The country pleasures which John Donne mentioned Essay Example for Free

The country pleasures which John Donne mentioned Essay In Donnes poetry, individual desire operates on two levels: on one level, it is the desire which is born out of the lower self and seeks gratification in the pleasures of the senses. On another level desire is spiritual and it seeks to transcend the physical. The country pleasures which John Donne mentioned in The Good Morrow is an example of the physical pleasures which the poet seeks to satisfy in physical activities. However such kinds of pleasures are only mere illusions, that is, fancies. The desire to love is felt like an inner urge in the poet. It is a spiritual force which transcends the physical to meet at a higher level and brings about a unity of souls. His only desire was to be united with his beloved: If ever any beauty I did see, Which I desired, and got, twas but a dream of thee. The strong urge of the desire to love is enacted effectively by the tone of the last two lines in the first stanza of The Good Morrow. The caesuras after see in line 6 of the first stanza and in line 7 of the first stanza enacts forcefully the inner urge which the poet feels. The desire starts in a dream to have a beauty and that desire is fulfilled majestically. The use of metaphysical conceits dominate the last two stanzas. The lovers see worlds of their own reflected in the pupils of each other. Here we can see that the desire is not sensual pleasure, rather it is the new horizon which love opens to the poet which are of significance. Hence, the desire is more of a spiritual nature. The emphasis throughout the second and third stanzas is on the soul rather than on the physical. It is the desire of a soul in quest of divine joy. Harmony and inner tranquillity can only be attained through a union of souls. In Holy Sonnets I, the poets desire for Divine grace is strongly articulated. He appeals to Gods mercy to save him before it is too late and he is eternally dead. 1 It is a prayer of a lost soul seeking divine grace to prevent it from damnation in the fire of hell. The poet realises his helplessness in the face of death. Only divine grace can help him to attain salvation. The sincerity of the prayer is evident throughout the sonnet. Man is a born sinner for he has been created weak. But with the help of the creator, man can strengthen his heart so that he does not fall an easy prey to the art of the arch deceiver who is our eternal foe (Ln. 11), that is, Satan. The desires for physical pleasures are but an illusion: And all my pleasures are like yesterday (Ln. 4). In this line the poets realisation of the fleeting pleasures of this physical world is articulated and at the same time it expresses a sense of regret and despair for having wasted ones life. The damage is almost irreparable, but reparable by the intervention of the divine grace. Hence the poets plea to God to repair (Ln.2) him, that is, to repair the damage which the poet has done to himself by committing sins. The word repair is loaded with meaning. Repair implies that damages have occurred and the reasons for these damages are sins. Desires can thus lead to sin and the individual is constantly being tempted. It is a test of character which the individual is undergoing in this terrestrial life and without the support of God, the poet will not be able to sustain himself for even one hour. The desire to be forgiven and the desire for divine grace is expressed with a lot of fervour. In sonnet 5, the poet once again expresses his desire for salvation. The same fervour and zeal is present as in Holy Sonnet I and the poet asks God to endow him with the capacity to weep so that he can drown his sins in tears. The overall desire in this sonnet is the desire for sincere repentance so that the poet can save his soul. There is the realisation that without divine grace, the poet will lose both his lower self as well as his higher self, that is, his soul. In A hymn to Christ, the poets desire is to be a born Christian again: and make me anew. The desire to be born again is like another chance to be given to sinners so that they can lead a life in conformity with the teachings of Christ, the saviour of humanity. It is the desire to attain an everlasting life. There is the realisation of lost innocence which the poet talks about in the imagery of a usurped town which has been ravished. In sonnet 7 Donne realises his need for repentance. He believes that his sins abound. The life that he has been living is full of sins. The poets urgent desire to be forgiven by God is expressed as: Teach me how to repent . The poet does not really know how to ask for forgiveness to God. In a sense he is waiting for divine inspiration to reach him. It is the thought of death that pushes Donne to seek divine forgiveness for all his past sins. By repenting the poet wants to seek abundance of [Gods] grace. Donne speaks directly to the lord: but let them sleep, Lord. Donne uses a very common religious metaphor in comparing death as a sleep before the end of time, when both good and bad people will be woken up to meet their eternal fate. Also, in this line, the speaker shifts the object of his apostrophe: hes now talking to God. 2 The last two lines introduce an important simile. Learning how to repent is like having the pardon for your sins sealed in blood. Donne conceives the pardon as an official document, the kind that would normally have a wax seal that serves as a kind of signature. But the simile is more complex than that. The speaker is saying that God really did seal his (the speakers) pardon with Gods own blood when He sent Jesus to die for the sins of humanity. The blood on the pardon is a metaphor for Christs blood. 3 So Donnes desire for forgiveness is a means he is seeking to go to heaven. In sonnet 14 the poet desires to start his life afresh. The metaphor of the usurped town is very symbolical in this sense. It is as if the poets soul has been captured by the enemy, who perhaps, is the Satan. The poet does not feel that is still in his own skin. He thinks himself to be a prisoner of his own soul as someone would be imprisoned in a usurped town. Though the sonnet contains many sexual metaphors like oerthrow me, and bend / Your force, ravish, and enthrall, the sonnet aims also at the new start of a spiritual life. The poet asks God to make me new. This is in a sense the inner self calling out to the poet that the way he has been living his life was not appropriate. He therefore needs spiritual renewal to be able to come closer to God. The metaphor or break that knot again is more as an apology and plea for forgiveness4 when an individual is forgiven by God he is like a new born child that has never ever committed sins. This is what the poet is seeking in this sonnet- to be as pure once again as a new born child. So, individual desire in Donnes poetry is more of a spiritual kind. Desire for the poet was not only sensual but rather more associated with God. He is trying in a sense to attain a very high level of spirituality in his life and desires salvation and the eternal bliss, which is paradise. The spiritual height that the poet wants to attain is due to his realization of his sins he committed all through his life. Now he needs to be cleansed. Bibliography.   