Business Analysis Case Study Example | Topics and Well Written Essays - 1250 words

Business Analysis - Case Study Example The Company drew popularity in the 1940s as a cleaning company that offered its services to the defense forces of nations especially those involved in war. The Tennant brand is strong and so is its positioning within the market. They currently hold approximately fifteen percent of the global market share, with sales growing faster than many of their competitors. Tennant’s focus was rare as they chose to deliver a sustainable value to their customers without compromising on price or performance. This strength is not imitable with new companies as it something that is built over time although many existing companies have built the same brand strength with their products. This strength has proved to be a sustainable competitive advantage for Tennant. They have exploited this strength and achieved organization. Key Issues 1) Tennant needs a strategic plan that will assure them future growth in the wake of competition and uncertainty in the market. 2) The market diversification pla ns at Tennant are intense. Tennant should focus on making their current product lines stronger. 3) Tennant is constantly facing new competition, much of which is offering discounted products making it difficult for Tennant and other companies in the industry to compete. Criteria and Evaluation of Alternatives by Criteria SWOT Analysis Strengths Tennant has strength in their discovery and early adoption of new technologies. It has allowed them to build relationships with various suppliers and service providers and has helped further build their brand name and recognition within the industry. This strength will be critical if Tennant chooses to venture in to new market segments or further expand their product line as they will always be a step ahead of their competition. This strength has proved to be a key competitive advantage for Tennant. They have exploited this strength and achieved organization. Weaknesses This industry is mostly affected by the growing consumer demands that sur pass production capability of any company. Due to this identified demand, the industry has experienced substantial growth, emanating from the expansion of market by competitors. Opportunities also arise as a result of growth. This is reflected by the current state of intense competition in the industry. Political factors fuel this demand especially due to policies regulating health standards and application of such efforts to ensure cleanliness. Opportunities The primary identified opportunity of the industry is that of providing chemical-free cleaning product alternatives as supplements to their already established product lin

The relationship between stress, anxiety, habits and phobias Essay Example for Free

The relationship between stress, anxiety, habits and phobias Essay In This essay I shall describe in detail the individual elements, Stress, Anxiety, Habits and Phobias. Firstly I shall describe how these issues manifest within the subconscious, and then I shall address the relationship between the conditions, and how these can come about. Following this I shall discuss the treatment process of my chosen element in more detail (anxiety). Beginning with Stress. Stress can often over lap with anxiety, but I shall try to describe them individually before divulging into their inter-relations. The dictionary describes stress as â€Å" a state of mental or emotional strain or tension resulting from adverse or demanding circumstances.† Stress is linked to our ‘fight of flight’ survival instinct; it has been present from our prehistoric ancestors, as a survival technique. This technique created a sense of fear, and arousal in the subconscious to help flea from harm. Nowadays, we face different threats, as modern day survival depends on our placement in society, and the role of hunter-gatherer has been replaced by earning through means of occupation to supply for our families. This modern day way of life has created more complex threat, and a more deep-rooted variety of stresses such as our social standing, job status, high expectations and other modern day pressure filled tasks. Unlike our prehistoric ancestors, running from our problems is not a beneficial solution. We have to deal with our ‘monsters’ and work through problems, as more stress and or anxiety can be caused by loosing control, along with the potential consequences that could follow on from such a situations e.g. loose homes, belongings, family issues etc. Furthermore, the more we allow ourselves to experience such stressful situations, the more sensitive our fight or flight mode becomes, which means we end up constantly ready for battle, constantly on edge as if â€Å"perceiving potential threat everywhere†. Therefore we can see that stress is formed from situations one is experiencing presently, whether they are experiencing feelings of fear, feelings of anger or feelin gs of anxiety, and not dealing with these issues can be severely detrimental causing a cyclical  deterioration. Leading on from stress, I shall now explore the issue of anxiety. Anxiety manifests itself from the minds creativity; it is an individual’s apprehension of events to be. In the build up to change, our minds create all sorts of conclusions from the ideal scenario to the worst scenario. Each of these scenarios fills us with a type of anxiety, whether it is tingles of excitement, or dread. We get these feelings as we start a new job, before we do a presentation at school or at work; we get them when we get bad news, maybe news of our health deteriorating. There can be long of short term causes of anxiety depending on the event you are about to endure, or are going through, and we all deal with different situations differently. Moreover, how you deal with these issues can be dependent on your environment, and some can be part of your genetics. Stress like anxiety, is not all bad, stress can be positive.It is good to have stress to motivate, and prepare individuals for repercussions of events and deal with change as it happens knowing that a number of outcomes are possible, this is known as Eustress. Self-preparation in a way, it is just the overload of stress, a stress that is consistent in someone’s life that is detrimental, such as dealing with a terminal illness like cancer, this is known as Chronic Stress. Stress has been catergorised into six categories, and having mentioned Chronic, and Eustress, I shall briefly explain the other four. Hypo stress, which can occur due to lack of motivation, doing a repetitive and un-motivating job, may cause someone to suffer from this. Acute, which can be described as ‘typical’ stress, and can be helped within a six week program though various treatments, Episodic acute stress, this type of stress can be treated but can take up to six months, it can produce migraines, strokes, heart attacks etc., and finally there is Traumatic stress, post traumatic stress can be put into this category, it’s a stress that is so severe that it will seem to increase for the individual, therefore this type of stress can only be treated by qualified professionals. It can occur from extreme physical or mental trauma such as a natural disaster, or extreme physical peril. I shall discuss the signs to look out for in clients who may be suffering  from anxiety or stress, and the treatment methods later in the essay, firstly I shall explore Habit and Phobias. We use habits as coping mechanisms, they may originally of helped you cope with an issue when you were very young, the mind is so busy dealing with our current and ever changing environment and the events that take place, that a lot of the things we do are stored or on ‘auto pilot’, for future use in similar situations. An example of Auto pilot is driving, some journeys we have gotten from A to B and our minds have been elsewhere for most of the time, yet we have changed gear, stopped at lights, allowed traffic to pass at roundabouts and made it to our destination. Other habits include comfort eating, smoking when feeling stressed, and loosing control by lashing out or shouting when angry, all on an ‘auto pilot’. The brains extraordinary problem solving skills and storage system has adapted to recognize behaviors linked to negative and positive outcomes, behaviors that bring us comfort and happiness, and it can be very hard to change or break these behaviors (habits), that are so deeply ingrained. Examples of these are thumb sucking for comfort, nail biting when tense, or anxious, and using food or drink as a comfort or control mechanism. As therapists we need to encourage habits that are needed in the clients day-to-day life, and highlight and work on habits that are no longer necessary in a client’s life. To do this, its important to understand why these habits have come about, and looking at hidden agendas such as stress, anxiety and phobic issues can help bridge the gap between the root of the habit and enable the therapist to work on breaking the habit, and curing the root ailment. Like all the ailments we are discussing in this essay, commencing treatment with an adequate notation, and finishing the first session with a screed to relax the client can be very beneficial, and aid the client by teaching them new tools to extract the habits, and replace them with more positive coping mechanisms, such as relaxation, and then further sessions will help you establish any further underlying issues and hidden agendas. Finally I’d like to discuss phobias. Phobias are irrational fears. Some phobias are learnt others inherited. A phobia itself is created in the subconscious mind, and they tend to be quite intense fears of items, animals, individuals or anything really. Phobias can range, from simple phobias i.e. heights, and small spaces, to Complex phobias such as losing control, being in an accident, then there is Social Phobias, fearing social situations and what others may think if you are blushing, or say the wrong thing, linked to social phobias are Panic attacks, which are a result of severe anxiety, which has a physical effect on the body, and finally there is Agoraphobia, which is fear of being away from the comfort of ones home, out in the open environment, an environment out of an individuals control. A note to mention when treating Phobias is on the subject of ethical issues, however bizarre a phobia is to another person, as a therapist, it is very important to be professional whilst dealing with a client with a phobia, as looking amused or shocked, could be detrimental to the rapport you are creating and also the clients comfort level. I shall now briefly look into treatment methods for Phobias. Similar to habits, I believe it is important to use a relaxation to begin with, then on the next session begin to explore the fear, and the use of ideomotor signals can help identify where the phobia began, the use of regression therapy to take the client back to where it began can then be used, and suggestions given to the client to help renounce the phobia. Other methods could include making the fear seem irrational and empowering the client to see that there is no need to be afraid. Having looked at each condition it is clear that there are definite overlaps, where anxiety build up can lead to stress, or fear of an event. And habits can be used as a coping method to deal with stress and anxiety issues. All of the above can be helped with hypnotherapy. However some conditions would need to be used in collaboration with other professional help, (in order for treatment to be ethically sound) such as people suffering from panic attacks and Post traumatic stress disorders, to name a couple. One must be aware that as well as helping, hypnotherapy could hinder if the therapist isn’t mindful of a client who may be suffering more deep rooted issues, (where more than Hypnotherapy may be necessary) such as continuous anxiety, some  forms of depression, neurotic disorders etc. These more acute psychological or physical issues need to be further investigated through means of GP consent and discussion with supervisor. Continuing on, I would like to discuss symptoms to look out for when with a client suffering from stress and anxiety. Stress can be both mental and physical. The most common are clients saying they are suffering from depression or severe anxiety and they cannot put their finger quite on why they feel this way, (confusion, and lack of organization in their current day to day life due to lack of concentration may be occurring). There is also insomnia, sleep deprivation, broken sleep, and perhaps problems in their sex lives. The stress will be apparent in many different ways in your client, either easily identifiable, constant and therefore identifiable through lack of self-esteem, or possibly related to another ailment such as IBS, depression etc. (Here a more detailed exploration of the actual issue is definitely necessary, perhaps seeking advice, referring, or GP consent, depending on the issue). Their are crossovers when looking for signs of anxiety in a client, as this ailment affects the entire entity, and can create phobia like symptoms, as it can create fear in the client, who will avoid the subject which causes the anxiety, which will cause more negativity, and this negative cycle can lead to feelings of depression, and isolation. Other physically visible symptoms, are linked to the ‘fight or flight’ mode, and they are ridding the body of unnecessary waste, so the body can produce more oxygen to flea or defend, such as sweating, diarrhea and trembling. Having discussed the above conditions and having delved into their roots and inter relations. I shall conclude with a paragraph on how to deal with a client who claims to be experiencing anxiety. Treating anxiety with hypnotherapy is very effective, and as a therapist we hope to change an individuals perception of a past event or release emotion from it in order for them to be able to cope better. As a therapist it is important to put your client completely at ease to gain rapport. Making sure your voice is calm and welcoming, you make eye contact, and your body language is warm and welcoming, and your mannerisms and conversation must always come under the  ethical code. Obviously all clients differ, but in the case of anxiety one would tend to use a more authoritarian script, as the clients anxious imagination is obviously running wild, and in order to collect their thoughts and help them relax, I believe taking control of the hypnotic journey would be most efficient. Working with the notation one will have collected, and having done a PMR or other relaxation on the first session (and adding a trigger induction), one would use the clients modality and work to the clients comfort levels to ensure the script was completely suitable for them, making the client feel safe and secure and watching the paralanguage of the client to ensure the client was not becoming physically anxious whilst under. Examples of script suggestions for anxiety would include empowering the client, making them feel in control and free, but always giving them a devise if they felt they needed support. A script in the module notes uses a shield, and others I have explored and would be prone to use are ones that include vulnerable animals such as rabbits to really delve into the fight or flight mode, and making the client aware of why these anxious tendency occur, and suggesting to them to be mindful, and know that they are ok, and proud to recognize and deal with such situations. Briefly, when treating stress one must prepare a script to change the reaction to a particular situation during hypnosis to a more positive one, the feelings about that situation can also become more positive. When an individual then experiences that situation in real life, their reaction will often be much different. References: Module Notes Hypnotic World Hypno directory (online)

