The Brooklyn Interns For Arts And Culture Program Essay

Question 4 â€Å"What were your main obstacles in participating in the Brooklyn Interns for Arts and Culture program?†: Supervisors highlighted that some obstacles they faced in the problem pertained to timing which included predicting and managing hours that their intern needed for specific projects and tasks, finding specific days that their intern could work that we would be best for them and the intern, and time constraints caused by their overall department being busy. Additionally, supervisors stated that other obstacles they faced in the program pertained to managing a high school intern which included finding tasks appropriate for a high school intern, adapting their management style for a teenager (learning to give specific guidelines and instructions to intern instead of giving the intern â€Å"the leeway to figure out the best practice†), balancing their work duties along with supervising and engaging their intern. And finally, one supervisor accounted that o ne challenge they faced in the program was providing desk space for the intern due to space constraints. Question 6 â€Å"Did you feel you had adequate support from the Internship Coordinator?† Among supervisors who participated in the post-survey, 100% of supervisors stated that they felt they had adequate support from the Internship Coordinator. Question 7 â€Å"Was the time frame of the program adequate for your current work schedule or should it be different? Please explain.† Most of the supervisors felt that the timeShow MoreRelatedSports17369 Words   |  70 PagesGlobalization Allison, Lincoln (2006). The global politics of sport: The role of global institutions in sport. Oxford, UK: Routledge. Amis, John (2005). Global sport sponsorship. Oxford, UK: Berg Publishing. Andrews, David L. (2006). Sport-commerce-culture: Essays on sport in late capitalist America. New York: Peter Lang. Baimer, A. 2001. Sport, nationalism, and globalization: European and North American perspectives. Albany, NY: SUNY. Chandler, Joan M. 1988. Television and national sport: The U.S.Read MoreSports17363 Words   |  70 PagesGlobalization Allison, Lincoln (2006). The global politics of sport: The role of global institutions in sport. Oxford, UK: Routledge. Amis, John (2005). Global sport sponsorship. Oxford, UK: Berg Publishing. Andrews, David L. (2006). Sport-commerce-culture: Essays on sport in late capitalist America. New York: Peter Lang. Baimer, A. 2001. Sport, nationalism, and globalization: European and North American perspectives. Albany, NY: SUNY. Chandler, Joan M. 1988. Television and national sport: The U.S.Read MoreImportance of E-Commerce in India and Competition Issue10769 Words   |  44 PagesSubmitted by Ankita Pahuja M.sc economics ,2nd year, TERI University, Vasant Kunj, Delhi 1 Disclaimer This project report/dissertation has been prepared by the author as an intern under the Internship Programme of the Competition Commission of India for academic purposes only. The views expressed in the report are personal of the intern and do not reflect the view of the commission or any of its staff or personnel and do not bind the commission in any manner. This report is the intellectual property ofRead MoreWhy Do Entreprenuers Need Public Relations?5111 Words   |  21 Pageswith rock groups and other artist as well as Lil’ Wayne, but he also developed a portfolio of business ventures and investments, including Roca Fella films, a clothing line, and his own basketball team in the National Basketball Association, the Brooklyn Nets. Both of these artists have reached their goals and succeeded with their entrepreneurial success. Struggle was a process in the making because they had to start somewhere with their businesses. Jay-z made sure it was greener on the other sideRead MoreRastafarian79520 Words   |  319 PagesRastafari This page intentionally left blank Rastafari From Outcasts to Culture Bearers Ennis Barrington Edmonds 2003 198 Madison Avenue, New York, New York 10016 Oxford University Press is a department of the University of Oxford It furthers the Universitys objective of excellence in research, scholarship, and education by publishing worldwide in Oxford New York Auckland Bangkok Buenos Aires Cape Town Chennai Dar es Salaam Delhi Hong Kong Istanbul Karachi Kolkata KualaRead MoreStephen P. Robbins Timothy A. Judge (2011) Organizational Behaviour 15th Edition New Jersey: Prentice Hall393164 Words   |  1573 PagesNikki Ayana Jones Senior Managing Editor: Judy Leale Production Project Manager: Becca Groves Senior Operations Supervisor: Arnold Vila Operations Specialist: Cathleen Petersen Senior Art Director: Janet Slowik Art Director: Kenny Beck Text and Cover Designer: Wanda Espana OB Poll Graphics: Electra Graphics Cover Art: honey comb and a bee working / Shutterstock / LilKar Sr. Media Project Manager, Editorial: Denise Vaughn Media Project Manager, Production: Lisa Rinaldi Full-Service Project Management:

Peer Review - 825 Words

ENGL112 Peer Review Worksheet INSTRUCTIONS: Peer Reviews will be conducted in class discussion forums during Week 7. Be sure to review the Lecture and the Discussion area for additional details and guidance. Please complete the following steps below, returning a separate peer review worksheet for each of the two classmates whose papers you review. This assignment is worth 50 points. * You will receive 10 points for submitting your draft by the required deadline. * You will receive 20 points for each peer review worksheet you submit for your peers (20 points x 2 reviews = 40 points total). Step 1: Post your Commentary draft in your assigned peer review group no later than Tuesday night at midnight MT. Hit Respond after the peer†¦show more content†¦Are topic sentences and transitions used to deliver the paper in a coherent manner? What suggestions can you offer to increase organization and structure? The different points are clearly stated and transition well. Referring back to my last answer, the author needs to put his research into an essay. 5. How would you describe the style, tone, and word choice used? What strategies does the writer use to connect with the audience? In what ways could the writer better meet the audience’s needs? The essay has an overall informative style. The information is all very factual and represents an important topic. The audience, including myself, can learn from this essay. 6. What is your overall impression of the essay? Does the writer motivate you to act or persuade you to agree with his or her point of view? What is the most important revision the writer could make to improve the essay? What is the writer’s biggest strength in the draft? Overall, I think the writer has the potential to write a good essay. I am just a little confused as to how this is a draft. The research will undoubtedly benefit the writer’s essay. The writer’s biggest strength is, what I hope to be, the thesis. The motivation for terrorist groups. This is sure to grab, and hold, the audience’sShow MoreRelatedWhat Is Peer Review?960 Words   |  4 PagesThe literature review What is peer review? Peer review is the evaluation of scholarly and academic articles by other researchers or scientists who are expert in the field and qualified enough to perform a reasonably neutral review. It is an indispensable part of the process of the scholarly publication. Most academic journals rely on scholarly peer review, or refereeing, to help editors evaluate the quality of articles submitted to their journals. The review process is a skill, which is learnedRead MoreTypes Of Peer Review : Review1158 Words   |  5 PagesTypes of peer review There are different journals which follow different types of peer review, based on the kind of research they publish as well as their journal management style. The single and double-blinded peer reviews are the most commonly adopted by many journals. In the single-blind review, the reviewer is aware of the author’s identity, but not vice versa. In the double-blind review, both the author and reviewer are not aware of the other’s identity. In the recent time, some academic journalsRead MorePeer Reviews : Aid The Exploration806 Words   |  4 Pagescontribution or reviewers behind them. ‘Peer Reviews’ aid the exploration, setting up of a strategy by which it can be assessed, and increment organizing conceivable outcomes inside of examination groups. Notwithstanding reactions, ‘Peer Review’ is still the main broadly acknowledged system for examination acceptance. Peer reviewing is a framework that is utilized by researchers to choose which research results ought to be distributed in scientific journals. 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The demand for academic review across different universities has increased. This helps the students to conduct a detailed analysis of the situation or the project that has been carriedRead MoreArab Authors Perspective On The Peer Review Quality767 Words   |  4 PagesArab authors’ perspective on the peer review quality: Emerald’s scholarly library information science journals as a case study â€Å"Peer review has been providing a valuable service to the scientific community since it was first employed in 1665 by the Royal Society’s Philosophical Transactions of the Royal Society, and its value is very difficult to measure†. (British Ecological Society, 2013, p. 1). Introduction Scholarly communication, especially in the digital environment, has witnessed a significantRead MorePeer Review : An Indispensable Component Of The University Of Virginia1819 Words   |  8 PagesNurses Peer review was established as an indispensable component of the University of Virginia (UVA) Health System Professional Practice model in 1992. Peer review is used to provide individual nurses with the feedback they need to plan and pursue their professional growth and to improve the care they provide. It is an adjunct to self-assessment, professional-goal setting, portfolio enhancement, competency assessment, and annual performance appraisal. Professional nurses are expected to demonstrateRead MorePeer Review On Peer Reviews1653 Words   |  7 PagesPeer review is a composition tool that has been used at many different levels of schooling for a very long time. Some people find it to be unnecessary and many students just see it as a way to pick out spelling and grammatical errors. However, the goal of peer review is to get more out of it than just basic editing. In Peer Editing In the 21st Century College Classroom: Do Beginning Composition Students Truly Reap The Benefits?, th e author, Lindsey Jesnek, makes the argument that lower levelRead MoreEnvironmental Management Concern : New Zealand s Biodiversity Strategy Essay1532 Words   |  7 Pagesin depth knowledge about the status and ecosystems of these species is required. A part of the Biodiversity Strategy is that a â€Å"substantive review† is to be undertaken after a time frame of 5 years, in 2015, in order to access the â€Å"goals, roles, governance arrangements, objectives and priority actions† ((DOC), 2000, p. 130). The report ‘Synthesis Report: Review of the New Zealand Biodiversity Strategy’ (2015) highlighted 8 ‘building blocks’ that are now in place as a direct consequence of the Biodiversity