John Donne poems: A Good-Morrow. Holy sonnets 1, 5, 7,14. Online resources.   http://wednesday1993. wordpress. com/2011/04/17/john-donnes-holy-sonnet-i-the-theology-of-grace/ http://www. shmoop. com/round-earths-imagined-corners-holy-sonnet-7/death-symbol. html   http://www. shmoop. com/round-earths-imagined-corners-holy-sonnet-7/repentance-pardon-symbol. html. http://www. shmoop.com/batter-my-heart-holy-sonnet-14/unhappy-engagement-affair-with-god-symbol. html 1 Quoted online from: http://wednesday1993. wordpress. com/2011/04/17/john-donnes-holy-sonnet-i-the-theology-of-grace/. 2 Quoted online from: http://www. shmoop. com/round-earths-imagined-corners-holy-sonnet-7/death-symbol. html 3Quoted online from: http://www. shmoop. com/round-earths-imagined-corners-holy-sonnet-7/repentance-pardon-symbol. html 4Quoted online from: http://www. shmoop. com/batter-my-heart-holy-sonnet-14/unhappy-engagement-affair-with-god-symbol. html.

Evaluate Assessment Activities Essay Example for Free

Evaluate Assessment Activities Essay Describe, use and evaluate two different assessment activities used to check the learning of either individuals or a group of learners. Analyse the purpose of assessment and produce a written justification of your chosen assessment method. Use an extract from your teaching practice portfolio and reflect on how your feedback has informed your learners progress and achievement and how feedback from others has informed your own professional practice. Introduction In my first year at College I have delivered Entry and Level 2 Motorvehicle Maintenance and with no previous experience of this course assessment was something I leant on the job so to speak. Initially it was games and questions and answers followed by tests which were mainly practical. As the year progressed I then started doing formal practical exercises (observed assessments), Web based exercises and finally multiple choice exam style questions. The Entry level course is assessed purely by portfolio (questions and answers plus job cards) but the Level 2 course has a summative exam element. These are spread over the year and total 5. The two I am going to discuss are the observed assessments and job card creation. Job card creation The first assessment method I will discuss is the completion of job cards. As part of the course (either group) the learners all complete practical tasks in the workshop. Indeed this is one of the highlights for them as they are not an academically based group on the whole. Each practical task is designed to reinforce the theory element that was covered in the previous lectures. During the practical we (staff) make sure the learners understand what they are doing and its relevance to the topic in hand. We also check they make notes to help with job card completion. Differentiation is also practised, not in the task itself but the bike they are given to work on. Some are easier than others for given jobs. Once the task has been completed and the workshop cleared up and all tools put away etc. (i. e. there is a break from the original task in hand) they all have to complete a job card to reflect what they have been doing. During this time I keep a close eye on what they are writing and often challenge them on various facts. I found ome learners struggled to remember what they had just done even with the help of notes whilst others completed the task almost unaided. During this task the results of assessing learning really became obvious. It was interesting that for the most part it was always the same learners that has the same problems. Over the year they did become better, some more than others. There were some however who had hit their ceiling with what we might consider these ver y simple tasks. Fortunately the course demands a very formative assessment approach and this final task of completing the job cards is almost a formality and not something you can fail at. The bulk of the course assessment was done actually during the practical task. This was more the case for Entry level learners than the Level 2 learners. Level 2 learners had to complete similar tasks etc. but were slightly better at completing job cards. Again this was not something they could fail at. If it was not right they simply adjusted it until it was. For the learners this task was not one they relished as almost exclusively they are kinaesthetic learners with an aversion to both reading and writing and often listening. This was consequently quite a hard task for the learners but a necessary one as the course demanded it as evidence of their learning. It did open the opportunity for discussion however and lots of them learnt a lot during these sessions. There was also an element of team work as for the most part they worked in groups doing the workshop tasks. As the year progressed and reflecting on my teaching portfolio, without exception all my learners improved and in some cases gained the confidence and desire to help others which was very encouraging. Interestingly this was the less able helping those that may have missed a session etc. A great boost in self confidence for them and the class generally. As the teacher from this whole workshop process I was able to differentiate between those likely to be technician material, those who may make fitters and those who were not going to make it in the field. With the benefit of hindsight these impressions are accurate so far. Observed assessments This is for the Level 2 learners only and involves carrying out a practical task on a motorvehicle under near exam conditions i. e. no talking to other learners in the room etc. They could talk to the teachers and ask some questions. This was a particularly instructive task for us the teachers as the learner is suddenly on his/her own rather than in a group as they had been in the normal workshop sessions. As the teacher we had few surprises with the performance of the learners but there were one or two early on. These were mainly because it was possible during the workshop sessions to take a back seat and let your group do most of the work. Because of this they were unsure when it came to their assessment which is only to be expected. Whilst most learners completed the tasks correctly there were a few problems as expected. Going back to my ethic of trying to treat them as adults I tried to relax them whilst doing the task and relieve the usual stress associated with this type of task. This was mainly around failure either in the task or to complete in the allotted time. I spent a lot of time reassuring them that if it didn’t work out it was not a problem, we would just do it again after some more practice. In the early assessments the learners looked as though they were treading on glass but as the year progressed and they relaxed and began to know our boundaries it became an