Localization of Bran Functions: Research and Analysis

Localization of Bran Functions: Research and Analysis Adult brains show localized functions, for example with speech processes being concentrated in areas in the left hemisphere and with executive functions concentrated in the pre-frontal cortex. How does this organization come about? Is it because these functions are localized from birth? The functioning and processes of the brain is a very complex subject. Years of studies and experiments are yet to answer all the questions we have, although modern technology like brain imaging and MRI’s has come a long way to try to understand the way our brains work and their development. The matters we will be looking at is how the brain functions are organised, exploring localisation and the strengths and limitations to this, and could this localization have be set in shape from the birth of a human brain. To do this we will be focusing on modulization and innate modularity and the theories behind them. Cognitive development of the brain starts as a baby grows in the womb and the genetic makeup of the parents entwine and start to create a genetic blueprint. As there is a limited environment in the womb, the effect that environment will have on the baby will be limited. Because of this, the post-natal stage of brain development is probably the considered the more important of the two. The human brain does most of its advance development outside of the womb, only creating the basic connections and functions inside the womb. This can be seen using brain mapping of a baby at different stages of their infancy; as a neonate the baby as very few connections and as they get older, the dendritic trees of neurons can be seen extending creating much more connections. Huttenlocher (1990) reported a steady increase in the number of synapses in several regions of the cerebral cortex†¦Ã¢â‚¬ ¦in parts of the visual cortex, the generation of the synapses begins around the time of birth. (Mareschal et al., 2004, p. 122)From this we can see that there are limited functions and connectivity in the brain at birth and soon after birth these connectivities rapidly start to expand. So for these functions to be localised from birth would mean having all the right connections in place for this to be possible. So from this alone we can assume that these functions are localized through influence of their environment after birth and not set in place at birth. During the early stages of a babies postnatal brain development , the brain holds the ability of plasticity which allows change and adaption for diiferent parts of the brain. At this time plasticity limits the functions in the brain are not yet identified as this capability allows for various parts of the brain to take on diverse functions in cases of localized brain damage. As the child turn into n adult the brain becomes more set and let plastic and damage to the brain in this state is a lot harder to recover from. As the brain continues to mature, its neural pathways separate and functions localise, making it much harder to ‘transfer’ functions from one section of the brain to another. Parts of the brain are allocated with certain functions; language and speech is located predominantly in the left hemisphere and cognitive functions in pre-frontal cortex. (Mareschal et al., 2004, p. 123) Along with the separation of the neural pathways and brain development comes funct ional specialization. Lewkowitz and Turkewitz (1981) study in the early 1980s supported this claim. They showed that new-born babies visual preferences were significantly affected by previous auditory stimulus. Also studies by Meltzoff and Borton (1979) show that independent pathways in infants between 3 and 5 months of age are used to receive information from different senses. These processes of separating neural pathways to create a localized functioning of the brain are linked to selectionism which originates from Darwins theory of selection, in this case showing that the pathways that were ‘weaker’ or used less are eliminated and die off while those that are frequently use are strengthened in order to function a lot quicker. Although there is little understand and much speculation about this process. (Mareschal et al., 2004,p. 124-5) By dividing the brain into cognitive modules, this helps us to try to understand the structures and functions of the brain. There is a lot of speculation as to whether these do modules exist, they provide a basis for potential explanation of brain functioning. Scientists, Fodor and Karmiloff-Smith share very contrasting views and theories on brain functioning; although they both believe there are such things as cognitive module, they have conflicting views on how they are developed. Fodor (1983) had a nativist perpective and argued that modularity of the brain is ‘innate’. He believed that humans are born with the innate capacity to develop information processing systems that allow them to make sense of the world, in which they have evolved. (Mareschal et al., 2004, p.127) He believed that the brain has the ability to function in a particular way and the environment cannot affect this. This statement can easily be scrutinised as early we discussed that genes ‘always’ interact with their environment. Therefore, for the functioning of the brain to not be affected by the environment would me an that certain genes do not interact with their environment. Fodor claimed that this happened as a direct outcome of the evolution of our species. (Mareschal et al., 2004, p.127) One piece of evidence that is useful in showing a weakness in Fodor’s theory is that of Self-organization. The Self-organizing system is based on the ability of the brain to sort information into structures when in a particular environment. (Mareschal et al 2004, p.132), According to Keslo 1995, Johnson 1997 (cited in Mareschal et al 2004), Brain development at all of the stages requires a certain amount of self-organisation. Self-organisation is based on the theory of Hebb (1949) which claims that for localized functions to work at the same time and to create particular pathways, an important rule of repetition comes into play. The Hebb rule states that the connections created by neurons to transmit information are joined by its repeated use and so support the theory of selectionism. Karmiloff-Smith (1992) on the other hand, argues that cognitive modules created through development and the effect of environment interaction and stimulation. A strong indicator for Smith is the plasticity of the brain, that certains parts of the brain may take up the function of another part of the brain if needed at an early age, which challenges the nativist idea of innate local functioning. This debate between Fodor and Karmiloff-Smith is ongoing. Petersen et al. (1990) conducted an experiment using a PET machine, where they presented native and foreign speakers with English words. The test shown that particular parts of the cortex in native speakers responded to English words. This implies that the exposure to same the environment led to the development of a specific processing area in the cortex of their left hemisphere to process English language. This experiment supports the ‘modulization theory. (Mareschal et al., 2004, p. 130) While there is much complex data to consi der, there appears to be more evidence in favour of Karmiloff-Smith’s (1992) theory which is best demonstrated with experiments and studies carried out on the ability for children to learn language. Nativists like Chomsky (1965) claim that language is innate and supporting this claim further Pinker (1994) claims that pidgins and creoles are some of the evidence for this. His claim is drawn from the evidence which shows that children are able to create grammatically correct language though they never heard it being spoken before. Chomskys argument from the ‘poverty of the input suggesting that children can create a new language such as well formulated, never before heard question. He also claims that the brain has a special set of genes allowing language to develop in a particular cortical region. In contrast to Pinkers claim, the evidence from neuroscience and particularly the study carried out by Neville et al. (1998) illustrates that though in adulthood there are spec ialist cortical regions processing language, it wasn’t destined from birth that these functions were processed in these parts of the cortex. The experiment Neville et al. carried out with his participants, showed that in the deaf participants, the identical area of language processing was stimulated as in the hearing participants and in further still, a larger part of the right hemisphere was activated. Findings like this show that different parts of the brain can support language related information processing. (Mareschal et al., 2004p. 140) Reilly et al. (1998) provides further evidence. They conducted a study carried out on children with localized brain damage in the area of language processing. This occurred soon after or during birth. The study showed that while the learning ability of the children was not continuous but in fact varied, it presented a pattern of constant functional regaining of the damaged area, which were taken over by another area of the cortex. Anothe r study for adults revealed that localized lacerations causing specific loss of certain capabilities are mostly permanent. This suggests that in adulthood the plasticity of the brain reduces the functions cannot be relocated elsewhere. Johnson et al. (1996) study regarding the practical ability of pre-frontal cortex appears to support modularization. The study involving infants, revealed results suggesting that cognitive and behavioural development of infants is associated with the pre-frontal cortex especially when it comes to learning new abilities in initial stages of development. This demonstrates that the pre-frontal cortex activity is more general in early development and is able to take on other functions. Changes in these functions in the cortex are further focused and localized and the role of pre-frontal cortex reduces. It is very difficult to prove one theory as correct and the other as incorrect, as they both share areas that can be supported by some research or studies. Although a lot of evidence appears to be in favour of the modularization theory, there is a lot evidence that backs the innate modularity theory also. Both having strengths and weaknesses, but neither have enough evidence to completely contradict the other. In this case it would be safer to say that evidence shows that some functions are localized from birth, but have the potential to adapt if necessary while other functions appear to be unable to interchange and can only operate in there localized region. The reason for this appears to be circumstantial. Depending on factors such as age, damage, purpose, function and environment. It has been made know that not all functions are localized at birth and that there is much growth, development and connections made after birth that allows many areas of the brain to take part in one function and allowing the brain to expand and change. The evidence shown in this essay clearly shows that modularization is supported more than innate modularity. Even with the aid of current technology, scientists are still unable to stipulate which of the theories is the most accurate and the unending dispute is so yet to be settled. Word count: 1809 References Mareschal, D., Johnson, M. H . and Grayson A, (2004) Brain and cognitive development in Oates J. and Grayson A. (eds) Cognitive and Language Development in Children, Oxford, Blackwell/The Open University