Increase In Teen Pregnancy And Neonatal Depression City Melbourne

Question: Discuss About The Increase In Teen Pregnancy And Neonatal? Answer: Introduction Lack of education among the teenagers of Withlesea is the major reason for high rate of pregnancy. There are many other factors such as poverty and unemployment which are related to early pregnancy among the teenagers. The teenagers of Withlesea are not concerned about their health and thus the fertility rate is very high. The childbirth rate and pregnancy in the teenage women are associated with various kinds of social risks. This type of problem also affects the health of the new born infants and thus the problem of neonatal depression is very high (Weis Greene, 2016). Social risk and potential causes for teenage pregnancy and neonatal depression The total population of Withlesea city is 207,881. Each women gives birth to 3 children on an avearge and thus the fertility rate is very high. The teenagers do not get proper prenatal care and thus there emerges higher risk in the health problems of the babies. The teenage women are vulnerable to anemia or high blood pressure or low blood iron (Salas-Wright et al., 2015). There is also a risk of gestational hypertension which is caused by teenage pregnancy and thus it can lead to premature delivery or low weight of the baby. Hypertension also puts the life of pregnant mother under risk. Moreover, the teenage mothers smoke, take social drugs and drink which affects their health as well as the health of the children (Abajobir et al., 2017). Teenage mothers drop out from schools which results in social isolation from their families and friends. According to 2014, the rate of employment is 61.3%. It is seen from the survey that only a small majority of the women in Withlesea city graduate from high schools in comparison to the teenagers who belong from the same social and economic background and thus they delay their childbirth. The teenage mothers do not have proper skills which are required for getting employed due to lack of proper education (Meltzer-Brody et al., 2013). It is also evident from various research studies that the teenage mothers rely on their families or other public assistance to fulfill the basic requirement of their children. Moreover, teenage mothers do not have positive and proper parenting skills which will help them to overcome the stress of bringing up their child. This will lead to depression among the child after their birth. The teenage mothers are the victims of social and domestic violence (Singal et al., 2016). The teenage mothers have poor and irregular diets and thus the life of both the children and the mother are at risk. The infants are prone to various kinds of infections due to lack of immunization or untimely vaccination. This problem affects the society because the child becomes a burden to them. Moreover, there is high depression among the neonatal children because they are abused and neglected. There is risk of behavioral problems in children. Moreover, the child born to neonatal mothers have high risk of various kinds of learning disabilities and development problems. The children who are born to premature mothers have high risk of cognitive and intellectual underdevelopment (Vigod et al., 2014). Conclusion Thus, it can be said that the teenage mothers have various kinds of risks associated with their physical and mental health. The teenage mothers also suffer from various kinds of depression and thus it affects the mental health of the children. The teenage women have to experience abuse and violence and thus it affects the mental health of both of them i.e. the mother and the child. This in turn affects the society and thus there is negative impact. Reference List Abajobir, A. A., Alati, R., Kisely, S., Najman, J. M. (2017). Are Past Adverse Pregnancy Outcomes Associated with Maternal Anxiety and Depressive Symptoms in a Sample of Currently Pregnant Women?.Ethiopian Journal of Health Sciences,27(4), 351-362. Meltzer-Brody, S., Bledsoe-Mansori, S. E., Johnson, N., Killian, C., Hamer, R. M., Jackson, C., Thorp, J. (2013). A prospective study of perinatal depression and trauma history in pregnant minority adolescents.American journal of obstetrics and gynecology,208(3), 211-e1. Salas-Wright, C. P., Vaughn, M. G., Ugalde, J., Todic, J. (2015). Substance use and teen pregnancy in the United States: evidence from the NSDUH 20022012.Addictive behaviors,45, 218-225. Singal, D., Brownell, M., Chateau, D., Ruth, C., Katz, L. Y. (2016). Neonatal and childhood neurodevelopmental, health and educational outcomes of children exposed to antidepressants and maternal depression during pregnancy: protocol for a retrospective population-based cohort study using linked administrative data.BMJ open,6(11), e013293. Vigod, S. N., Dennis, C. L., Kurdyak, P. A., Cairney, J., Guttmann, A., Taylor, V. H. (2014). Fertility rate trends among adolescent girls with major mental illness: a population-based study.Pediatrics,133(3), e585-e591. Weis, J. R., Greene, J. A. (2016). Mental Health in Pregnant Adolescents: Focus on Psychopharmacology.The Journal of pediatrics,169, 297-304.

The Race Factor In Child Welfare The Role Of Poverty Essays

The Race Factor in Child Welfare: The Role of Poverty There are many racial issues that have been acknowledged over the years and there have been many changes in the institution working for blacks and other races. However, we still have individual discrimination among the society in this world today. Research shows very clearly that African-American families and children are treated far differently by the system than white families and their children. Latinos, too, suffer from racial and ethnic bias. Asians also have this problem, but the state and city don't really keep up with the data for that population, so there is no way of knowing for sure. This is a time of change in child welfare for this new millenium. The number of children the city removed from parents and placed in foster care increased even as crime rates declined, drug use was down, and the general standard of living in poor neighborhoods had improved. The impact of this increase is proportioned more towards African Americans and Latinos. Research shows that black parents are far more likely to be reported for abuse or neglect than whites. Therefore, black children are twice as likely as whites to be removed from the home. I am not arguing that children don't need protection, but some parents refuse to care for their children in a good way, and these kids often have to be placed in someone else's care. Racism is defined as the unfair control that one group places over another group due to the belief that those to be controlled are inferior to others. The removal of a Black or Latino child from his or her parents is without a doubt a racist action in a system controlled by whites. Many minority leaders argue that because our child welfare system serves minorities and the very poor, it has become a series of interventions that tear up families, rather than providing a support network that gives them what they need to survive. Poverty, drugs, and abuse are critical factors in a government worker's decision to remove a child. One national survey of abuse and neglect cases in the 80's found that children in families with incomes below $15,000 were five times more likely to be victimized by their parents than those with incomes above that level(Pelton, 1994). Low-income parents are often under greater stress and are more poorly educated. And black and Latino families are far more likely to be poor than white families. The government data reflect a huge racial disparity in the way families are treated by the city's child welfare system. In 1996, two of every five African-American children in confirmed-abuse and neglect cases were removed from their parents' custody. Nearly half were removed in 1995. And nearly three in five were removed in 1994. Meanwhile, only one of every five white children in confirmed reports was removed in 1995 and 1996, and one of every four in 1994. Families whose children are not taken away are usually referred to community-based social service programs, drug treatment or counseling. Racial and cultural bias, as well as higher rates of poverty among African-Americans, appears to be among the key factors underlying the removal of children, according to academic researchers and child welfare practitioners. Racial bias, however, was not the only factor underlying this disparity. A study points out that the black women may have had less stable housing and inadequate access to prenatal services-two factors researchers determined were statistically related to the removal of a child. Black leaders in the advocacy and nonprofit fields say that black children are removed from their families more often than white children primarily because of age-old stereotypes about black families. The structure of African-American families is very different from that of American society as a whole. A single mother usually heads many black families and Black families also have far lower income on average than white families, partly because so many black households have only one parent. Children have always been an important component of families. However, changing family patterns have meant that children are no longer central to our definition of family(Eitzen & Zinn 352). Sometimes it is good for the child to get removed from a family. There are some cases where there