enjoyable exercise for them. For the teacher again it provided a wealth of information on their progress, knowledge and confidence and gave us discussion material for both the learners and parents evening. These tasks gave the learners an opportunity to show their knowledge and expertise and consequently progress through the course curriculum. There was no learning from one student to another of course but there was a good competitive spirit around success and time keeping. The purpose of assessment ‘Assessment is a measure of learning, at a given point in time’ [ ]. Taken on its own this is rather insular so it should be noted that the assessment process is a ‘a two way process’ [ ]. This means that the teacher should take on board feedback from the assessment process and where necessary modify their teaching practices to improve the overall learning experience. At its simplest this is for planning further teaching and assessment. There are several methods of assessment, some of them formal e. g. observations, tests, exams etc. and some are informal e. g. questions and answers, quizzes etc. and finally there are initial, formative and summative assessments. In these early days of the course it seemed logical to use the above assessment methods as they were contributing directly towards the outcome of the course and its evidence based criteria. The college choice of examining board (City and Guilds) has left me very little scope for alteration of the assessment methods I have outlined. Looking forward though I plan to make the job cards a lot easier to complete which will aid in hitting the City and Guilds targets whilst going some way towards removing the dependence on reading and writing especially the English element. I have other plans to re-introduce this though with research based homework as the functional skills elements must not be neglected. Feedback from my learners on my initial attempts has been very encouraging. So, whilst my aim is to follow on what Dr Patrick Geoghegan says ‘the students could test themselves in a non-intimidating way that could be fun’ [ ] I realise there is a way to go but we have made great strides this year and next year will be better. Certainly, this year has been a steep learning curve for both the learners and teachers but we are progressing together and it is looking promising on the progression from one level to the next. I was observed by my supervisor and during the catch up session later received feedback about my teaching session. The most interesting point for me was the level of the lecture. It was a seemingly simple subject on exhaust systems but during the lecture the class and I got into an interesting discussion which veered off into the speed of sound through different temperature gases and so on. The feedback was simply to keep the lecture on track. To this end I have now started to pre-empt little diversions like this with additional slides either at the end or in a separate presentation. This way I can cover these points at a later time or at the end if appropriate. Separating these out also means when I put my presentations on Moodle I can only put up the core show and keep some back for differentiation purposes. Conclusion Good assessment techniques particularly formative ones can be embedded into the lesson and almost unnoticeable to the learners. There are of course the more formal techniques which are more obvious e. g. QA, tests etc. For myself I have been using a large range of assessment techniques some of which I did not even realise I was doing at the beginning. During the year the assessment process has been an interesting learning curve for both myself and my learners. I have involved them as much as I can and some of the feedback from them has been very insightful and consequently fed back into the process. Finally, feedback to the learner from assessment should always be as constructive as possible. This is supported by the following quote ‘assessment feedback †¦. should always be constructive’ [ ]. Bibliography Books Ann Gravells and Susan Simpson, planning and Enabling Learning in the Lifelong Learning Sector, 2008 Susan Wallace, Teaching and Supporting Learning in Further Education, Learning Matters, 2001 G Petty, Teaching Today, Nelson Thornes, 2009 Websites Geoghegan P M (2006) Hot potatoes formative assessment, in Every Student Matters Activities for Engaging and Widening Participation in Higher Education: A Preliminary Collection, Higher Education Academy Ireland Blending assignments and assessments for high-quality learning http://www. enhancementthemes. ac. uk/themes/IntegrativeAssessment/IABlendingInclusivity. asp

Knowledge Management Initiatives taken by Organizations

Knowledge Management Initiatives taken by Organizations Knowledge Management is defined as the systematic approach that invents, understands, shares, creates and utilizes knowledge in order to create values such as customers value, employees value, stockholders value, business partners value and also social value to achieve the vision and goal of the organization. Knowledge Management develops and operates effective system, which realizes for right person at right time to transfer smoothly and utilize their knowledge. Q2 INTRODUCTION Knowledge management is defined as the ability of an organization to create, share and use the collective knowledge of its products, processes and people to increase workplace productivity and reduce activities that reinvent the wheel-is being moved to the forefront of many corporate agendas. As firms seek to build competitive advantage in increasingly competitive markets, they are turning to a previously untapped resource: their employees knowledge. In the later half of the 1990s both IBM and Nortel Networks were facing significant external pressures. From 1986 to 1992, IBMs market shares dropped from 30% to 19% with each percentage point representing $3 billion in revenues. Rather than paying attention to customer needs, IBM focused on its own financial needs and tried to reduce costs by cutting customer service staff and levels of support. In the end, customers were driven away. Thus by mid-1990s the changing market environment and downsizing necessitated that IBM rethink the basic way that it serviced customers in order to reduce customer defections and increase sales. Throughout the 1980s and early 1990s, IBMs primary point of contact with its customers was through business partners, the direct catalog, and the traditional Blue suits. Given that theses points of contact were not supporting the business strategic goals and requirements to remain competitive, an internal task force was charged with reengineering IBMs customer relationship management (CRM) process. Customer relationship management (CRM) involves attracting, development and maintaining successful customer relationships over time. At the core of CRM are the development of a learning relationship that engages customers in a two-way collaborative dialogue that is effective and efficient for both customers and the firm. When effective, this