Math Coursework - The Fencing Problem :: Math Coursework Mathematics

The Fencing Problem Introduction A farmer has exactly 1000 metres of fencing and wants to use it to fence a plot of level land. The farmer was not interested in any specific shape of fencing but demanded that the understated two criteria must be met:  · The perimeter remains fixed at 1000 metres  · It must fence the maximum area of land Different shapes of fence with the same perimeter can cover different areas. The difficulty is finding out which shape would cover the maximum area of land using the fencing with a fixed perimeter. Aim The aim of the investigation is to find out which shape or shapes of fencing will cover the maximum area of land using exactly 1000 metres of fencing material. Prediction I am predicting that the maximum area of land covered will be achieved by using the fencing shapes with the greatest number of sides. Method I made a list of possible different shapes to be investigated and assigned measurements to the sides of the shapes making sure that they fit in within the perimeter of 1000 metres of fencing. I then worked out the areas of each shape using known mathematical formulae and techniques such as Pythagoras' theorem to calculate the sides of right angled triangles; using trigonometrical functions (sine, tangent and cosine) to calculate either angles or sides of triangles constructed. Sometimes there are no known exact formulae for working out the area of certain shapes such as octagon and more complex polygons. In such cases, given shapes are split into shapes that have known formulae for areas and the worked out the areas are added together. Areas of the following shapes were investigated: square, rectangle, kite, parallelogram, equilateral triangle, scalene triangle, isosceles triangle, right-angled triangle, rhombus, pentagon, hexagon, heptagon and octagon. Results The results of the analysis are shown in Table 1 and Fig 1. Table 1 showing the areas for the different shapes formed by using the

A divided America on the topic of abortion Essay

Abortion In modern history, there have been few subjects of political and social interest as divisive as that of abortion. Ideologically, many traditional religions such as Christianity have stipulated that abortion itself is an unethical practice and one that is morally wrong. Many Christians assert that there is some divinely unethical nature of the mishandling of the fetus itself. Most arguments of this kind essentially pertain to the status of the fetus as a person, one that has the right to the same advantages and privileges as its human mother. As such, abortion has come to dominate many discussions and people have found platforms to argue for or against the acceptance of abortion as a norm in our society. Much of the opposition surrounding the ethics of abortion pertains to religious belief, and many ascribe to the notion that abortion contradicts divine command theory. As such, there are many factors to consider in interpreting abortion from a theological standpoint, as well as in add ressing the positives and negatives associated with the act itself. When the United States first began establishing itself as its own country, many of the states simply transferred English laws to their own and used these as a sort of template for how to conduct their own affairs. Abortion was handled much the same in this way, and the structure for how many states began to approach abortion came from how they chose to handle it within this framework. Many states essentially stated that it was not allowed or permitted after around the 15-20 week period immediately following conception. Anti-abortion laws and statutes officially began to manifest themselves in the United States around the 1820s, and these laws expanded upon previous laws to help supplant the notion that abortion was unethical. In the year 1821, one of the first prominent anti-abortion laws came forth from Connecticut, which outlawed medicines that were given to women to help further abortions. In 1829, New York made abortions that Despite the advances that were occurring in medical science and the developments in these fields, many people in the United States still considered it an unethical dilemma to condone the acts that were associated with abortion, or to facilitate them. As medical sciences grew in support of the belief that fetuses didn’t exhibit the same traits or characteristics as fully-born children, many theological centers and individuals began imposing their own opinions of the matter, to stand in stark contradiction to these claims. Scientists in this era concluded that conception was merely an inauguration point for the development of a fetus and that it was a continuous process of development until the child fully possessed all of its human-like traits and characteristics. Criminalization of abortion became a huge trend in the late 1860s, as various doctors and legislators began doubling down on the act and making it illegal. By the year 1900, abortion had become a felony in essentially every state in the country. Yet, some states had included clauses or provisions which were meant to ensure that abortions could be conducted in a limited nature, when issues such as the health of the mother became a factor, or if the pregnancy was the direct result of incest or rape. In 1973, the Supreme Court was a group the case of Roe v. Wade, one that would transform the history of abortions in the country and provide a catalyst for a more in-depth examination of the ethical nature of abortions themselves. In this particular case, the Supreme Court came to rule that a statute in Texas which forbade abortion, except when it was necessary to ensure the safety of the mother, was unconstitutional. This decision sparked a tremendous amount of backlash and controversy and has provided a plethora of individuals and groups with a reason to once again oppose the act. Many of these groups and entities have debated on the ethical nature of abortion, and have used the divine command theory to support their claims. The divine command theory is a theological approach to understanding and interpreting the grounds of morality, as well as establishing what is moral and what is not. Unlike the ethics of natural law, the divine command theory is used to establish a clear and present moral direction, and to help supplant a sense of duty and ethical foundation. The theory is developed on the notion that God is the creator of the world, and that the laws which govern morality and ethics are extensions of the commands that God asserts. Furthermore, the argument among many theological representatives is that God would be against the nature of abortion, as it stands contrary to the Commandments that God gave humans. A direct and implicit interpretation of the morality of abortion may be surmised from the scripture in Exodus 21:22-24, in which the scripture itself discusses a woman who has a miscarriage as a result of two men who are fighting in the passage. (The Bible, Exodus 21:22-24) The scripture does n ot directly state that she had an abortion at that moment, but it does provide an inference into the miscarriage and states that it was immoral due to the fact a life was lost in this time. As such, it has become a principle Christian belief that a life of a fetus is equivalent to that of an adult human, in terms of the value that God places upon it. In the passage 44:2, it is stated that â€Å"thus says the Lord who made you and formed you from the womb, who will help you. Do not fear, O Jacob My servant, and you Jeshurun whom I have chosen.† (The Bible, Isaiah 44:2) In this bit of scripture, God consults with Jacob and tells him that he should not have any fear because God provided him with life directly from the womb of his mother, which would imply that God has established some level of plan or purpose for Jacob even when he was a fetus. It is this basis that many have used to establish their interpretation of divine command theory. This notion supports the centralized argument that it is humanity’s responsibility to provide the most maximum safety for that of all human life, which these theorists argue starts in the womb and immediately after conception. The moral ramifications of abortion, as this theory postulates, is that God will not condone actions which facilitate the likelihood of abortion or the helping of abortion in any way. While it can be said that the religious groups believe that the life of a fetus is sacred, many people outside of these mentalities believe that there is an inherent right in the mother to control what she does with her own body, and how she goes about doing it. Many of these individuals argue that their belief systems do not correlate directly with this mentality and that it is unethical in itself to subject a woman to the harsh realities of being a mother if it was never her intention to become a mother in the first place. As such, it is worth understanding abortion itself and what it can entail, to better interpret the ethical nature of the act and which side presents a more sound argument. Abortion can be a tremendously devastating act, psychologically. A study that was amassed from approximately 56,000 public records in California concluded that women who had abortions were 160 percent more likely to be sent to the hospital for psychiatric care, as opposed to women who had chosen to see the pregnancy through and deliver the child. (Barlett, 2004, 729) Furthermore, it was noted that the rates of treatment for psychiatric issues were higher by a large margin for upwards of four years, in women who had abortions. Further studies indicate that many women experience psychological issues as early as eight weeks after they have an abortion. These studies have found that approximately 44 percent of women have some level of nervous disorder and that 36 percent note that they have some level of disturbance in their sleep patterns and in their overall regular sleep cycles. (Barlett, 2004, 731) Over 30 percent of these women also note that they openly regret the decision that the y made, and approximately 11 percent of people are prescribed some type of medication to help them cope with the stresses associated with their decision. (Barlett, 2004, 731)   Women who have abortions are more prone to visit psychiatrists than those who have delivered children to full term. Researchers have concluded that there is only one real positive emotion that is correlated with abortions, being that of relief. Yet, this can quickly be supplanted by feelings of numbness or a sense of emotional paralysis. It is often the case that women who have abortions are left with a general inability to express their emotions after the procedure, correlating whatever feelings they have to just a general appreciation for having been able to survive the procedure, with little more being reported. This can lead to a more stable, concurrent level of negative reactions which can continue to manifest themselves throughout the next several months following an abortion-related procedure. Significant studies have concluded that approximately 50 percent of women question their decisions after the procedure, and over 55 percent express some sort of guilt within the 8 weeks that follow the abortion. (Barlett, 2004, 735) Furthermore, approximately forty percent of women who abort report to having sexual complications or dysfunctions, which can last for a short or long period of time in most cases. These can include increased pain or a loss of pleasure from the acts of sex and an aversion to the genitals of their partners, or to males in general. Psychological issues aren’t the only ones that can manifest themselves after an abortion. Approximately one hundred complications have been associated with the induction of abortion, and all of these have the capacity to affect the women undergoing these processes. Statistics on abortion state that 10 percent of women who are undergoing some type of abortion-related procedure have some type of immediate physical or mental issue that occurs during or after the process and 20 percent of these can be seen as major factors and health-related issues. (Barlett, 2004, 737) Among many of the complications that can physically happen are infections, fevers, abdominal pain, bleeding, vomiting and intestinal disturbances. The most commonly identified major issues that can happen are serious infections, embolism, convulsions, cervical injury, hemorrhaging, perforation of the uterus, bleeding, and shock during the process. A study which cataloged the effects of 1,180 abortions concluded tha t over 27 percent of the patients had some type of infection that lasted more than 3 days after the process. (Barlett, 2004, 741) While it can be said that many of these issues can be immediately treated, a large percentage of them can lead to long-term, more serious results and damages to the reproductive system and other attributes of the woman’s body and health. 3 to 5 percent of women who have aborted are accidentally left sterile as a result of the effects of the process, and this is even greater when venereal diseases are introduced into the equation. (Barlett, 2004, 740) Despite these factors, there are many potential ethical positives to abortions. Regardless of the health risks associated with abortion, it should ultimately be left to the woman to decide what she will do with her own body. Many experts argue that pregnancies should not be enforced upon the acts of sex. In 2008, a study concluded that 41 percent of all pregnancies that happened in the United States were not planned, or indirectly accidental in some way. (Finn, Moore, 2008, 112) When one considers the size of the population in the United States, there are over 85 million women who identify with this claim. The number of reasons that a woman should be able to cancel a pregnancy should not be so limited, and this affects a large percentage of the population in the United States. Delineating these decisions and the freedom for a woman to have her own say over her body does not pose a significant level of intrinsic value in the life of the woman. Furthermore, the issue becomes more complex when one looks at the availability of contraception. It is often the case that many women who have sex and their partners are not able to readily find contraception, nor do they have the means to ascertain it themselves. Since 1980, there has been a 61 percent decrease in the funds that are available through the Title X program, which helps to provide affordable services to people to help them dictate their family planning. (Finn, Moore, 2008, 110)   Many socially-charged issues and the dissemination of anti-abortion materials have catalyzed a scenario in which women do not have the proper access to the resources that they often need to ensure that they do not get pregnant. When this is considered, enforcing abortions does not have much of an ethical foundation in itself, supplanting the notion that women’s bodies and their decisions are not valid or hold the same level of importance as the livelihood of fetuses. Abortion is a tremendously important social issue, and one that has manifested itself in many different ways throughout the course of modern American history. Many opponents of abortion believe that the act is against God’s will, and that God has ordained the value of a fetus’ existence as comparable to the lives of humans. This coincides with the principles of divine command theory according to many of these individuals, and their belief system is built around the notion that abortion is a fundamentally unethical issue to God. Many ideologies have used this as a principle justification for their unwillingness to understand or accept abortion, which has led to a significant level of controversy in the United States between the groups of people who oppose it and those who support it. As a result, the United States has had a turbulent history with the subject of abortion, which has led to much debate in terms of a woman’s right to her own livelihood and body. While it can be said that abortion can be a potentially harmful action in terms of the effects it can have psychologically and physically, a woman should still be given the freedom to choose how she goes about her own body, and what she chooses to do with it. Socially, it is the responsibility of a nation such as the United States to provide the most adequate resources that it can to help facilitate these processes and the decisions that women make.    References Bartlett, LA. â€Å"Risk factors for legal induced abortion-related mortality in the United   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   States†.Obstet Gynecol.Oxford: Oxford University Press. 2004. p. 729-745. Finer, Lawrence B.;   Moore, Ann M.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   â€Å"Reasons U.S. Women Have Abortions: Quantitative and   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Qualitative Perspectives† Perspectives on Sexual and Reproductive Health. 2008. pp..   Ã‚  Ã‚  Ã‚  Ã‚   110–128. The Bible: Contemporary English Version, 2000. London: Harper Collins. Weingarten, Karen. Abortion in the American Imagination: Before Life and Choice, 1880-1940,   Ã‚  Ã‚   2000.New Brunswick, NJ: Rutgers University Press. p. 176.