arminianism vs calvinism Essays

arminianism vs calvinism Essays arminianism vs calvinism Essay arminianism vs calvinism Essay Arminianism and Calvinism Christian Doctrine Calvinism Historically, the doctrine of Calvinism arose out of the teaching of John Calvin. Five point Calvinism as it is exposed by its followers today was not taught by Calvin, but instead implied by those who carried his teachings to what they considered to be their logical conclusions. Calvinism is often called Reformed theology, and is founded in John Calvins Institutes of the Christian Religion. The Puritans and independent Presbyterians of Great Britain were heavily influenced by Calvins writings, but some of its greatest followers were Dutch. Most Baptist, Presbyterian, and Reformed churches base their doctrine off of John Calvins teachings. Calvinism can be summarized using the acronym TULIP, which stands for the following: 1 . Total depravity, is the belief that man is dead in trespasses and sins and totally unable to save himself. Many advocates of Calvinism carry this a step further, saying that man cannot even desire a relationship with God apart from His working in their hearts. 2. Unconditional election is the belief that in eternity, God chose or elected certain people to obtain salvation. Some Calvinists (although not all) carry this belief further nd teach what is referred to as double predestination, the teaching that God selected some people to go to heaven and others to go to hell, and there is nothing anyone can do to change Gods election. John Calvin taught this, but called it a terrible doctrine. 3. Limited atonement is the Calvinist teaching that Jesus did not die for the sins of the entire world, but that He only died for those that He elected to go to heaven. The argument is that Christs work on the Cross must be efficacious, that is, it must work for all for whom He died, that He could not have shed His blood for hose who are lost. Some Calvinists have gone to great lengths to explain limited atonement, saying, for example, that Jesus died for all, but does not pray for all, or tnat HIS aeat n tneoretlcally could save everyone, out Is eTTectlve only Tor tne elect. The end result is the same in each case the belief that Jesus only died effectively for some people, not all. 4. Irresistible grace is the doctrine that teaches that God will draw to Himself those whom He elected regardless of their rebellion against Him. It is the belief that man cannot resist the drawing of God to Himself. . Perseverance of the saints, or eternal security, is the doctrine that often attracts people to Calvinism because it is the belief that a true born again Christian cannot lose or give up his salvation because salvation is entirely Gods work, not mans. Arminianism Jacobus Games) Arminius was a Dutch theologian who lived from 1560-1609. Arminius taught that man is only guilty of Adams sin when he sins voluntarily . Arminius started out as a strict Calvinist, but later modified his views, which were expressed in a document called The Remonstrance in 1610. Arminianism is the heological basis for the Methodist, Wesleyan, Nazarene, Pentecostal, Free Will Baptist, Holiness, and many charismatic churches. Arminianism teaches: 1 . Election based on knowledge, the belief that God chose those who would be saved in eternity past based on His foreknowledge of those who would respond to and receive the Gospel of Jesus Christ. Arminianism rejects the concept that God elected anyone for hell. 2. Unlimited atonement is the belief that Jesus died on the Cross for all people, that His blood is sufficient to pay the penalty for the sins of every man, woman, and child who has ever lived. Thus, all mankind is savable. 3. Natural inability is the teaching that man cannot save Himself, but that the Holy Spirit must effect the new birth in him. Strict Arminians do not believe that man is totally depraved and condemned as a result of Adams sin. . Prevenient grace is the belief that the preparatory work of the Holy Spirit enables the believer to respond to the Gospel and to cooperate with God in the salvation of that person. 5. Conditional perseverance is the belief that man can choose to reject God, and therefore lose his salvation, even after he has been born again. Rather than the once saved always saved doctrine of the Calvinists, the Arminian believes that you must abide in Christ to be saved, and that you can ch oose to walk away from God. Arminius himself, and his early followers, stated that they were unsure of this doctrine and that it required further Biblical study. Evaluation of the Doctrines At the heart of the controversy between Calvinism and Arminianism is the emphasis on the sovereignty of God by the Calvinists and on the free will of man, or human responsibility, by the Arminians. Arminians teach that man has free will and hat God will never interrupt or take that free will away. They say that God has obligated Himself to respect the free choice with which He created us. Calvinism, on the other hand, emphasizes that God is in total control of everything, and that nothing can happen that He does not plan and direct, including mans salvation. Both positions are logical, both have Scriptures to back up each of their five points, and both have truth to them. Both are right in what they claim, but both are wrong in what they deny. If truth is pressed to the point of excluding another truth, it becomes an error. The Bible presents a theology that is more man centered than calvinists make it out to be, and theology that is more divine than arminianism present it as. Certainly, the Bible does teach that God is sovereign (Psalm 135:6; Daniel 4:35, Ephesians 1:1 1), and that Dellevers are preaestlnea ana elected Dy (Romans B) to spend eternity wltn However, the bible never associates election with damnation. Scriptures teach that God elects for salvation, but that unbelievers are in hell by their own choice. Every passage of the Bible that speaks of election deals with it in the context of salvation nd not damnation. It is simply not biblical to say someone is elect for hell. The idea of total depravity is consistent with Scripture (Ephesians 2:1, Romans 3:1 1), but the doctrine of limited atonement, that Jesus did not die for the sins of the whole world, is clearly anti-Biblical Cohn 3:16, I Timothy 2:6, II Peter 2: 1, I John 2:2). The Bible teaches that Jesus died for everyones sins and that everyone is able to be saved if they will repent and turn to Christ. Limited atonement is non-Biblical doctrine. Cohn 3:16,17; Romans 5:8, 18; II Corinthians 5:14,15; 1 Timothy 2:4; 4:10; Hebrews 2:9; 10:29; II Peter 2:1; I John 2:2; 4:14. Irresistible grace is taught by some, who do not understand the concept, to mean that God drags people to Himself contrary to their wills. Actually, the Biblical view, and the view of most Calvinists, is the belief that God works on our wills so as to make us willing to surrender to Him. In other words, He makes us willing to come to Christ for salvation. Many Scriptures teach that a true believer is safe and secure in Christ, tha t salvation doesnt depend on our ability to keep ourselves, but on Gods ability to keep s. l John 5:11-13; John 10:28; Romans 5:1 and 8: 1). The only condition for salvation is faith in Christ Cohn 3:16; Acts 16:31; Romans 10:9). On the other hand, the Bible teaches us that we must abide in Christ Cohn 15; Luke 13:14; Colossians 1:29; II Timothy 2:5; Hebrews 6:4-6; I Peter 1:10) to persevere in salvation. Finding a Balance The truth of Gods Word flows between the extremes of Calvinism and Arminianism. Both Calvinism and Arminianism have truth in their argument, yet both contain error. Election and predestination are Biblical doctrines. God knows verything and therefore He cannot learn anything or be surprised by anything. He knows, and has known from eternity past, who will exercise their free will to accept Him and who will reject Him. The former are the elect, the latter are non-elect. Every person who is not saved will have only himself to blame; God doesnt send anyone to hell, people choose to go there by exercising their free will to reject Christ. On the other hand, no one who is saved will be able to take any of the credit. Our salvation is 100% Gods work, and is based entirely on the work of the Cross. We were ead in trespasses and sins, destined for hell, when God in His grace, drew us to Himself, convinced us of our sin and our need for a Savior, and allowed us to call Jesus Lord. God will do everything short of making humanity puppets in order for Him to draw us towards salvation but this does not mean that His grace is irresistible. The concept of a limited atonement, that Jesus only died for the elect, and not for the sins of all people, is clearly unbiblical. The Bible is very clear that Jesus death on the cross was for all people, and that there is sufficient power in His blood to cleanse way every sin. Whosoever will may come is meaningless if man has no free will and no ability to choose God. The question of whether or not a Christian can lose or walk away from salvation is academic. When a person who claims to be a Christian and shows some fruit of salvatlon turns nls DacK on ana llves tne IITe 0T a pagan, tne Armlnlan says ne was saved and is now not saved, while the Cal vinist would say that he was either never really saved to start with, or that he is severely backslidden, but his salvation is secure. Ultimately, no one knows the truth but God. The true believer in Christ never has to doubt his salvation. He can rest in the perfect assurance that God saved him and will keep him, and nothing will ever separate him from Gods love in time or eternity. We are secure in Christ, kept by the His loving grace. It is important to remember that both Calvinism and Arminianism are systems of theology devised by godly, devout, Bible-believing men. Both systems are based on the word of God, and both contain important elements of truth, but neither can be substituted for reading and believing the word of God. The New Testament church new nothing of either system, they simply believed what God had revealed in His word. The problem arises when it seems that some of what God has revealed contradicts something else He revealed. How can man be absolutely free and God absolutely sovereign and in control at the same time? How can salvation be entirely Gods work, yet simultaneously require the cooperation of men? These questions are ultimately unanswerable. The Bible teaches both the sovereignty of God and the free will of man. It teaches what appears to be unconditional perseverance in some places and conditional perseverance in others. The human mind can never understand the balance between these points because God is simply too big for us to understand. Both systems of theology emphasize one set of chapters or verses while ignoring or twisting another. We are not called to understand God, only to believe Him. We are free willed creations, responsible for our own sin, hopelessly lost. Jesus not only died for us, He drew us to Himself with love and grace. Jesus died for all of us and desires fellowship with all of us. Gods election excludes no one; Jesus atonement includes everyone. Its as if we are looking at two sides of the same coin. Election is Gods side, free will is our side. Rather than interpreting the Bible based on any theological or philosophical structure, we are to simply read and believe it. As we teach the Scriptures from Genesis to Revelation, verse by verse, in context, we will at times sound like devout Calvinists, preaching passages which emphasize Gods sovereignty, while at other times we will seem like Arminians, when we preach the passages which emphasize mans responsibility. The key is to find a balance to stay focused on the Word of God, and not become distracted by the doctrines of men.