knowledge-based process leads to a relationship that gets smarter and deeper through every interaction. The task force charges with addressing the business problem recognized that advanced information technology, the burgeoning internet, and the emerging network-centric environment presented great opportunities for reengineering IBMs CRM process and leveraging its knowledge assets. Similarly at Nortel Networks, the Telecommunications Reform Act of 1996 produced intense competition in the telecom industry, yielding an explosion in the development of innovative telecommunications technology. The new rules of the deregulated telecommunications marketplace forced Nortel to recognize that differentiation through innovation was one of the few strategies that might allow the company to continue to succeed. Like IBM, an internal group was charged with the task force of addressing this strategic business goal and requirement. After preliminary research, the group discovered that the generation and existence of innovative ideas within Nortel was not the issue. Rather, Nortels existing new product development (NPD) process had no formal mechanism to systematically capture, develop, and mange internally generated ideas (i.e, ideas that could be developed into product or service concepts and evaluated for funding). Developing ideas and evaluating concepts is knowledge-inten sive work based on the individual and collective expertise of the employees. The Nortel task force set out to reengineer its NPD process in order to leverage its knowledge assets. The efforts of this two organizations initiatives were guided by strategic business goals and requirements that in turn, led them to focus on business processes that were most relevant to achieve desired performance. Core business processes like CRM and NPD represent the fundamental link between business and knowledge workers performance. The reality for both IBM and Nortel was that their respective business requirements would be achieved through processes, and both organizations were only as good as their processes, which ultimately depend on the behaviors of knowledge workers. Driven by this performance reality, IBMs reengineered CRM process was designed to enhance the customer relationship, while Nortels reengineered NPD process was designed to produce a continuous stream of products and services. Both organizations structured their new processes be decomposing the process into knowledge-based activities, simultaneously identifying the required flows of data, information and knowledge between activities and knowledge workers. This analysis led to the specification of knowledge-base drivers (types, sources, and receivers) of each activity, decision or information flow. The reengineering of IBMs CRM and Nortels NPD process created new knowledge worker performance requirements, triggering requisite changes to individual work behaviors. Ultimately, both IBM and Nortel designed and implemented technology-based interventions to support the performance of knowledge workers. Drawing from the disciplines of Knowledge Management and CRM, IBM developed an internet-based system called inside IBM. The system allowed customers to link directly to IBMs intranet and backend cross-functional knowledge-based resources. Inside IBM subsequently was adopted as a corporate standard leading to IBMs e-Services, as it is known today. IBMs effort facilitated a collaborative and learning relationship between IBM and its customers. This led to improved decision-making for both customer and the organizations sales and services workforce, leading too increase loyalty. IBM estimated that $525 million of incremental revenue and $50 million of productivity savings were realized o ver a three-year period as a result of this initiative. Similarly, Nortel developed a Knowledge Management system called Virtual Mentor, which supported both the performance of knowledge workers (engineers) engaged in developing raw ideas into robust concepts and decision makers (managers) tasked with making funding decisions. Virtual mentor subsequently was integrated into a broader corporate time-to-market strategy that is in place today. Nortels efforts led to decreased time-to-market acceptance, and improved funding decisions. Over a three-year period, Nortels new product introduction rate increased by more than 50%. CONCLUSION The bottom line for IBM and Nortel was to increase profitability, sales, share and return to investment by leveraging and managing its knowledge assets. As evidenced, IBMs and Nortels Knowledge Management initiatives were guided by holistic understanding of interdependent multi-level (business, process, knowledge worker) performance goals and requirements.

Muhammad Ali :: Essays Papers

Muhammad Ali Muhammad Ali, whose birth name was Cassius Marcellus Clay, was born in Louisville, Kentucky January 17, 1942. He was named for a white, Kentucky abolitionist, Cassius M. Clay, and received the name Marcellus from his father’s name. Ali’s father, Marcellus Clay was a mural painter who did a lot of work for many churches in the community and his mother Odessa (Grady) Clay was a domestic worker. As a young boy, Cassius Clay was full of energy and carried a loud mouth wherever he went. One day when Ali discovered that someone stole his bicycle, he became enraged and made loud threatening comments by exclaiming that he would â€Å"whup whoever stole it.† Upon hearing these threats, Louisville police officer Joe Martin persuaded Ali to take out his frustration in the boxing ring rather than on the dangerous streets of Louisville. At age 12, Ali’s boxing career had officially begun. Martin started Ali working out in Louisville’s Columbia Gym, and Ali became passionately devoted to the sport. With the help of a black trainer named Fred Stoner, who taught Ali the techniques of boxing and to move with the grace of a dancer, Ali became a very skilled and deadly competitor. Between 1955 and 1960, Ali had participated in 108 bouts, in which he won six Kentucky Golden Glove titles, two National Amateur Athletic Union (AAU) championships, two National Golden Glove crowns, and received the Gold Medal in the light heavyweight division in the 1960 Summer Olympics held in Rome, Italy. Ali was only 18 years old when he won the Olympic Gold Medal by defeating Zbigniew Pietrzykowski, a tough fighter from Poland. Shortly after winning the Gold Medal, Ali started looking for better opportunities by saying, â€Å"that was my last amateur fight, I’m turning pro, but I don’t know exactly how. I want a good contract with a good manager.† Ali felt that he was on top of the world after winning in the Olympics and felt confident that people of the U.S. would be proud of his accomplishment as he brought home the â€Å"Gold†. What Ali would return to find wasn’t anything like he had expected. Once returning to his segregated hometown in Louisville, Ali showed off his Gold Medal to everyone whether they wanted to see it or not. Ali then decided to wear his Medal to downtown Louisville looking for respect and praise as a U.