Problems in School Essay

Education is the most important factor for the development of human civilization. It is one of the ways that can help us to achieve our goals in the future. However, there have been many problems raised throughout the year in regarding to what our school system should be practicing to improve education. These problems consists of self-discipline, longstanding bullying and the case about school uniforms should be lessen in order to have a positive dispositions on education. Discipline and balancing is important in a student’s life. Sometimes, the person who has the freedom to do anything she wants will have the tendency to lose self-discipline and balance between extracurricular activities and academics. There was a time in my life when I thought I would not be able to finish high school because I got distracted by the social life around me. We could only be young once, as the clichà © goes. Indeed, I truly lived my teenage life to the fullest, to the point of over-living it. In fact, I was still in my early teens when I started going steady with my social life than school. My mother had a hard time straightening my head. However, the consequences of my actions had sadly taught me a lesson. I failed some of my classes when I was in freshman. Also, I joined volleyball and cheerleading in my junior year which completely gave me a hard time catching up with our lessons. I was forced to attend the after-school tutoring. Stumbling upon of having no discipline and balance between school, sports and social life are regrettably sad. Yes, I have a lot of learning, and acknowledge that school must be prioritized. Second, bullying has a real negative effect on the victim’s life. Those who are constantly bullied can be pushed to the breaking point, where they could end up hurting themselves or others. I have a school mate back when I was senior, and he had trouble coping with things since his parents got divorced. Over the last few months, he has neglected his school works, and gotten a few face piercing that were prohibited in our school. A few of his classmates have become hostile towards him because of the sudden physical changes, and his lack of social etiquette. The controversy have suddenly escalated as they have pushed him onto the ground, kicked him in the stomach, and locked him in the bathroom. Also, a few of the school jocks were standing in the hallway joking around when they spot their smaller classmate struggling to carry his school books. One of the jocks sticks his foot out and deliberately tripped the boy. They all laughed and called the boy names such as, â€Å"clumsy† and â€Å"dork†. Bullies pick on students who they think are physically weak, and unpopular with their peers. So, whether bullying comes in many different forms: both from cyber bullying to physical bullying, it is consider wrong and it has to stop. Lastly, clothing has become a way of self-expression on how a person dresses, and it usually reflects on their personality. The most common issue is some students being harassed by other students for the way they dress, and how they appear. When I was sophomore, gang violence has become a big concern throughout my high school. Gangs choose colors to wear which lets people know to which gang they belong to. Students, who do not know of this issue, wear that certain color during dress down day, and some of them got hurt because they were not aware of the specific gang colors. Then, I noticed all students nowadays must go out and have the new fashion trends, and style. However, not all parents are able to go out of their way to buy their children clothes. So, uniforms save not only the students for getting harass base on what they wear, but also for the parents who are already busy working to give and support our necessities. Uniforms cause children to be more civilized and mature in what they are doing. It is great for schools to implement a policy on school uniforms because it provides more focus to learning, reduces peer pressure, and increases school pride. Attitude can alter every aspect of a person’s life, including his or her education. Student’s attitudes on learning determine their ability and willingness to learn. Furthermore, it is never too late to improve our educational system. Every school should be more advance and provide a good learning environment first because a highly effective school profoundly enhances student’s prosperity.

Westboro Baptist Church

Westboro Baptist Church Introduction Westboro Baptist Church is an independent Baptist church found to the west of Topeka approximately three miles from Kansas State Capitol in the United States of America. It is led by Fred Phelps and its membership is mainly derived from his family. This essay seeks to discuss the problems that are caused by the church.Advertising We will write a custom essay sample on Westboro Baptist Church specifically for you for only $16.05 $11/page Learn More It will discuss by giving examples why everyone hates them, what makes it controversial, why having them continue what they are doing is a problem, their activities in relation to 1st amendment and how offensive it is within the setup of the society. Activities of the Westboro Baptist Church The church is known for its disorderly conducts and taking an extreme position against gay marriage. It is particularly hated for its persistent habit of carrying out protests in public places such as churches, sch ools, and funerals for prominent people and American soldiers killed in Iraq and Afghanistan. The group has also conducted protests outside the United States, including Sweden and an unsuccessful attempt to enter into Britain. However, they managed to enter Canada in August 2008 against the authority’s wishes and protested at the funeral of a young man who was a victim of a cruel murder on a passenger bus. The group’s extremist activities are a threat to the society. Their unfair targeting of some churches such Catholic, Lutheran and schools that they believe to be lenient towards homosexuality only continues to draw condemnation directed at them. This Church does not respect the rights of other religious groups such as the Jewish and Muslim community. In fact, they have recently begun mailing a powerful anti-Semitic DVD to Jewish organizations and their leaders. They also attacked President Obama in the DVD depicting him as an anti-Christ. Such moves are not only disr espectful but are also misguided as they have created tension between its members and those of other churches. The church is also known for its abnormally strong stance against homosexuality. They often hold anti-gay protests and picket the funerals of gay victims of murder or deaths resulting from AIDS related complications. They once picketed a local appliance store selling Swedish vacuum cleaners which they accused of being sympathetic of gays. They also threatened to picket the production of a play based on the murder of young man known as Mathew Shepherd who was killed by two men because of his sexual orientation.Advertising Looking for essay on ethics? Let's see if we can help you! Get your first paper with 15% OFF Learn More These activities are a disruption of people’s private businesses and lives and are not acceptable in any civilized society. Their protests towards fallen heroes such as soldiers killed in Iraq and celebrities such as Michael Jackson and Ronnie James Dio, among others, make them a public enemy. They are also an enemy of the state because they occasionally picket federal courthouses that they deem to be partisan in legitimizing gay marriages. This amounts to interference with the state judicial system. The group is never sympathetic or sensitive and their careless utterances to bereaved families shows that they do not value human lives and are not keen in promoting a sense of unity in the society (Fitzgerald, par. 2). For instance, their criticism of the family members of an 11- year boy who died of brain tumor that they did not teach him to â€Å"obey God† caused great distress to the family within a few hours of the boy’s death. The group’s activities are controversial since their intentions cannot be clearly visualized and comprehended. While they claim to be Christians, their actions do not concur with the Christian teachings of preaching peace and forgiveness. For example, the h arsh words they utter aimed at grieved families and their violent demonstrations are not Christian. Controversy in relation to the 1st Amendment The activities of Westboro Baptist Church contravene the constitution of the United States of America under the bill of rights as contained in the First Amendment. This law guarantees freedom of religion and right to peaceful assembly. The perennial action by the Westboro church members of attacking other Christian churches and religious organizations such as Muslim and Jews is a breach of other citizens’ right to exercise their freedom. The operation of picketing public gatherings such as funerals is also a violation of people’s right to peaceful assembly. This law therefore gives the government an open opportunity to take action against any mischievous activities of the church against members of the public without fear or favor. It also guarantees citizens protection against organizations with wrong motives, such as those th at purport to be the official government religion, that is, it separates state from religion. Conclusion The group’s belief that they are the perfect church and their constant criticism of other religious faiths is seriously offensive to other people and is likely to cause disharmony amongst citizens from different religious background.Advertising We will write a custom essay sample on Westboro Baptist Church specifically for you for only $16.05 $11/page Learn More Furthermore, their interference in other people’s private lives is equally offensive and therefore it is important that this group be monitored closely. It is also imperative that the government respects the constitution and treat all religions equally and in doing so protect the public from dangers imposed by the Westboro Baptist Church among other churches or organizations with similar motives. Fitzgerald, Walter. â€Å"Interview with Westboro Baptist Church: Hate in the Name of God.† Digital Journal, June 16, 2010. Web. digitaljournal.com/article/293364