Tips for Writing a Winning College Application Essay

Tips for Writing a Winning College Application Essay Nearly all colleges rate application essays as either important or very important in their admissions process. A poorly executed essay can cause a stellar student to get rejected. On the flip side, exceptional application essays can help students with marginal scores get into the schools of their dreams. The tips below will help you win big with your essay. Also be sure to check out these tips for the 7 personal essay options on the Common Application, this ​​advice for improving your essays style, and the sample essays. Avoid the List on Your Application Essay Many college applicants make the mistake of trying to include all of their accomplishments and activities in their application essays. Such essays read like what they are: tedious lists. Other parts of the application provide plenty of space for you to list extracurricular activities, so save your lists for the places where they belong. The most engaging and compelling essays tell a story and have a clear focus. Through carefully chosen detail, your writing should reveal your passions and expose your personality. A thoughtful and detailed narration of a difficult time in your life tells far more about you than a list of competitions won and honors achieved. Your grades and scores show that you’re smart. Use your essay to show that you’re thoughtful and mature, that your personality has depth. Add a Touch of Humor   While its important to be thoughtful and mature, you dont want your college application essay to be too heavy. Try to lighten up the essay with a clever metaphor, a well-placed witticism, or a little self-deprecating humor. But dont overdo it. The essay that is filled with bad puns or off-color jokes will often end up in the rejection pile. Also, humor isnt a substitute for substance. Your primary task is to answer the essay prompt thoughtfully; the smile you bring to your readers lips is just a bonus (and a tear can sometimes be effective too). Many students have been rejected for failing to take the prompt seriously and writing essays that end up being more foolish than clever. Focus on Tone Not just humor, but the overall tone of your application essay is remarkably important. Its also difficult to get right. When you are asked to write about your accomplishments, those 750 words on how great you are can make you sound like a braggart. Be careful to balance your pride in your achievements with humility and generosity towards others. You also want to avoid sounding like a whiner use your essay to show off your skills, not to explain the injustices that lead to your low math score or failure to graduate #1 in your class. Reveal Your Character Along with the essay, most colleges rate character and personal qualities as extremely important in their admissions decisions. Your character shows up in three places on the application: the interview (if you have one), your involvement in extracurricular activities, and your essay. Of the three, the essay is the most immediate and illuminating to the admissions folks as they read through thousands of applications. Remember, colleges aren’t looking solely for straight As and high SAT scores. They are looking for good citizens for their campus communities. Mechanics Matter Grammatical problems, punctuation errors, and spelling mistakes can hurt your chance of being accepted. When excessive, these errors are distracting and make your application essay difficult to understand. Even a few errors, however, can be a strike against you. They show a lack of care and quality control in your written work, and your success in college partly depends upon strong writing skills. If English isnt your greatest strength, seek help. Ask a favorite teacher to go over the essay with you, or find a friend with strong editorial skills. If you cant find expert help, there are many online essay services that can provide a careful critique of your writing.

A genetically modified organism Research Paper Example | Topics and Well Written Essays - 1750 words

A genetically modified organism - Research Paper Example Thus, in this paper I am going to examine the process of GMO production and storage in order to assess the risks connected with their consumption. Genetically modified organisms are organisms (bacteria, viruses, plants, animals) which genetics was changed in order for acquiring new functions. As genes are responsible for carrying the information in the sequences and structures of DNA, they define special characteristics of the organisms. Advances of biotechnology now permit to extract, change, and add various genes to the organisms. It is even possible to transfer genes between non-related organisms. Most often scientists add some genes to plants in order to make them stable to certain viruses (GMOs, 2010). Genetically modified organisms are used in medicine, agriculture, biology, textile production. Usually when people start speaking about genetically modified organisms they mean genetically modified crops which have become a part of everyday life of the consumers in the world. Tobacco was the first plant which received additional genes to resist herbicides. Later it was modified to be capable to resist insects and the ripening qualities of the crops were also changed. In 1995 Food and Drug Administration approved commercial usage of GM potato, corn, soya, and tomato, and the variety of plants with additional genes increase significantly (Swanson, 2013). People usually underestimate the quantity of GM crops that they consume. However, by the end of 2012 more than 144 kinds of plants received access to the market in the United States of America. So an impressive part of the crops consumed by Americans in the following years were genetically modified: according to the statistics of USDA 93% of all soy, 88 % of all corn, and 94% of cotton (Swanson, 2013). Today such products as tomatoes and cantaloupes with advanced ripening characteristics, beets and soybeans with improved herbicides

Software Systems Fundamental Essay Example | Topics and Well Written Essays - 1000 words