Self-Disclosure Through Weblogs and Perceptions of Online and Real-lif

Introduction The way people choose to portray themselves on an online social networking site or a dating site is does not always stand true to real life. There are many stipulations that one has to go through in order to be comfortable not only receiving, but distributing their personal information. This paper will explore different ways that online presentations in mediated communication through dating and social networking sites are represented and the issues that coincide. Social networking sites have distinctive cues that create various levels of importance to those browsing them. Almost everyone today has some form of a social networking account, and there are plenty to choose from. People may be facetious when revealing about who they truly are, even when looking for a mate. The self-competence that exists in people is very well presented online and it is curious to see what is true and what is not. Forming impressions The idea of forming impressions while in an online environment comes into play rather frequently. Since there is no technical face-to-face meeting, a person is left with their own assumptions of what their supposed partner is truly like. It is common for a person to be skeptical of what the other is saying because it is simple to alter the truth in a computer-mediated relationship. Whether it be choosing a new partner, or making a new friend impressions are formed beforehand especially in an online world. In the article â€Å"The Effects of Verbal versus Photographic Self-Presentation on Impression Formation on Facebook† by Brandon Van Der Heide et al, the idea of textual and visual primacy on Facebook is explored. The proposal of â€Å"impression formation in the context of social networking Web sites rasing new q... ...9.07.005. (http://www.sciencedirect.com/science/article/pii/S0747563209001216) Palmieri, C., Prestano, K., Gandley, R., Overton, E., & Qin, Z. (2012). The Facebook Phenomenon: Online Self-Disclosure and Uncertainty Reduction. China Media Research, 8(1), 48-53. Toma, C.L., Hancock J.T., Ellison N.B.Separating fact from fiction: An examination of deceptive self-presentation in online dating profiles (2008) Personality and Social Psychology Bulletin, 34 (8), pp.1023-1036 Van Der Heide, B., D'Angelo, J. D., & Schumaker, E. M. (2012). The Effects of Verbal Versus Photographic Self-Presentation on Impression Formation in Facebook. Journal Of Communication, 62(1), 98-116. doi:10.1111/j.1460-2466.2011.01617.x Zhao, S. (2005), The Digital Self: Through the Looking Glass of Telecopresent Others. Symbolic Interaction, 28: 387–405. doi: 10.1525/si.2005.28.3.387

Death Penalty Essay -- essays research papers

Death Penalty The death penalty, outlawed in most of Europe, Canada, Australia and most other countries in the world, is still practiced in almost 40 states in the U.S. Today, there are more than 3,000 people on death row waiting the day of their execution. They are put to death by methods such as hanging, electrocution, lethal injection and by firing squad. Since the death penalty was reinstated bye the supreme court in 1976, by the Gregg v. Georgia decision, more than 525 people have been put to death. Today there are many people for the death penalty and see nothing wrong with it but there are many people who feel hat it constitutes cruel and unusual punishment. The 8th amendment of the U.S. protects its citizens from cruel and unusual punishment but the death penalty hasn’t fell under the amendment yet. Nobody on either side of the death penalty debate wants to see an innocent person put to death, and yet studies have found that one in seven people sent to death row are later proven innocent. Still more innocent people are being sent to death row each year. In one case a prisoner was two days away from being executed when he was proven innocent. That means that many people reach death before they are proven innocent. In the last twenty-four years eighty-five innocent people have been released from death row, and will never get back the years of their lives they missed but just escaped a murder of themselves. In Illinois the governor has blocked executions to find out why more death row inmates have been found innocent and released than executed. The governor of Illinois is not the only one examing the death penalty but many others are looking further into the capital punishment. New technologies, like DNA testing, have made it possible to definitely prove or disapprove innocence in hundreds of cases where genetic evidence has been preserved. In many cases DNA evidence has been a troublesome effort, requiring lots of resources and sometimes taking years of effort to work. Many people, regardless of their viewpoint about the constitutionality of the death penalty, would agree that if a person was going to trial and could be executed, he would be represented fairly. However there are factors unrelated to the crime that have been committed that determines who gets executed and who doesn’t. Those factors are poverty, race, and geography. It has been pr... ...egulations concerning the death penalty. Something so important as a person living or put to death should be a nation wide regulated act not for each state to have its own standards and rules. The death penalty should be banned because of many reasons, which make it unfair. In order to live if you are innocent and convicted of a crime and receive the death penalty you have to be white, very wealthy to provide a good representation and have to live in a state, which doesn’t strongly use the capital punishment for sentencing. Many studies show that a majority of people favor alternatives to the death penalty such as life in prison without parole plus restitution to the victim’s family. Out of three hundred and fifty convictions in which a person was given the death penalty and proven that they didn’t commit the crime, twenty-three were executed before they could be released. This means all of the years they sat in jail knowing their innocence they didn’t get to find out that they were proven not guilty by the system. I don’t think anyone would want to be in their position so the death penalty should be abolished for many reasons until it is fair and 100 % right in its convictions.