Biography of Physicist Ernest Rutherford

Biography of Physicist Ernest Rutherford Ernest Rutherford was the first man to split an atom, transmuting one element into another. He performed experiments on radioactivity and is widely regarded as the Father of Nuclear Physics or Father of the Nuclear Age. Here is a brief biography of this important scientist: Born: August 30, 1871, Spring Grove, New Zealand Died: October 19, 1937, Cambridge, Cambridgeshire, England Ernest Rutherford Claims To Fame He discovered alpha and beta particles.He coined the terms alpha, beta, and gamma rays.Identified alpha particles as helium nuclei.He demonstrated radioactivity was the spontaneous disintegration of atoms.In 1903, Rutherford and Frederick Soddy  formulated the laws of radioactive decay  and described the disintegration theory of atoms.Rutherford is credited with discovering the radioactive gaseous element radon, while at McGill University in Montreal.Rutherford and Bertram Borden Boltwood (Yale University) proposed a decay series to categorize elements.In 1919, he became the first person to  artificially induce a nuclear reaction in a stable element.In 1920, he hypothesized the existence of the neutron.Lord Rutherford pioneered the orbital theory of the atom with his famous gold foil experiment, through which he discovered Rutherford scattering off the nucleus. This experiment was fundamental to the development of modern chemistry and physics, as it helped describe the nature o f the atomic nucleus. Rutherfords gold foil experiment, also known as the  Geiger–Marsden experiments, was not a single experiment, but a set of experiments conducted by Hans Geiger and Ernest Marsden under Rutherfords supervision, between 1908 and 1913. By measuring how a beam of alpha particles was deflected when striking a thin sheet of gold foil, the scientists determined (a) the nucleus had a positive charge and (b) most of an atoms mass was in the nucleus. This is the Rutherford model of the atom. He is sometimes called the Father of Nuclear Physics. Notable Honors and Awards Nobel Prize in Chemistry (1908)  for his investigations into the disintegration of the elements, and the chemistry of radioactive substances - Affiliated with Victoria University, Manchester, United Kingdom Knighted (1914)Ennobled (1931)President of the Institute of Physics (1931)  After the war, Rutherford succeeded his mentor J. J. Thomson in the Cavendish Professorship at Cambridge  Element 104, rutherfordium, is named in his honorReceived several honorary fellowships and degreesBuried in Westminster Abbey Interesting Rutherford Facts Rutherford was the 4th of 12 children. He was the son of farmer James Rutherford and his wife, Martha. His parents were originally from Hornchurch, Essex, England, but they emigrated to New Zealand to raise flax and start a family.When Rutherfords birth was registered, his name was mistakenly spelled Earnest.After completing his degree at the university in New Zealand, his job was teaching rebellious children.He left teaching because he was awarded a scholarship to study at Cambridge University in England.He became  J. J. Thomsons first graduate student at the Cavendish Laboratory.Rutherfords initial experiments dealt with the transmission of radio waves.Rutherford and Thomson conducted electricity through gases and analyzed the results.He entered the new field of radioactivity research, just discovered by  Becquerel and Pierre and Marie Curie.Rutherford worked with many interesting scientists of the time, including Frederick Soddy, Hans Geiger, Neils Bohr,  H. G. J. Moseley, J ames Chadwick, and of course J. J. Thomson. Under Rutherfords supervision, James Chadwick discovered the neutron in 1932. His work during World War I focused on submarine detection and antisubmarine research.Rutherford was called Crocodile by his colleagues. The name referenced the scientists relentless forward thinking.Ernest Rutherford said he hoped scientists would not learn how to split the atom until  Ã¢â‚¬Å"man was living at peace with his neighbors.† As it turned out, fission was discovered only two years after Rutherfords death and was applied to make nuclear weapons.Rutherfords discoveries were the basis for the design and construction of the  largest, most energetic particle accelerator in the world the Large Hadron Collider or LHC.Rutherford was the first Canandian and Oceanian Nobel laureate. References Ernest Rutherford – Biography. NobelPrize.org.Eve, A. S.; Chadwick, J. (1938). Lord Rutherford 1871–1937. Obituary Notices of Fellows of the Royal Society. 2 (6): 394. doi:10.1098/rsbm.1938.0025Heilbron, J. L. (2003) Ernest Rutherford and the Explosion of Atoms. Oxford: Oxford University Press. pp. 123–124. ISBN 0-19-512378-6.Rutherford, Ernest (1911). The scattering of alpha and beta particles by matter and the structure of the atom. Taylor Francis. p. 688.

Breastfeeding Is Better Than Formula Feeding

Breastfeeding has existed since humans have inhabited the earth. Depending on the time period you lived, it could have also been considered either good or bad to breastfeed. Throughout history there have been three primary ways to feed an infant; breastfeeding, bottle and formula and wet nursing. Breastfeeding through time has remained the medically preferred method of infant feeding. (1) For as long as breastfeeding has been around, bottle feeding has been in existence as well. 4000 years old clay†¦ Feeding a new life Breastfeeding is the most natural way to feed a baby. Typically breastfeeding is done in the early years of childhood, after the mother gives birth, her breast begin to produce breastmilk. It provides babies with the necessary nutrients. â€Å"While breastfeeding may not seem like the right choice for every parent it is the best choice for every baby.† (Amy Spangler). The American Academy of Pediatrics (AAP) strongly recommends exclusive breastfeeding for the first six months of life†¦ breast-feed or formula-feed their babies. Breast feeding dates back to eighteen hundred BC in Greek culture where wet nurses came about as women hired to feed another woman’s child. Formula feeding did not come to light until two hundred years after which then led to a â€Å"refined and hygienic† bottle in the industrial ages (Stevens). While both have advantages and disadvantages, breastfeeding has shown to be more beneficial for mother and child. Although some may argue the contrary, breastfeeding is an overall†¦ Breastfeeding v. Formula Feeding Mothers have been breastfeeding their children for hundreds of years. In these times bottle feeding is being looked at as a more convenient and easier way to feed the baby. Bottle Feeding is neglecting a child of the important vitamins and nutrients it takes to thrive in the world. Breastfeeding is the best natural choice for mothers to do for their babies. They need to proteins in the milk that helps them form a defense against the diseases that plague this†¦ Before I begin with my explicit thoughts on breastfeeding, I must be blunt and state that it is my opinion that all women should have the right to choose what is right for them, their family, and their lifestyle when it comes to breastfeeding or bottle feeding. I believe that this is a very personal decision that has no â€Å"right† or â€Å"wrong† answer. As long as your baby is gaining weight, healthy, and happy, I think that whatever you are doing is perfectly acceptable. First, I will begin with what†¦ Breast Feeding, Better then Formula A woman is sitting at her house trying to watch television, with one of her breast exposed, and a pair of lips sucking on the nipple. While many people may view these words as sexual in nature, reminiscent of some long ago date, it is actually describing something innocent and natural for humans to do, the breastfeeding of an infant. The NRDC or Natural Resources Defense Council states in their online article Benefits of Breastfeeding that babies are â€Å"delicate†¦ on discussing the differences between breastfeeding and the formula. I also wanted to go over briefly about the discussion we had about understanding that any punishment from the parent will not change a child’s behavior. To begin with, there are a few things you should consider before you jump and decide to go right ahead and feed your baby using formula. First, let’s begin with the facts about breastfeeding. The emotional bond, while you are breastfeeding your child is very imperative. There is†¦ Breastfeeding vs. Formula Bottle-feeding Every mother of a newborn baby must make a very personal decision when it comes to how they are going to feed their infant. I was faced with that decision 3 years ago when I had my first son who I named Ethen. It was one of the very hardest decisions I had to make. I had to consider all the good benefits of breast feeding as well as the benefits of formula bottle-feeding, but the good benefits of breastfeeding outnumbered the bottle feeding ones. I finally†¦ society, there has been an ongoing controversy towards breastfeeding verses bottle feeding. Acker (2009) reports that, through recent public health efforts contemporary mothers in the United States have learned the slogan â€Å"Breast is Best.† A preponderance of medical literature finds that breastfeeding is a cost-effective way to improve the health of infants and children. These beliefs have also lead to some believing; everyone knows that breastfeeding is the only way to feed an infant. Imagine you are†¦ In the past mothers depend greatly on breastmilk as the best way of feeding babies. With the advancement in technology and daily hassles, mothers turn to either breastfeed for a couple of months, then formula feed their babies. Every mother has the right to decide whether to breastfeed or bottle feed, this personal right will be supported no matter the decision. However, exclusive breastfeeding is the best thing a mother can give to her baby for the first six month of the baby’s life. This is because†¦