Software Systems Fundamental - Essay Example This report will discuss some software development problems which can cause overall software development failure. CAUSE OF SOFTWARE FAILURE According to May (2000), the majority software projects fail partially or totally due to software unable to meet all established requirements, cost and time overrun or less effective project management. These requirements could include schedule, cost, objectives or quality related (May, 2000). This section outlines the causes and factors of software development failure: Poor User Requirements The process of software development failure starts when a user states the system development requirements in a less effective way. In this way the system developed on the basis of such faulty system requirements become a disaster. In this scenario, the inability to state the user requirements can be due to lack of software working knowledge, poor understanding of software working or less effective business process information. However, mismarks in requiremen ts recording can be done on both sides at client side or at developer side (May, 2000) and (Kaur & Sengupta, 2011). ... Moreover, the lack of effective project quality management plan can cause less effective project quality that lead to project failure (May, 2000) and (Kaur & Sengupta, 2011). Failure of Cost and Schedule Estimation Another important reason of software development failure is the less effective cost and time estimation. In addition, effective cost and time estimations are very important for the successful software development. However, it depends on the project manager and team leader to estimate and figure out important project factors to better assess the project time and cost aspects. Moreover, if the time and cost of software development project overruns, it will surly lead to overall failure of project (May, 2000) and (Kaur & Sengupta, 2011). Team Size Estimation of team size is crucial in software development project. Fundamentally there are 3 main types of team small, medium and large. However, team selection is completely based on the project size if the project size is small t hen managers obviously take the small team and in case of big project they can select the large or medium team. Moreover, the selection of team size depends on project leaders or managers how successfully they can perceive the project and develop a well balanced project team. Furthermore, a lot of software development projects fail due to less effective team size that can lead to some of extensive problems regarding effective project management. This can also lead to amplifying the project cost and damaging project performance (Kaur & Sengupta, 2011). Human Resource Skills Effective and well organized team for a software development is really essential. Seeing that in software development an effective team for

High School Students on the Job Essay Example for Free

High School Students on the Job Essay High school is an important time in life; students in high school have a lot of responsibilities. Students are beginning to drive and getting into trouble. High school students that have entered the work force have less of a chance to get in trouble. Working students also have an advantage over their peers that haven’t worked. They learn money management, social skills, and responsibility. Money management is a very important part of life. Usually once high school students start working they begin to learn the importance of money and how to spend it. Saving money is one very important life lesson that high school students can learn once they start working. Saving money can help the students save up for their future, helping with bills and possibly buying their own car. Owning a car comes with expenses oil changes, unfortunate accident, tires, gas, etc. To pay for these expenses there has to be money. There also comes a time when parents may need a little help. While working, students can help their parents with a bit of money every month. Having all of these expenses students will have to learn how to manage their money so they have some left over for themselves. Next, if high school students have a job, they learn about social skills. The most important thing is treating people politely. Thus, they need to get a better communication such as talking to each other and listening very carefully. When high school students are on the job, they have to speak correctly and courteously so their customers could get the correct information. Also they have to listen very carefully. They should know what the customers are asking. In addition, they could learn about physical demeanor. At the work place, they have to keep a friendly smile and then keep a good posture by keeping themselves upright. Further, working students can learn to take responsibilities. Time management and appearance are two important responsibilities. First, working students have to get to work on time. Also, they should manage and make balance between school, work, sleep, home, family and friends. Second, many work places have special uniforms that represents them in what position they  work. They need their workers to put these specific dresses on. Working students take this responsibility too. Students have to take care of their hygiene to go into work, which includes keeping their hair clean, shaving, cutting nails, and keeping a clean scent. Money management, social skills, and responsibility are skills that are need in life to succeed. High school students that begin working learn these skills earlier than those students that don’t. Before students become adults, they need to develop money management, social skills, and sense of responsibility, so they have been preparing to adjust themsel ves to society. Therefore, I recommend teenagers work while attending high school.

Sports Narrative - Football Injury :: Personal Narrative Essays

Personal Narrative- Football Injury The nerves are raging, mainly in his stomach as the butterflies flutter till no end. "Is everything ok? Will everything go as planned?" He couldn't stop thinking about what might happen. Images were racing wild as he thought about his teammates going to battle without him. He couldn't comprehend why he had to let them handle it on their own. He has played with them since they were in eighth grade, and when they need him the most, all he can do is sit and cheer. He hates this feeling of helplessness, but at the same time he knows he has to do what little he can do, well. It was two days until the first game of my last high school football season. My team and I were going to play Bayfield, a battle we had persistently prepared for since the last game of our junior year. The sun was beating on my pads, radiating the heat to make practice seem even worse. I was exhausted and looking forward to the end of my last sweat poring practice for the week. Our team was repetitively executing plays to make sure they were like second nature to us on Friday. Then, creating an unknown peace, Coach Nelson yells, "Last Play!" The play was "Red 334"which is a run to our halfback, me, out of our dive series. I crouched over the ball as I jetted past the quarterback and ran the play so we could observe the changes we needed to make. I let out a sigh of relief because we were finished with the most dreaded part of practice; well, only until someone complained about not knowing their job on one of our pass plays. Coach Nelson undoubtedly decided we needed to run through the final pass play before we perfected our defense. The play was quietly called in the huddle with intentions of getting it right. I ran the play through my mind while I tried to remember what the snap count was and what I was supposed to do for that play. The ball was snapped and I jolted to the left of our team's quarterback to set up his backside protection. Out of my peripheral vision, I noticed the defensive end raging toward the quarterback. I intensely stepped into him while lowering my body and exploded through his shoulder pads sendin g him stumbling into the line's pass protection.

Typewronger

To be or not to be That is the question Tiger, Tiger, burning bright Why, this is L Normyoutfit Anyone can do it You too can be a Poet See! Stars and Stripes Cloaca (ASSHOLE) and + Fortyfour keys to success! A bonus of+% for all future poets!!LSD & $$$ All men are equal Oh, how they pound away. Without a stop. FACIT cry l!! The Typewriter Revolution written by D. J. Enright in 1920 shows one perspective on how the typewriter was received when it made its debut. The poem's wit and applica bility to the seemingly unstoppable downward spiral of our language is entertaining. It is a very witty poem and many interpretations can be drawn for the meaning of this poem.In my opinion, Enright wrote this poem as a sort of Joke about how we all abbreviate and th m the more you see. It is an incredible work of art. Art is only as you perceive it. Just as a pic ture is worth a thousand words because so much meaning and beauty in different forms c n be taken away from it, this poem has the same thi ng. Interpretation and derivation of meaning comes from the individual. As a class, we could all come back with a different idea of the meaning because it is such an open e nded poem.It reminds me of the way I drew meaning from this one song. The chorus goes â€Å"Baby, it's Bam and I must be lonely†¦ Baby, I cant help but be scarred but the rains g onna wash away I believe it. † I used to draw meaning from the lyrics in a relationship sense of someone feeling alone at 3am but after I met Rob Thomas, the lead singer of the ban dl ame to find out he was really talking about his mother and how he would sit in bed confused and crying at 7 years old while his mom was puking from chemo.Such a si mple two line chorus can have so many interpretations in this expansive ordeal that is the english language that it blows me away when I try to derive meaning from a poem like this on e that is made to have a cornucopia of meaning hiding, waiting to be found amongst the bla ck ink fro m Enright's Swedish Maid. many meanings that can be derived from one thing. The more you look into this poe â€Å"Baby, it's 3am and I must be lonely.