Research on Behaviorist versus Cognitive Theories of Learning

What is larning? Are at that place different types of larning? What affects a pupils larning? Why do some learn otherwise than others? These are merely a few of the inquiries that pedagogues, parents, and pupils themselves have posed for centuries. It is without a uncertainty a really complicated subject. The writer of this paper attempts to relieve some of these inquiries by turn toing the differences between behavioural and societal acquisition theory along with the necessity of utilizing cognitive schemes to help in the acquisition procedure.Name of TheoristName of TheoryMain ConceptsResearch ConductedIvan Pavlov Authoritative conditioning Impersonal stimulations + innate stimulations = a erudite conditioned response ( Slavin, 2009 ) How it may look in a schoolroom: pupils should be given many chances to get the hang a undertaking before traveling on to another undertaking. For illustration, if they are larning to multiply individual digit math jobs, a pupil must get the hang this before traveling on to generation of two-digit jobs. Research was conducted in 3 phases Phase one: An innate stimulation ( US ) ( nutrient ) solicited an innate response ( UR ) from the Canis familiaris ( salivation ) ( Slavin, 2009 ) . This phase farther showed that a impersonal stimulation ( NS ) ( bell ) would arouse no response from the Canis familiaris. ( Slavin, 2009 ) Phase 2: A learned stimulation ( CS ) ( bell ) was paired with the Canis familiaris nutrient ( US ) which caused the Canis familiariss to salivate ( UR ) ( Slavin, 2009 ) . Phase 3: The Canis familiaris was trained to salivate ( CR, conditioned response ) at the sound of a bell tintinnabulation ( CS ) ( Slavin, 2009 ) . E. L. Thorndike Law of Effectss Favorable effects to behavior elicit request of this behaviour ( Slavin, 2005 ) Unfavorable effects similarly will ensue in the behaviour less likely being repeated ( Slavin, 2005 ) How it may look in a schoolroom: instructors should utilize real-life experiences to learn and link constructs for pupils. For illustration, life accomplishments pupils will larn the importance of money buy really take parting in buying things from peddling machines and shops. This can besides use to science constructs. Students can break connect with it through experiential activities ( Slavin, 2005 ) . Cats were placed in mystifier boxes ; on accident the cats learned how to get away ( Slavin, 2005 ) . After repeatedly acquiring out they learned that if they went through the mystifier boxes, they gained freedom ( Slavin, 2005 ) . B. F. Skinner Operant Conditioning Support of behavior = frequent repeat of this behaviour ( Slavin, 2009 ) Unrewarded ( punished ) behaviour = lessening in repeat of the behaviour ( Slavin, 2009 ) . How it may look in a schoolroom: pupils that are on clip to category receive category vaulting horses ; belated pupils do non. I have found that those pupils that receive the category bucks that they can pass on things like free clip, prep buyouts, and public toilet base on ballss, strive to gain more vaulting horses. Skinner boxes used to develop animate beings. The boxes consisted of a saloon that the animate beings had to press to distribute nutrient ( Slavin, 2009 ) . What are the differences between the behavioural acquisition theory and that of the societal acquisition theory? Which theory offers the best penetration into how underdeveloped kids larn? To find replies to these inquiries, the factors of behavioural larning theories must be weighed against those of societal larning theories. Behavior acquisition theories are centered on the thought that larning takes topographic point because of legion chances to see a peculiar event. This event is believed to for good alter the said behaviour. Behavioral theories fall under one of two classs: classical or answering conditioning and operant conditioning. The classical/respondent conditioning theory, as demonstrated and made celebrated by Pavlov ‘s experiment, believes the behaviours that we exhibit are one ‘s that are learned by tie ining one thing to another ( Cherry, 2005b ) . This thought of automatic conditioning was happened upon by Pavlov as he studied Canis familiaris ‘s digestion ( Cherry, 2005b ) . . Within his survey of how much a Canis familiaris salivated at the sight of assorted things, nutrient and non-food points, Pavlov and his helper noted the sum of spit that was produced ( Cherry, 2005b ) . . In making so they found that Canis familiariss automatically or reflexively responded to the point placed in forepart of them, nutrient or non-food, after being presented with them intermediately for some clip ( Cherry, 2005b ) . This response he believed was based on conditioning or automaticity, which made it strictly physiological ( Cherry, 2005b ) . . His thought of conditioning was extended to human cond itioning by James B. Watson ( Cherry, 2005b ) . . Watson and his associate Rosalie Rayner wanted to prove the theory of classical conditioning on worlds in respects to phobias, to see if they would arouse similar consequences. Watson ‘s experiment was based on a small male child name Albert ( Beck, 2001 ) . When Watson and Rayner, foremost met Albert he was non afraid of a white rat, after a short clip with them he was afraid of mice and other furred points ( Beck, 2001 ) . The experiment introduced a loud noise that startled the immature male child as he played with the rat. This sound scared the immature male child so much that he started to shout and later exhibit fright when he saw a rat or anything furred. This proved for them that Pavlov ‘s thought that an innate stimulation would do an innate response and eventually that this innate response paired with a learned stimulation would arouse a learned response, or a automatic action ( Beck, 2001 ) . They believed this made the Pavlovian theory of conditioning plausibl e and accurate for worlds every bit good. The operant conditioning theory of B.F. Skinner focuses on