Mobile Cybersecurity Research Paper Example | Topics and Well Written Essays - 3750 words

Mobile Cybersecurity - Research Paper Example To top that cloud-computing has served as an icing to the cake. There is now a whole new and refined market place for the mobile devices and their data-sharing. There are different kinds of threats that a user of these devices face. Threat of device being actually stolen (physical threat), threats of virus attacks or hijacking of the devices (McGhee).The most basic reason that writers put forward for such mobile security risks is the lack of awareness and ignorance by the general public at large to such great threats or risks. They say that either users are not aware of such risks or either if they do they believe that their devices have enough security features to protect them as evident from†¦ Keywords: cyber security, digital devices, wireless networks Introduction While living through the Network Era, we are witnessing the drastic changes that the industry of information and technology is going through. It has become a norm that within short intervals of time period we witne ss something much more innovative and creative. On daily basis human race comes up with a brand new idea which makes the previous ones obsolete. Especially in the techno sector, this change is so fast paced that the slow movers are thrown out within moments. From industrial manufacturing processes to daily lives to computer world, everything is changing. All of this happened just in a couple of decades. We are witnessing things that were previously never thought of or if anyone used to talk about it he or she was considered lunatic. But now with such technological advancements nothing seems to be impossible. From mainframe to mini and mini to personal computers, now even from personal computers to handheld digital devices, we mark the beginning of a new era; the era of mobile and smartphones. It would not be wrong if I say here that the time is not far when even laptops will be replaced by these portable handheld devices. Today, everyone can be seen to own one of those devices. Be i t a business professional, house wives or kids at school or college. These devices have become a part of our daily life and routine. Without them the world does not seem complete or it seems that something is missing. Be it a trend to own them or a necessity or some peer/social pressure or influence, everyone wants to grab one. With the advancements in the field of information and technology and wireless protocols, a whole new world has been opened for researchers and techno lovers. With the advent of third generation and now even fourth generation a whole new realm of opportunities has opened. To top that cloud-computing has served as an icing to the cake. There is now a whole new and refined market place for the mobile devices and their data-sharing. With the mobile market increasing exponentially, we can see the new ways and work practices that individuals and even organizations are adopting. There is an increased use and reliance has been observed by both individuals and the org anizations. This is due to the basic factor that these digital mobile devices or smartphones provide; that is the ease of connectivity and their mobility. It just becomes easier for everyone to collaborate even from the remotest of the places. But with the introduction of such devices for example net books, tablets, smartphones and even now personal music players; there comes another risk, the risk of their security. Today these devices hold

Topic will be on a compiler from a list of programming languages Essay

Topic will be on a compiler from a list of programming languages - Essay Example This first Fortran compiler was known as an optimizing compiler, producing assembly code that was similar to hand-coded assembly language programs, but accomplishing the same tasks in less programming statements by a factor of 20. This fact led to the acceptance of the new system of creating code automatically. A Fortran compiler is a program that takes a Fortran program (the source code) and translates it into a lower-level language such as assembly language (the object code), which the computer can execute. This process usually takes three different steps, called passes. They include: lexical analysis, syntax analysis, and code generation, resulting in the binary code of 1‘s and 0‘s that a machine can execute. Currently, other common compiler operations include: preprocessing; parsing; semantic analysis; and code optimization. Which of these operations does a Fortran compiler utilize? The first Fortran compiler was created to work on the IBM 704. The compiler was called a "translator or executive routine". This first Fortran compiler was very simple, since it only had to handle the first, simple version of Fortran. The first Fortran language consisted of only 33 types of possible statements; these included: arithmetic statements and mathematical function statements; input and output statements such as READ and PRINT; the DIMENSION statement for creating matrices; the IF conditional statement; and control statements such as the GO TO and the DO loop statement. The first Fortran compiler (or translator, as then called) consisted of six parts or sections. The first section read in and classified statements, compiling any arithmetic statements. Input-output statements are partially compiled at this stage. Any compiled statements were stored in the COMPAIL file. Any remaining information is stored in tables. The second section compiled indexing statements, such as from the DO statement; these compilations were stored in the COMPDO file. The third

A business's only responsibility is to produce profit. To what Essay

A business's only responsibility is to produce profit. To what extent do you agree with this statement - Essay Example 15). A business should maximize on value rather than profits as explained by Blodget (2012). Involvement in CRS is expensive but it has a high long-term advantage to the business. Providing incentives to employees is not a waste of resources by the management. Considering the workers welfare is important to boost the morale of employees. Employees, if well motivate, perform high-quality tasks that can attract more customers, rewarding to the stakeholders and so make the business sustainable. It may even draw new employees with a high level of skills. On the other hand, failure to consider employees’ welfare results to unique situations that may scare other stakeholders from associating with the business. Besides, it is important for the business to consider environmental obligations as they do production. Environment conservation policies benefit humans. For instance, the regulations aim to reduce pollutants to the environment. Every country or trade region has it set regulations on environmental factors that businesses should consider in its operations. Failure to consider the rules in its operations, the business is likely to face criticism. Further, it may influence smooth functioning of the business and its profitability. An example is the case of Coca-Cola Company’s failure to ensure standards set by the America’s Environment Protection Agency. Early in the 2000’s, failure to consider strict environmental policy threatened the Coca-Cola Company. The company used non-environmental friendly plastic bottles, for a long time the company was on poor terms with the government or the U.S.A. Though it may be expensive for the business to adhere to the regulations, they are very critical for the sustainability of the enterprise and survival of other sectors of the economy. Adhering to the CSR is important to keep a good relationship with the stakeholders and so for the

Cooper exercisa choices Essay Example | Topics and Well Written Essays - 750 words

Cooper exercisa choices - Essay Example Further, even if the illness were not contagious, being groggy from medication or having an impaired judgment could be dangerous to the patient. An ill or sick nurse would be prone to making unnecessary errors that might potentially endanger the patients. If after answering these questions the answers points towards staying at home, I would do so only after informing the relevant authority. They would then take appropriate measures to ensure that my patient(s) is taken care of in my absence. Nurses are obligated by the nurses’ code of ethics and obligation to put the interests of their patients first. They are required to respect the value and dignity of their patients. Most importantly, their primary responsibility should be to provide the best care that enables the emotional, social, and physical well-being of the patient. More often than not, just like in Betsy’s case, nurses are faced with situations where their personal needs conflict with the patients’ needs or their professional responsibilities (Cooper 36). They are thus called to be responsible in as far as balancing these needs is concerned. In order to be able to balance the tension between the needs of the patient needs and the nurse’s needs, they must first reaffirm their commitment to the patient and their work. This can be achieved by being honest about your needs and evaluating whether putting them ahead of that of your patient’s can be detrimental to the patientâ€℠¢s emotional, physical and social well-being. With proper cooperation with colleagues, a nurse can be able to balance his time between caring for the patient and taking care of his/her needs. Ultimately, however, the needs of the patients still comes first. For nurses, there is no limit for caring for their patients. They are obligated to ensure that they take care of the interests of patients and be committed to providing them with optimal care. These obligations and

Analyse the structure of the UK supermarket sector Assignment

Analyse the structure of the UK supermarket sector - Assignment Example According to the UK Retail Food Sector Market Brief, supermarkets made up for about 6400 stores with an estimated value of 98 billion pounds in 2008 (Sainsburys And Waitrose UK Supermarkets Porters 5 Forces Competitive Advantage, 2009). The UK grocery market has increased to 133.3 billion pound in 2007, which accounts for a 4 percent increase from that of 2006 (Nicholson, 2008, p. 3-4). The major supermarkets that occupy the bulk of the market share (almost 75 percent) are Tesco, Sainsbury’s, Asda (owned by American retailer Wal-Mart) and Morrison’s. These are commonly known as the â€Å"Big Four†. The other retail chains include Marks and Spencer (UK’s biggest clothing marketer), Waitrose, Somerfield, Budgens, Netto Iceland, Aldi, and Lidl. Tesco is the largest non-food market chain in the UK which includes outlets like Extra, Homeplus, Metro and others. Each of these retailers focuses on some particular market section. Tesco for instance, marks the middle market offering economy as well as expensive products. Compared to Tesco, Sainsbury’s targets a little up-market while, Asda, a Wal-Mart chain and Morrison’s focus a little down-market. Even Somerfield operate at the sam e level as Asda and the others namely, Budgens, Iceland, Aldi, Netto and Lidl are all price-focused retailers. Waitrose, a John Lewis Partnership, is however the most up-market retailer among all. Discount retailing has become a growing division of the grocery retailing in UK and Tesco ad Asda contest a strong competition in this field. Among them, the top position is occupied by Tesco, with a market share of 31.4 percent which is quite ahead of the other retail chains. Second to Tesco is Asda with a market share of 17.1 percent followed by Sainsbury’s occupying the third position. It covers 15.7 percent of the total market. Morrison’s rank last among the four with a market share of 11.2 percent (Nicholson, 2008, p. 6-7). The market structure exhibited by the