Hca/250 Change and Innovation Paper

Change and Innovation Paper HCA/250 Change and Innovation Change and Innovation In today’s economy we have experienced numerous amounts of change especially within the workplace. Some of these changes consist of new technology, procedures, as well as equipment, which can cause a lot of misunderstandings amongst present employees. According to the scenario given; a major health care organization has decided to use electronic medical records (EMRs). The employees in this organization are resistant to change, specifically changes that have to deal with technology.There are several ways that an employer can resolve situations like these and convert it into a positive that will benefit the facility. Within the workplace it may be difficult for employees to adapt change due to being confined to their usual agenda. Also most may find it highly difficult to manage the adjustment in using electronic medical records (EMRs), because that’s training that present and future employee s would have to complete in order to be certified to use this new technology.Also acknowledge that many of these facilities today rarely offer on-the-job training, which is time that employees have to appoint in order to be up to date with their place of employment which many may not have. Therefore, giving us an understanding why employees would be resistant toward the technical changes within the workplace. Being that I am a recreational manager at my current place of employment I too have to deal with the questions and concerns of current employees who may have an issue with certain changes.Some strategies that I consider helpful is to start by finding out their reason for not wanting to confine to the new changes and hopefully see if there is a reasonable conclusion that can possibly resolve the situation at hand. Also, stating the present reason(s) for the change, Change and Innovation giving the employee an explanation on how it will benefit the facility as well as themselves. After doing so if their still in disagreement I’d still encourage them to perform their duties to their fullest potential.It is not guaranteed that an employer can please all of its workers, but make it to where they at least feel comfortable performing their duties in that particular work environment. So it is good to follow through with the innovation plans, so that employees are aware of their new goals and how to manage their performance for the better good of the company. So why are some employees resistant toward organizational change? There can be multiple reasons for this.Many may disagree with certain changes that are being made, time management may cause conflict to a lot of schedules, due to the fact that many of us do inquire a second job, or it can just be that they may not like the new ideas of change for their own personal reasons. It is understandable that employees may have issues with certain adjustments especially if it’s going to affect other thing s they may have going on. For example, at my place of employment we had recently made the decision to keep our facility open later on the weekends because we realized we make more profit mainly on the weekends.Whereas making such change has affected some of our employees being that some of them work second jobs strictly on the weekends aside from this one, along with others who have children and are not able to find child care that could keep their children until eleven o’clock. So it has created a lot of conflict for some of our employees where we had to come to an agreement on how we could work around their second job schedules and their availability. Having to adjust to certain employees’ availability is where Human Resources can play a role in adapting and managing change.They have the ability to set forth ideas and solutions on how to keep the necessary change in progress Change and Innovation as well as assisting their workers with managing their work schedules a nd extras that may hinder them from fully achieving the necessary changes within the work environment. Giving another example from my place of work, we have recently got the approval to expand our facility so we can add more amenities for our customers’ enjoyment. Therefore, Human Resources have aken it upon themselves to hire flex time workers in order to cover the shifts that our regular workers cannot. However, it all works out for the better good of our facility by increasing the success from the management of innovation and change. Reference 1. http://smallbusiness. chron. com/innovation-change-business 2. http://www. leadership-and-motivation-training. com/strategies-for-managing-change 3. Coulter, M. , DeCenzo, D. , Robbins, S. (2011). Fundamentals of Management: Essential Concepts and Applications. Seventh Edition. Pearson Education. Published: Prentice Hall.

Truss essays

Truss essays The definition of a truss is any of various structural frames based on the geometric rigidity of the triangle and composed of straight members subject only to longitudinal compression, tension, or both: functions as a beam or cantilever to support bridges, roofs, etc. Trusses are the most commonly used structural device used in architecture today. Trusses are used in almost every thing they are in your attic, barns, buildings, and bridges. A truss is used in architecture and engineering, it is a supporting structure made of beams, girders, or rods usually made of steel or wood. A truss usually takes the form of a triangle or combination of triangles, this design is capable of carrying large amounts of weight. Trusses are used for large spans and heavy loads, especially in bridges and roofs. Their open construction is lighter than a beam structured platform but is just as strong. The parts of a truss are the tie-beams, posts, rafters, and struts; the distance over which the truss exte nds is called the span. A truss is formed by connecting the ends of straight pieces of metal or wood to form a series of triangles lying in a single plane. A truss is based on the fact that a triangle is a configuration that cannot collapse or change its shape unless the length of one of the sides is changed. The two most commonly used truss designs are the Howe and Warren trusses. In 1806 the first patented bridge system, the Burr arch truss was used in the US. The Town truss was invented in 1820, in 1840 the Howe truss was invented, and in 1841 the bowstring was invented it was a breakthrough in engineering design. The Pratt and Warren trusses were invented between 1838 and 1844. The first trusses were made of wood and used for building homes and roofs. During the 18th and early 19th centuries cast and wrought iron were used, mostly in the construction of railroad bridges. Later in the 19th century steel became the most used truss material. Trusses ar ...

Word Choice To, Too or Two - Proofeds Writing Tips

Word Choice To, Too or Two - Proofeds Writing Tips Word Choice: To, Too or Two? As if picking between a pair of similar-sounding words wasn’t bad enough, sometimes the English language will give you three terms that sound identical! With â€Å"to,† â€Å"too† and â€Å"two,† for example, it’s very easy to get mixed up if you’re not careful. This is especially the case with â€Å"to† and â€Å"too,† which we regularly see confused in all types of writing. But precision is vital in academic papers, so make sure you use each word correctly. To (Preposition/Infinitives) Probably the most common of these terms is â€Å"to,† which can be used either as a preposition or in combination with infinitive verbs. As a preposition, â€Å"to† has several meanings, including (among others) indicating direction or duration, identifying a recipient, or making comparisons: Direction: I am going to the store to buy a hat. Duration: The hat shop is open from 9am to 5pm. Identity of recipient: Give the hat to me. Comparison: I prefer Hats Co. to Hats’R’Us. The key factor here is that â€Å"to† always precedes a noun when used as a preposition. When used to mark an infinitive, on the other hand, â€Å"to† is always followed by a verb. This is typically either to express a purpose or to give an opinion: Purpose: I’m wearing a hat to hide my bald spot. Opinion: If you’re self-conscious about balding, it’s a good idea to wear a hat. Or a wig. Eithers good. Too (As Well/Excessively) â€Å"Too† is an adverb that usually means either â€Å"as well† or â€Å"excessively.† In the former case, it works as a synonym for â€Å"also.† When this sense of â€Å"too† is used, it’s often set apart from the rest of the sentence with commas (or preceded by a comma at the end of a sentence): Mid-sentence: I, too, am going bald. End of sentence: I’m going bald, too! When used to mean â€Å"excessively,† â€Å"too† indicates that something is extreme or beyond desirable limits, such as in the following: I’ve lost too much hair to pretend that I’m not going bald. The sun is too hot for me to go out without a hat! It’s worth noting that this use of â€Å"too† never needs to be set apart with commas. Two (A Number) The â€Å"w† in â€Å"two† makes it easier to remember what this word means. In case you’re not sure, though, â€Å"two† is the number between one and three, otherwise represented by the numeral â€Å"2†: It has been two years since I went completely bald. You think you have problems? Try being a naked cat! Generally, it’s better to write out â€Å"two† in full rather than use the numeral in academic writing. To, Too or Two? Although these terms are similar, it’s easy to remember which one to use as long as you keep the following guidelines in mind: To (preposition) = Comes before a noun or an infinitive verb Too (adverb) = Can be replaced by â€Å"also† or â€Å"excessively† Two (number) = Means the same as the numeral â€Å"2†

Analysis of crimestoppers Research Paper Example | Topics and Well Written Essays - 1500 words