larning based on the behaviour and the effects of the behaviour. Skinner ‘s beliefs were greatly influenced by E. L. Thorndike ‘s thought of Law of Effect. The Law of Effect, besides a conditioning theory, was based on the premiss that if an innate stimulation ‘s response is paired with a pleasant event than the response is stronger and more likely to be repeated. Likewise if the stimulation consequence is paired with a negative event, so the event is weaker and less likely to be repeated. Skinner found this a utile tool in understanding automatic behaviours that occurred and further strengthened his thought that behaviour was strengthened by a reinforcing stimulus or weakened by a punisher ( Cherry, 2005a ) . Reinforcing stimuluss are either positive or negative. Positive reinforcing stimuluss occur after said behaviour and are positive results for the behaviour ; whereas negative reinforcing stimuluss are negative results as the consequence of a behaviour ( Cherry, 2005a ) . Whether negative or positive the behaviour will increase. Punishers whether negative or positive will diminish a behaviour ( Cherry, 2005a ) . Positive punishers employ utilizing an unfavourable event to diminish behaviour ; negative punishers happens when the event is taken off in order to weaken the behaviour that has occurred ( Cherry, 2005a ) . Social larning theories contrary to behavioural theories focuses on larning that takes topographic point due to the observation and mold of behaviours, attitudes, and emotions exhibit by others around them. Albert Bandura, considered one of the governments within this theory, believed that behavioural acquisition could non explicate all the types of acquisition ( Cherry, 2005c ) .He said, â€Å" Learning would be extremely arduous, non to advert risky, if people had to trust entirely on the effects of their ain actions to inform them what to make ( Cherry, 2005c ) . † . He farther argued that larning had to hold some societal component to it to be successful. He stated that, â€Å" Fortunately, most human behaviour is learned observationally through mold: from detecting others one forms an thought of how new behaviours are performed, and subsequently occasions this coded information serves as a usher for action ( Cherry, 2005c ) . † The ideals of Bandura and other socie tal theoreticians are broken down into three basic constructs that explain the assorted types of behaviour: experimental acquisition, patterning procedure, and intrinsic support ( Cherry, 2005c ) . Observational acquisition provinces that larning takes topographic point through observation ( Cherry, 2005c ) .The writer ‘s three-year-old nephew learns much of his idiosyncrasy and behaviours by watching his household around the house and others at church. He has learned to work on a computing machine by watching her bash her work hebdomadally, to the point of copying precisely how she holds her custodies when typing and the tapping of her fingers at her desk when she is in deep concentration. This thought of experimental acquisition is so strong harmonizing to theoreticians that it can be achieved through unrecorded observation, verbally through direction, or symbolic ( displayed through another media ) means. Intrinsic Reinforcement goes against the ideal that behaviour is reinforced by extrinsic support merely ( Cherry, 2005c ) .Social theoreticians believed that a great trade of behaviour and acquisition will be based on intrinsic factors, which give the scholar a sense of pride and achievement. Bandura believes this is one of the most of import factors that separates the societal acquisition theory from behavioural theories and makes it more of a cognitive societal attack ( Cherry, 2005c ) . The Modeling Process hinges on the individual that is making the mold of a said behaviour and the perceiver and must follow certain stairss. First, in order for a individual to larn they must pay attending to the theoretical account otherwise there will be negative branchings. Therefore the mold must be memorable and keep the attending of the perceiver. Following, the perceiver must hold the ability to retain the information that is observed. Third, one must be able to draw the information from their memory in order to pattern the accomplishment further. Last, the scholar must be motivated plenty to utilize the behaviour they saw modeled ( Cherry, 2005c ) .This measure theoretical accounts show some similarities to behavior thoeries in that the usage of reinforcing stimuluss and punishers are cruicial to actuating the scholar. For illustration, if a pupils observes another pupil having category vaulting horses for engagement they are more likely to take part every bit good ( Cherry, 2005c ) . Social theories and behavioural theories are similar yet different. Both of the theories believe that larning and behaviour are connected yet each feel otherwise about whether the acquisition that each elicit is lasting. Social theories disagree that all larning leads to a alteration in behaviour, in fact they believe that new things can be learned without organizing new behaviours ( Cherry, 2005c ) .BeforeDuringAfterPicture walks – Students are guided by their instructors through a digest of images that illustrate the narrative line. This allows them to link to the text as they read. Predicting Students predict what they believe will go on in the narrative and read to prove the factuality of the anticipation ( Harvey & A ; Goudvis, 2000 ) . Synthesize Students take the new information that they have learned and unite it with their anterior cognition to come up with a new thought or new believing about the topic ( Harvey & A ; Goudvis, 2000 ) . KWL charts It allows they information to be organized earlier, during, and after reading Making Inferences Students are able to utilize their anterior cognition to believe outside the box and draw decisions about the text for deeper significance ( Harvey & A ; Goudvis, 2000 ) . Making Connections Students draw upon their ain scheme to understand the text they