A business's only responsibility is to produce profit. To what Essay

A business's only responsibility is to produce profit. To what extent do you agree with this statement - Essay Example 15). A business should maximize on value rather than profits as explained by Blodget (2012). Involvement in CRS is expensive but it has a high long-term advantage to the business. Providing incentives to employees is not a waste of resources by the management. Considering the workers welfare is important to boost the morale of employees. Employees, if well motivate, perform high-quality tasks that can attract more customers, rewarding to the stakeholders and so make the business sustainable. It may even draw new employees with a high level of skills. On the other hand, failure to consider employees’ welfare results to unique situations that may scare other stakeholders from associating with the business. Besides, it is important for the business to consider environmental obligations as they do production. Environment conservation policies benefit humans. For instance, the regulations aim to reduce pollutants to the environment. Every country or trade region has it set regulations on environmental factors that businesses should consider in its operations. Failure to consider the rules in its operations, the business is likely to face criticism. Further, it may influence smooth functioning of the business and its profitability. An example is the case of Coca-Cola Company’s failure to ensure standards set by the America’s Environment Protection Agency. Early in the 2000’s, failure to consider strict environmental policy threatened the Coca-Cola Company. The company used non-environmental friendly plastic bottles, for a long time the company was on poor terms with the government or the U.S.A. Though it may be expensive for the business to adhere to the regulations, they are very critical for the sustainability of the enterprise and survival of other sectors of the economy. Adhering to the CSR is important to keep a good relationship with the stakeholders and so for the

Analyse the structure of the UK supermarket sector Assignment

Analyse the structure of the UK supermarket sector - Assignment Example According to the UK Retail Food Sector Market Brief, supermarkets made up for about 6400 stores with an estimated value of 98 billion pounds in 2008 (Sainsburys And Waitrose UK Supermarkets Porters 5 Forces Competitive Advantage, 2009). The UK grocery market has increased to 133.3 billion pound in 2007, which accounts for a 4 percent increase from that of 2006 (Nicholson, 2008, p. 3-4). The major supermarkets that occupy the bulk of the market share (almost 75 percent) are Tesco, Sainsbury’s, Asda (owned by American retailer Wal-Mart) and Morrison’s. These are commonly known as the â€Å"Big Four†. The other retail chains include Marks and Spencer (UK’s biggest clothing marketer), Waitrose, Somerfield, Budgens, Netto Iceland, Aldi, and Lidl. Tesco is the largest non-food market chain in the UK which includes outlets like Extra, Homeplus, Metro and others. Each of these retailers focuses on some particular market section. Tesco for instance, marks the middle market offering economy as well as expensive products. Compared to Tesco, Sainsbury’s targets a little up-market while, Asda, a Wal-Mart chain and Morrison’s focus a little down-market. Even Somerfield operate at the sam e level as Asda and the others namely, Budgens, Iceland, Aldi, Netto and Lidl are all price-focused retailers. Waitrose, a John Lewis Partnership, is however the most up-market retailer among all. Discount retailing has become a growing division of the grocery retailing in UK and Tesco ad Asda contest a strong competition in this field. Among them, the top position is occupied by Tesco, with a market share of 31.4 percent which is quite ahead of the other retail chains. Second to Tesco is Asda with a market share of 17.1 percent followed by Sainsbury’s occupying the third position. It covers 15.7 percent of the total market. Morrison’s rank last among the four with a market share of 11.2 percent (Nicholson, 2008, p. 6-7). The market structure exhibited by the

Enhanced Reading Instructions Essay Example for Free

Enhanced Reading Instructions Essay Differentiated Instructional need of students makes it imperative for a teacher to plan out her instruction in small groups and separate reading centres to give students ample practice. Teachers form small flexible groups of students ,meeting twice or thrice a week for a specific time. The teacher draws up similar structure† to generate ideas, stimulate thinking, make plans and create a desire†. (Cited in Guiding writing and Observing Reading, p. 385). Teachers† find more opportunity to use their knowledge and skills more fully and effectively†. (cited in Making Instructional Decisions, p. 461). â€Å"Many use alternative strategies in   order to meet the special need of the students† (Modifying Lessons, p. 461) Alternative lesson structures recommends the use of at least two types of lesson structures. One Guided Reading and the other Skill Focused Lessons. It follows a pattern where the text is selected, introduced, read and discussed. In a Teacher- led- centre, â€Å"the option most favored today, centre on integrated curriculum, an effort to connect the language arts with other subject areas, often through themes. Integration is encouraged across all subject areas, including math â€Å". (Basal Readers and Instructional Materials, Chp13, p. 0) â€Å"Skill development and practice activities are often interspersed with creative enrichment ideas in the teacher’s guide. †(Chp13, p. 460) Students who need focused learning to become fluent and accurate in their usage, Skill Focused Lessons are planned out by a teacher, like †writing, talking,.. brainstorming role playing, doodling, drawing, cartooning, jotting own ideas, taking notes, interviewing and even forming mental images through visualization and graphic organizers. †(Guiding Writing and Observing Reading p. 385). Thus guidelines are set , which help enhance effective reading writing in a classroom. Reference http://www.fcrr.org/assessment/pdf/smallgroupalternativelessonstructures.pdf