Analysis of crimestoppers - Research Paper Example Crimestoppers is a national program that was begun on a local, regional and national level to fight crime.The program brings together law enforcement,private citizens,the media to find criminals.This program began when a detective in Albuquerque,NM became concerned about the many crimes that were unsolved and that the leads had gone cold. At the time, a young college student was killed and they could not find any other leads about this crime. He realized that there was someone in the community that could help solve the murder of this college student and he knew that people would come forward if they could do it anonymously, they would be paid for a lead that led to solving the crime and the media televised the first â€Å"Crime of the Week.† Within 72 hours, three men were arrested who had committed the killing of the college student and they realized this was a good idea; Crimestoppers officially began on September 8, 1976. To date, Crimestoppers has been showed to reach all corners of the world and they have a particular presence in â€Å"Nation/Regions of the United States, Canada, Caribbean and Latin America, Europe, Australia, and the South/Western Pacific† (Crimestoppers USA, par. 4). The Crime Triangle the Program Addresses Crimestoppers attempts to address all aspects of the crime triangle. They realize that someone in the community knows when a crime is committed and they know who has committed the crime. They will help law enforcement when they have three issues satisfied: Fear of reprisal An attitude of apathy Reluctance to get involved Crimestoppers is able to resolve these issues by providing each person with a code number that keeps their tip anonymous and by rewarding them with up to $1000 when they supply information that eventually leads to the arrest of the perpetrator (Crimestoppers USA, 2011). By resolving these issues and putting the program in place, law enforcement is able to resolve the three aspects of the triangle: They m ake the community more aware of the fact that there is someone who has committed a crime, they identify the individual that had the crime committed against them and they show how the opportunity was made to create the crime (Houston Police Department, n.d.). By doing so, the community becomes safer and people are more prone to let law enforcement know where an individual resides who has committed the crime in question. Analysis of Crime Stopper’s Success Crimestoppers states that they have â€Å"an average conviction rate of approximately 95% on cases solved by a tip to the program† (Crimestoppers USA, 2011, par. 8). This conviction rate is based on the national average. In order to understand their success more specifically, the information is found in a variety of programs. Hoffman (2010) suggests that the Houston branch of Crimestoppers is â€Å"the most effective unit in the nation† (par 1). The Houston branch generally receives about 2500 calls, 500 which a re good and those 500 lead to about 50 arrests. In this city people can be paid up to $5000 if their tip lead to an arrest. In 2009, this meant that â€Å"825 felons were prosecuted because of Crimestoppers.† (Hoffman, 2010, par. 6). According to Gordon-Gibson (2010) from 1976 to 2010, 829,603 arrests were made, 1,277,325 cases were cleared, US $2,006,059,318 in property was recovered and US $7,869,309,917 worth of drugs were seized. In 2011, these statistics have grown to 893,691 arrests being made worldwide, 1,358,830 cases cleared, $2,151,864,229 worth of property recovered and a total of $8,082,482,485 drugs seized. These statistics show that Crimestoppers has had success over many years in solving crimes with the help of the community and the media. (Crimestoppers International, 2011) Why Crimestoppers Works (Critical Analysis of the Effectiveness of the Program) According to Gordon-Gibson (2010) there are several reasons why Crimestoppers works. Individuals who want to report crimes can do so anonymously so they are not put in the position of confronting the criminal.

Green Criminology Essay Example | Topics and Well Written Essays - 1500 words

Green Criminology - Essay Example It is a fact that science and technology advances are contributing heavily to the advancements of life on earth. Nobody can overlook the efforts of science and technology in reducing the human efforts needed in many areas of our social life. At the same time, advanced technologies brought many challenges also. For example, nuclear power is believed to be the future energy option because of the rapidly exhausting oil resources and increasing energy needs. But nuclear power generation produces a lot of radioactive wastes and the dumping of these wastes is a major issue we are facing at present. Most of the industrialized or developed countries like America, Britain, France, China etc have toxic wastes generated out of high levels of industrialization and it is a fact that these countries dumping the toxic wastes in poor countries, misleading the administrations of the poor countries. This paper briefly analyses the victimization of the general public in poor countries by the developed countries in dumping toxic wastes. In December 1984, Indian city Bhopal has witnessed one of the worst examples of green criminology. The Union Carbide chemical plant at Bhopal, which used, highly toxic chemicals in its production process faced a catastrophic explosion when water somehow mixed with the chemicals because of the negligence. As per the estimates, more than 6000 people died in the company proximity and more than 60000 people were seriously affected (The Greening of Criminology, n. d, p.315). The toxic gages liberated out of the plant reached the nearby Bhopal railway station and killed many people who were sleeping there. This plant was established in a heavily populated area which itself is a proof of negligence on the part of the authorities and the Union Carbide company.

Biology Essay Example | Topics and Well Written Essays - 1250 words

Biology - Essay Example Darwin observed that, in the preservation of favored individual and races, there is constantly recurrent struggle for existence. Consequently, more individuals are born than there is the warranty for survival. This determines the individuals going to die and those going to survive. This also determines the species to increase in number and species that would decrease in number and eventually become extinct. Also in face of competition, those individual species that are strong or have an advantage are more likely to have the subsequent offspring’s. Darwin theory of natural selection can be said to be confusing. The arguments based on this theory are actually confusing and sometimes misleading. Firstly, there is confusion on whether living forms have, or have no evolutionary origin. Secondly, Darwin suggestion that natural selection is the main factor of evolution may not be true. These two themes as found in Darwin book are confusing and above all misleading when discussed toge ther. Before Darwin work, most people believed in theory of creation. Darwin work on science changed this and is incompatible with creation theory. This led to most people to view scientist as atheist (Mille and Loon 130-142). Exam 3 (Q #2) Aristotle indeed is one of the ancient scientists. Aristotle work demonstrated scientific ideas, which proved worth at the time. However, not a modern biologist Aristotle fits in the description of a great biologist. This is obvious as he tries to explain various biological phenomenon using scientific ideas of the time. Aristotle work had many biological facts and he followed methods before jumping into conclusion. Aristotle stressed on importance of methods in scientific knowledge. Aristotle effort can be deduced from grouping of both plant and animal kingdom. Von Linne work still had the basis of Aristotle work. Therefore, Von Linne was also a true scientist based on description of living things. Species and genera are an important concept and a basis of biology. Linne ensured there was proper identification of plant and animal based in classification of both into genera and species. Binomial nomenclature used until today was Von Linne effort and therefore deserves full credit in science. Taxonomy is an important branch in biology and simplification of taxonomy by Von Linne was important to classification and identification of plant and animals. Lamarck contribution to evolution was also great. His work revolved around the theory of inheritance. LaMark idea on continuity of species was crucial to biological development. Species diversity was also part of Lamarck ideas as to development of species. Lamarck work though with discrepancies was a benefit to the naturalist on one important problem in the whole range of biological thought. These people would still be scientist today, the only limitations they had was lack of material and equipment that exist today. Exam 3 (Q #3) The sole purpose of science is to explain and desc ribe all what surrounds us. The aim of science is to unearth the mystery of the world and tries to give meaning to worldly things and occurrences. Science does not believe in ambiguity and claims there is a reason for something existence. Science does not believe in ignorance of nature and the natural world. Science give meaning to trend of the world and foretell what is likely to happen or take place in future. Science is also a source of hope to the world and helps in