are reading ( Harvey & A ; Goudvis, 2000 ) . Text-to-self allows the reader to link to their ain lives and experiences to pull significance Text-to-text allows the reader to name upon their cognition from other text to demo apprehension of content Text-to-world allows the reader to do a connexion with more planetary and bigger issues within the text and the existent universe Overviewing This scheme allows pupils to plane or scan the text when they are looking for specific information and are unsure if the text contains it ( Harvey, 1998 ) . Imaging Allows pupils to better understand the text or job solve by organizing a image in their heads. Students are able to understand more of the text as they go along with the support of their instructor ( Chamot & A ; O'Malley, 1994 ) . Alternate stoping Students prove that they have comprehended the assorted parts of the narrative by composing an surrogate stoping which fits in with the remainder of the narrative nicely ( Harvey & A ; Goudvis, 2000 ) . Brainstorming This scheme is a relevantly merely one in that it allows pupils to compose down, name out or categorise the things that they know about a peculiar construct or thought. The procedure allows all pupils of all degrees procedure clip to develop these thoughts. Questioning Readers are able to travel through the text and interact with it more as they search for replies to their inquiries ( Harvey & A ; Goudvis, 2000 ) . Allows pupils to supervise their comprehension and concept significance ( Harvey & A ; Goudvis, 2000 ) . Sum uping Learning is a complex procedure by that requires much of the scholar. All of the scholars ‘ behaviours, attitudes, cognition and gained information factor into whether true acquisition has taken topographic point. The survey of knowledge purposes to assist us understand how learning takes topographic point and the assorted procedures that we go through to accomplish it. Students may non understand the how and why of knowledge, so it is the instructor ‘s occupation to learn them schemes to do certain that they have good cognitive accomplishments or accomplishments for believing about larning. The chart above has outlined the assorted schemes that pupils can utilize before, during, and after reading to beef up comprehension, but how does this cognitive schemes in general aid pupils larn? In order for schemes to work for pupils they must be cognizant of why they need to believe about the thought that takes topographic point as they learn ( as cited in Purdue, n.d. , ch.7 ) . Simply put, it is the manner that they can take ownership of their ain acquisition and it is what makes them good and great scholars. Garner farther establishes that puting intents for acquisition, work outing jobs, self-acting, monitoring, and self-assessment of their acquisition are all ways in which pupils can demo that they have good cognitive accomplishments ( as cited in Purdue, n.d. , ch.7 ) .. The above schemes are merely some of the ways that Garner says that pupils are able to form, survey, reappraisal, pattern, and eventually master assorted accomplishments ( as cited in Purdue, n.d. , ch.7 ) . Teachers must demo them how to utilize these schemes to their advantage to larn. There are some things that pedagogues can make to assist them pupils develop these cognitive accomplishments, ther efore assisting them go independent minds and scholars. Garner believes that the first thing that they can make is to learn pupils to supervise their thought efficaciously ( as cited in Purdue, n.d. , ch.7 ) . This can be done through demoing them how to analyse the procedure of believing as they work. They teach them to inquiries themselves on ways that they can better upon their thought as they try to carry through their end or whether or non they need help to carry through these ends. Harmonizing to Garner, pupils must cognize when they are larning and when they are non larning ( as cited in Purdue, n.d. ) . Furthermore, Garner says that when they realize that they are non larning they should be able to take another cognitive scheme to assist them accomplish their end ( as cited in Purdue, n.d. , ch.7 ) . Second, Garner believes pupils need to be taught to utilize more sophisticated schemes to demo that they are believing ( as cited in Purdue, n.d. , ch.7 ) . Teachers should non accept the merely reciting of the text, they should necessitate that pupil synthesise the information and are able to offer legitimate sum-ups of the stuff ( Purdue, n.d. ) . Third, instructors must learn pupils the appropriate schemes to utilize with the assorted texts and content ( Purdue, n.d. ) . This is pertinent since it sets the phase for pupil acquisition. Think of it like constructing a house, if there is no foundation the house will non stand ; with a solid foundation the house could fire done, but the base from which to get down over is still at that place. Students might necessitate to reassess the schemes that they choose, but they can get down over if they have the foundational cognition of the schemes ( Purdue, n.d. ) . Fourthly, pupils must be taught to put personal ends for their acquisition. When pupils set their ain ends they are more likely to transport through with the schemes to see the success with them. Borkowski, Carr, and Pressley say â€Å" pupils with low self-prides who attribute success and failure to something other than attempt are improbable to originate or prevail in the usage of cognitive schemes † ( cited in Purdue, n.d. , ch.7 ) . If they do so, they fall into non utilizing their metacognitive accomplishments to grok the constructs ( Purdue, n.d. ) . Last, when instructors model for pupils how to utilize cognitive schemes they are assisting them develop higher order believing accomplishments. When they are taught to prosecute in higher order thought, they are taught how to place how they learn, think about textual jobs as they learn about them, figure out how to work out them, and eventually synthesise all the information at the terminal of the text.