if used with discretion and with the right children. Conclusion The teacher’s total philosophy of life cannot be separated from his philosophy of education, his learning theory, and his methods of teaching.   In other words, how he thinks about his work and the way he performs his functions as a teacher are derived from what he believes about the nature of the world, knowledge, and values. In philosophical terms, his world-view lies in the realm of the metaphysical, his knowledge-view in the epistemological, and his values in the axiological.   These are the philosophies which teachers consciously or unconsciously deal with in the teaching world. Every committed teacher tries to work out his own philosophy of education, clarifies his beliefs and ideals to make his teaching meaningful to himself and to his students.   Without a philosophy of education, the teacher will be easily swayed by fads in education.   Because his life and work involve making choices and decisions, the teacher cannot avoid having a philosophy.   Even when courses of study are dictated, he always has the freedom to decide how he will teach and to select the contents and methods of teaching.