Comparison Of Learning Theories

Comparison Of Learning Theories There are three main categories of learning theories, behaviourism, cognitivism, and constructivism. Behaviourism is concerned with observable behaviour; it classified learning as acquiring new behaviour based on environment. Cognitivism basically is concern with person thinking process. On the hand congnitivism philosophy of learning based it premise that as person reflect on past experiences they construct their own meaning of experiences and knowledge. These three theories will be discussed with some focus on their likeness and differences. Since, they all have implication to teaching and learning. Such as, keeping students thinking process in mind; looking at students responses and the consequences of those responses. Introduction There is not single set of learning theory that if devotedly followed guarantee educators perfect results in the classroom. However, the study of learning has generated much discussion for many years. It has been at the core of educational psychology. Although the importance of learning as a topic of study is agreed by psychologists; they often disagreed on the mechanics of how learning process occurred. (Wittrock, 1977) cited by (Good and Brophy 1995) defined learning as the process of acquiring relative permanent change in understanding, attitude, knowledge, information, ability and skill through experience. This paper seeks to explain congnitivism, behavioural and constructivist theorists of learning, examining the similarities and differences between the theories, gives examples of how theses theories could used in the classroom. Cognitive theories focusing on how people process information and learn. They discuss concept such as memory, problem solving and decision making. David Ausubels (1963) cognitive theory distinguishes reception learning from rote and discovery learning. It is concern with how students or persons learn large amount of meaningful material thought a verbal expository teaching method (Woolfolk1990 P. 292). He suggested that learning is based on presenting information in a hierarchical sequential, organized, manner to learners. This aid and encourage meaningful learning, connection and retention of new information. Since, information presented is usually related to previous learned subsumer. A subsumer is a concept or idea that includes others concept (Woolfolk, 1990). Simple put, for learning to become meaningful there must be a possible fit or incorporation between learners existing cognitive structure and the information to be learned. To do this Ausubel postulates that educator should always start with advance organizer. Advance organizers are simple statement used to introduce higher- level concepts to be learn. They provide a structure for new information in a general manner and covers the concepts to be learnt (Slavin, 2003). To illustrate, as a teacher I at times uses the KWL chart to teach certain topics, such as the continents. First I gave the students a KWL chart; I encourage them to record what they already knows about the continents, then want they wants to know about continents and finally what new information they learned. Therefore with knowledge of advance organizers in mind educators should be cognisant of students prior knowledge and pre-requisite capabilities should be determined before giving any instruction. When teaching new concepts teachers should incorporate and commence with advance organizers. Instructions or concepts should be integrated which will encourage integrative review, links and transfer of information. Moreover, to facilitate transfer of knowledge teachers should present information in a progressive way starting with lower- level skills before moving up to higher-level skills. Additionally, a much as possible learning material taught in one subject area should facilitate learning in another subject area. For example, students can be encouraged to make links between some English words and Spanish words or Latin words. Also, in the classroom, instructions should include both discovery and receptive teaching. To facilitate this, after given instructions teachers should follow up with questions and assessments which will provide opportunities for students to encode material in their own way and apply the concept learn. Furthermore, provide instructions in simple steps, organizing information in sequential and logical ways which will be easy to follow. This will also aid and facilitate mastery of information at each stage. This hierarchical format of giving instruction was supported by Gagnes theory. Robert Gagne (1979) has proposed a theory of instructions (Woolfolk, 1990). Gagne postulate several types of learning which needs different types of instructions. According to (Good Brophy, 1995) Gagne identified five major types of learning. They are attitudes which are internal state that influence personal choices, for example how student feel after reading a poem. Motor skills involve using your reflexes such as tying your shoes. Information entails facts and knowledge stored in the memory, for example addition and subtraction facts. Using intellectual skills that allow learners to discriminate between concrete, define concepts, and solve problems using rules. Finally, use personal ways to guide learning, acting and develop solutions to problems. Additionally, (Woolfolk, 1990) said Gagne was more interested in the quality, permanence and usefulness of students learning. To achieve this, he postulated that teacher used nine instructional events. First teachers must gain students attention. This can and should be done using a variety of approaches and methods. For example, to get my Kindergartens attention I sometimes incorporate music, drama, nursery rhymes, or poems to introduce my lessons. These are expected to grab students attention and interest since children generally like these activates. After students attention is gain, Gagne proposed that teachers communicate to learners of the objectivities of the lesson. This can be done by reviewing prerequisites, oral questioning or quizzes. Teachers can also provide demonstrations of learning products or outcomes (Slavin, 2003). For example, when teaching students how to use different shapes to build a house I will present then with a model of what they can finally make themselves. When attention is gain educators must stimulate students recall of prior learning. This involves getting students to retrieved information they have learned. Then, present the stimulus that is presenting the material to be learnt, followed by providing learning guidelines. This could be anything from guided discovery activities, explanations or demonstrations, however, information presented should be in a logical and understanding way. After doing this (Woolfolk ,1990) said learning does not stop there. Since, teachers has to insure learner demonstr ate understanding of taught information. Gagne proposed this is done by his next step which involves providing guidance to learners. Gagnes sixth instructional event involves questioning students for understanding, their responses allow teachers to evaluate learners comprehension this also provides reinforcement, feedback and assess performance, which Gagne posited as his seventh and eight instructional level. His theory indicates that after each topic is taught teachers should assess pupils performance, this can be done via formal or informal evaluation. Finally, educators must enhance retention and facilitate transfer of knowledge to other top and subject areas and real life situations. With this information in mind, educators must be mindful that different instructions are required for different learning outcomes. For example in my classroom when I want my class to identify letter a I do not focus on the letters sound but on its formation or differentiating it from others. Furthermore teachers must be purposeful in selecting instruction strategies, understanding the limitations and advantages of the strategies they choice. Additionally, strategies choice should be based on the students, content and situation of it used, for individual differences are to be considered. Likewise, lessons should commence with declaration of what and why students are required to learn the information. Additionally, Pavlovs and Skinners theory were behaviourist. Behaviourism is concern with observable and measurable aspects of human behaviour (Good Brophy, 1995). This means that their theories focused on observable, measurable behaviour. Classic conditioning is a term used to describe learning which has been acquired through experience. According to Legge Harari, 2000). Pavlov used animals mainly dogs in his experiments to demonstrated classical conditioning, he arranged for the study of salivary conditioning. The dogs he used showed a salivation response when they where offered food (unconditional stimulus). The food was offered a number of times with the sound of a buzzer (conditional stimulus). After this, the sound of the buzzer alone could produce the salivation response. This theory has some links to classroom situations. For instance, a bell ringing is used in schools to indicate the end of instruction time, recess time, or use a whistle to get students attention during physical educati on exercises. Like Pavlovs theory B. F. Skinner agreed that some human reflexive behaviour is clearly encouraged by specific stimuli. However, Skinner proposed that reflexive behaviour accounts for only a small proportion of all actions (Slavin, 2003). He proposed the use of pleasant and unpleasant consequences. He work focused on placing subjects in controlled situations and observing their behaviour. Operant conditioning is sometimes referred to as instrumental conditioning is a method of learning involving reward and punishment of behaviour (Legge Harari, 2000). Skinners theory has has some important principles, is that, behaviour changes according to its immediate consequences. Pleasant consequences strengthen behaviour, unpleasant consequences weakens it (Slavin 2003). Simple put a person will repeat a behaviour if the consequences of that behaviour is pleasing or pleasant. Slavin also, posit that pleasant consequences are call reinforcer, unpleasant consequences are called punishers. Reinfo rcers are any consequence that strengthens or increase behaviour. Reinforcers can be positive or negative and both are used to strengthen behaviour. Positive reinforces which are favorable events that are presented after the behaviour, such as, praise, grades and stickers. Negative reinforcers are unfaviourable Negative reinforcers involve the removal of an unfavorable events to strengthen a behaviour.( ww.psychology.about .com) Obviously, teacher can apply Skinners and Pavlovs theories. They can decide what behaviours they want students to emulate, and reinforce these behaviours when they occur. For example in my class when I want my students to practice raising their hand to indicate they desired to give an answer, I praise them when they do so and over time I get the desired behaviour I want. However, as teacher we must be careful not to praise or reward work that do not deserve praise. Since, students may not strive to work to their fullest capabilities. Also, after determining of the objectives teachers must analyze the task into prerequisite skills and sub-skills. Additionally, rewards for academic effort should be meaningfully, such as extra recess time, opportunities to work on the computer or extra credit on key projects. Furthermore, students should know what behaviour you desire and when students exhibit the desired behaviour and they are reinforce, you tell them why. Additionally, as educators we must ensure reinforcement is truly reinforced. For example, when presenting class rules, set up both negative and positive consequences for breaking or following the rules. Also, use cues to help establish new behaviours. Sometimes at the beginning of the school year I Call students attention to the notice board, which usually has list of material they should have or will need when official class begins. Moreover, teachers must remember to reinforce appropriate behaviour as soon as possible. For delayed reinforcement are usually less effective than immediately reinforcement. In addition, one must keep in mind anything children like can be use as an effective reinforcer, although all can not be utilize in the classroom. However, as a teacher I sometimes use what whatever practical reinforcement to motivate my students. Constructivism is a philosophy of learning founded on the premise that, by reflecting on our experiences, we construct our own understanding of the world we live in. According to Slavin (2003) it draws many of it philosophy on the work of Piaget and Vygotsky, they emphasis the social nature of learning, and both suggested the use of different abilities grouping to promote conceptual change. Jean Piaget (1896-1980), is one of the most influential child psychologies. He proposed a theory of cognitive development which has many implications on teaching and learning. In Piagets theory he viewed cognitive development on two biological tendencies organization, and adaption( Legge Harari 2004). Organization as Piaget saw it involved organising experiences and observation into cohesive systems. Adaption involves adjusting to the environment. It is a process by which individual create matches between their pervious learnt information and new information that might not exactly fit together. This is where individuals demonstrate patterns of behaviour or thinking described by Piaget as schema (Slavin 2003 P.30). This involves using two techniques assimilation and accommodation. Assimilation involved trying to understand something new by fitting it into what one already knows. For example, the first time many children see the moon they call it a ball. They are assimilating the information into their current view of the world. If the child observation does not fit into their existing schemas they accommodate or change schema. When the individual has strik e a balance between assimilation and accommodation that person has achieved equilibrium because existing schemes and change schemas now fits. Therefore, with the above information in mind teachers or educators should facilitate assimilation process by matching new learning experiences with learners existing thinking patterns. However, the match between new experiences and existing thinking scheme of learners should not be too exact, for no or little accommodation will occur. When planning teachers should create opportunities of experiences that generate novel ideas and divergence views this will require some reconstructing of thinking and belief. Also, when presenting new information to learners it is essential that this is done in a sequential and meaningful way this will facilitate organization of information and encourage learners to organize their thought into main ides, concepts and generalisation; this helps students to consider past learning in a divisive and integrated way which can becomes problem solving tools. According to (Woolfolk 1990) Piaget also postulates a stage theory. He suggested that all children regardless of factors such as race and gender go though different stages of development, and that at each stage they think qualitatively different to the stage before. In the first stage sensorimortor, (birth to 2 years) is the time when infants gain knowledge about the world though manipulating objects and innate reflexes. They learn that an object will continue to exit even if it is out of sight Woolfolk (2003). The preoperational stage (2 to 7 years) children can now use imagery based on his or her memory of previous behaviour in the same situation (Good Brophy, 2008). Preschoolers language develops at an incredible rate. However their thinking remains egocentric and central. Therefore, teachers should use visual aids whenever possible. When given instructions to preschoolers, educators can allow them to act it out as well as give them oral information and do not expect students in the preoperational stage constantly see the world from others perceptive. Moreover opportunities must be provided for group word, this facilitates co-operation, and reduce subjectivity. The next stage is the concrete operational (age 7 to 12) Children at this age are in schools they are able to solve concrete (hands on) problems (Slavin 2003). They heavily depend on concrete experiences to facilitate his or her thinking. Therefore, teacher must provide opportunities for learner in this stage to meaningfully manipulate objects. For example, when I am teaching topics such as addition or time I give student models of clocks or counter to aid their understanding. . Also, importantly students must have occasions to interact with the physical and social environment The final stage (age 12 and beyond) of cognitive development is defined by the childs ability to think abstractly and use logical hypothesis testing to solve problems. Teachers must therefore integrate new examples and illustration from previously taught lesson to extend old learning. Also provide higher level problems to engage student in critical abstract thinking. In my teaching my questions and problems are set at different levels such as requires knowledge to answer, others required comprehension skills while other may need analysis skills. Vygotsky (1896-1934) is a Russian psychologist who made significant contributions to developmental and constructivism theory. He proposes a theory of development in which he presented several key concepts Legge Harari 2004). He viewed cognitive developments as a result of a dialectical process, where a child learns through shared problem solving experiences with someone else. It is primarily through their speech that adults are assumed to transmit to children the rich body of knowledge that exists in their culture. As learning progresses, the childs own language comes to help as his or her primary tool of intellectual transformation (Slavin 2003). Another concept is his theoretical construct of the zone of proximal development (ZPD) which provides an explanation of how a child develops with the help of others (Woolfolk 2003). It is the gap between what children are already able to do and what they are not quite ready to accomplish by themselves (Slavin 2004). He explains how children develop through contact with others such as parents, teacher, siblings or a peer.The person interacting with the child undertakes most of the responsibility for guiding the problem solving, but gradually this responsibility transfers to the child. Vygotsky also posited scaffolding. It is similar to scaffolding around a building. In that, it can be removed after the need for it ends. For instance, when a child is shown how to something and has mastered the idea he or she can now complete this assignment on his or her own. Vygotskys theory can be applied to the classroom, he suggests the teachers Is important in the process of the transmission of knowledge .This means teacher must ensure information given are accurate and useful to learners. Moreover, they must provide opportunities for peer tutoring, cooperative learning arrangements among student with mix-abilities. Personally I can attest that this approach works. Since, I have successful use this in many of my lessons. Allow students to gradually take on more independent responsibilities, removing the scaffold. Teachers responsibilities are to facilitate learning, what teachers do in the classroom are important to the overall effect of students learning. Therefore, teachers endeavour to making learning occur must be his or her best efforts. In so doing teachers can draw of all of the theories discussed in the essay. However, one must be mindful that these theories ha some thins in common and differences. Behaviourism is concern about behaviour that can be observed while cognitive psychology assumes that humans have the capacity to process and organise information in their mind. It is concerned less with observable behaviour and more with the thought processes behind it. Constructivism like congnitivism focuses on thinking processes and problem solving but also considered students reactions which is an important feature of the behaviourist theory. All three discussed theories attempt to explain and describe how learning occurs and viewed education and the instructional process as a whole. However, behaviourism formed the basis for all learning theories. Cognitivism and constructivism both stressed the importance of forging relation between previous learnt information to new information. In other words, learners are expected to relate new information to prior knowledge and experiences. As stated before there is no ideal educational theory. However the approach teachers used in their daily instructions are important. The approaches they use should be based on a variety of issues, such as the age of the students, their cognitive processing level, the subject matter and difficulty of the required task in order to successfully achieve all the objectives.