Engagement In Classroom Participation Education Essay

Engagement In Classroom Participation Education Essay Participation usually means students speaking in class: answer and ask questions, make comments, and join in discussions. Students who do not participate in those ways mentioned above are often considered to be passive and are generally penalized when participation is graded (Jacob chase, 1992). Participation in classroom: To engage the students in Participation in a classroom is an important method of teaching. It provides the students opportunity to receive input from fellow students, to apply their knowledge and to enhance public speaking skills. From the Participation of teachers can get a more accurate idea that what is the understanding level of students about the concept being taught (Maznevski 1996). Engagement in classroom participation: Engagement within the learning environment generally refers to the relationship between the learner and the content or topic being pursued. While the highest levels of engagement are seen when the learner is passionate about the topic, significant levels of engagement can be achieved through a variety strategies that actively involve the learner in activities and environments that make learning both interesting and challenging. Engagement with content leads to higher levels of learning (Whelan, C.1997). Our experience reveals that for many students class participation is a big problem. Teachers often complain about students passive behavior in class participation. But up till now there has been a very little research into the promotion of class participation. But studies have been conducted in social scial sciences and business studies (e.g., Egan 1996, Hyde Ruth 2002, Litz 2003). More often low self-esteem, anxiety, and general lack of confidence is considered responsible for students non-participation in the classroom (Kennedy, 1997; Thomson, 2001). Student Participation: Lack of participation could be due to multiple factors. My first thought was that students reluctance could be due to lack of understanding, but it could very well be that he does not feel connected to the curriculum; he cannot relate to it. Students who are empowered by their school experiences develop ability, confidence, and motivation to succeed academically. They participate competently in instruction as a result of having developed a confident cultural identity as well as appropriate school-based knowledge and interactional structures (Cummins, 1983). Active learning Bonwell, C.C., and J. A. Eison (1991) suggest that Active learning is generally defined as any instructional method that engages students in the learning process. Active learning requires students to do meaningful learning activities and think about what they are doing. The core elements of active learning are student activity and engagement in the learning process. Adopting instructional practices that engage students in the learning process is the defining feature of active learning. The importance of student engagement is widely accepted and there is considerable evidence to support the effectiveness of student engagement on a broad range of learning outcomes. Importance of language: Language is a mean of communication by which human beings express their feelings, emotions and fulfill their needs. According to Tariq Rehman, 1996: Language is a coin and what it buys in the market is power. Higher status and attractive jobs are attached with English language. The demand for learning a language is linked to empowerment. So English language is promoted in university education, so that the students can attain their goals. But this prevailing of language in higher education is not as simple as it seems because all the students have diverse demographics which do not equally support the speaking of English in classroom. The language barrier becomes an additional hurdle in students classroom participation. kachru (1992 pp.66-67) found that poor pronunciation and Accent problem stops many students to participate in classroom discussion. Kachru, (1995) points out majority of Asian students study through the medium of English but they are not proficient enough in English and reflect their regional varities of English while speaking. Sociolinguistics view of language: Sociolinguists are of the view that individual differences in oral communication among students are dependent upon social variables like age, status, ethnicity, gender etc. when students step in classroom, their pattern of language is already influenced by these factors (Scott, 1995). In he earlier studies, students communicative competence was considered as an important set of rules by learning these rules they can comprehend and participate in classroom context. If the student fulfills the specific requirements about language use, he can communicate effectively with class fellows and teachers. If they dont comprehend the class room communication system their learning is affected and they learn comparatively less. Due to language problem they participate passively in classroom activities. Difference between home language and classroom language also reflect upon development of students communicative competence. If these both languages are identical somehow, students are motivated to learn literacy events taken place in classroom (Morrow, 1993;Â  van Kleeck, 1990, 1995, 1998;Â  van Kleeck Schuele, 1987;Â  Whitehurst Lonigan, 1998). Vygotskys social constructivist theory played a major role in language learning theories. He is of the views that all learning is socially integrated. Motivation: The process of learning begins when an individual faces various social situations. These situations provide certain type of experience to the individual as the nature of the situation, which further enables the individual to behave in a certain way. All of these social situations give some sort if instigation, which act as motives and drivers for the individual. These motives and drives may be evident in the form of behavior of the individual concerned. Such kind of behavior undertakes the purposes which are indirectly dominated by the drives and motives. Therefore, a motive may be said as the base of the behavior of the individual, which works as internal factor to make individual behave in the desired direction. A motive is an internal factor that arouses, direct and integrates a persons behavior. It is not observed directly but inferred from his behavior or simply assumed to exist in order to explain his behavior (Marry, 1964, p.7). These motives not only describe the desired goal but also the role of the individuals in the concerning social situation. This undertakes individuals social as well as psychological condition. Motivation is a general term used to refer to any arousal of an individual to goal-directed behavior. The term motivation when applied to human is a Social-psychological concept and motivation cannot be considered apart from the individuals conception of himself, his social status and roles, and the existence of society and culture which define situations and appropriate and desirable behavior. (Theodorson and Theodorsm 1969, p.26) Motivatin participation: Studies have linked motivation and participation to students achievement (Eccles Wigfield, 2002). Students who gave importance to learning the material and have greater expectancy to be successful in a course are more likely to achieve at higher levels (Wigfield Eccles, 2000).Learners with a more positive attitude towards lifelong learning tend to be more persistent, more self-directed, and more self-confident (de la Harpe Radloff, 2000). They efficiently use cognitive strategies to maximize their learning (Zimmerman Martinez-Pons, 1992). Achievement Motivation: Achievement motivation is an important determinant of aspiration, effort and persistence when an individual expects that his performance will be evaluated in relation to some standard of excellence (Sill 1972, p. 27). Relationship between Performance and Achievement motivation: Atkinson and Connor (1966) conducted a study to find out the relationship between the task performance of students and the strength of their achievement motivation. The texture of the study revealed that the students with stronger motives to achieve success and avoid failure show greater performance for difficult risks and more efficient and faster tasks performance for difficult risks and efficient and faster tasks performance than those who had relatively weak motive to achieve success and avoid failure. The finding of this study suggests that stronger achievement motives determine the degree of the performance of the individuals which struggling to achieve their certain desired goals In the same token (Atkinson, OConner. 1996). Achievement goal theory: Various kinds of purposes of students towards participating in class room activities are based on their sentiments, thinking, performance and attainment according to achievement goal theory (Midgley, 2002; Ames, 1992). Most of the researchers emphasized on two major types of goals: Mastery goal: it enhances competence in the students. Performance goal: it concentrates on acting upon that competence. Both of these goals may be attained through the personal goal of the students (Urdan 1997; Kaplan, Middleton, Urdan, Midgley, 2002). Personal Goals The competence of the students might be improved through their personal goal and that competence is based on their own prior performance instead of the others (Maehr, 1984; Ames, 1992; Nicholls, 1989). Kaplan et al., (2002) argue that students of full devotion for the sake of being proficient in some specific skills may show their mastery goal. Both performance-approach goals and performance-avoid goals are ultimately depend on students personal goal (Skaalvik, 1997; Middleton Midgley, 1997). Diligence, attempts and efficacy beliefs are related with performance approach goal. However, refusal from participating in class room for the sake of achieving some tasks is often linked to performance-avoid goals (Elliot, McGregor, Gable, 1999; Kaplan et al., 2002; Urdan, Ryan, Anderman, Gheen, 2002). Adopting difficult tasks, good learning strategies, questing for something at the time of need, positive behaviour according to various tasks and fascinating class room atmosphere are the good consequences which could be attained through mastery goals ( Ames, 1992; Urdan, 1997; Kaplan et al., 2002). Classroom Goal Structures: Ames (1992) stated that according to goal theory, class room, the nature of the students and their beliefs may affect the motivational factor of the students. Class rooms with more performance- focused may put negative impact on students than that of a normal class room. Negative results may include various types of cheating and different kind of misbehavior in the classrooms (Kaplan et al., 2002; Turner et al., 2002; Urdan et al., 2002). Multiple Goals Students may have multiple goals along with other various types of goals as some researchers have noticed this in different ways. This is compound of different sorts of personal goals and it is therefore, called multiple goals. A few researchers indicated that multiple goals may have positive or negative effect as well (Meece Holt, 1993; Pintrich, 2000; Wentzel, 1991) Teacher Instruction and Achievement Goal Structures: The students perceive their goal structures according to the instructions of their teachers (Ames, 1992). Different teachers give instructions according to their vision. Middle class teachers detail their students according to their knowledge and in the same manners teachers of all classes motivate and direct their students in their own way. Turner et al., (1998) gave a brilliant idea about motivation of the students that what teacher says and in which manner, is main pillar among students to be motivated. The Association between Personal and Environmental Factors Covertly or overtly, the motivation of the students depends upon their behaviour as individuals as they treat in the classroom whether they obey the instructions or demonstrate ignorantly (e.g., Elliot et al., 1999; Pintrich, 2000; Patrick, Ryan, Pintrich, 1999). Most of the researches try to inquire in learning process in the class room but they seldom effort for knowing the atmosphere of interaction among students that how much differently they behave in the same classroom (Patrick et al., 2001; Turner et al., 1998, 2002 ) Aspect of person-in-context undertakes the responsibility to know how individuals and environments influence on each other (Lemos, 2001; Vauras, Salonen ; Magnusson Stattin,1998). Socio-cultural theories are used to assay the process of children being socialized in the classroom and in the systems of meanings along with the way they try to take these meanings by their own as well (Brown Campione, 1994). ` According to Rogoff, (1990), pint of view, the child and social world are essencial for each other. Factors affecting students participation in the class and suggestions as well: More of the students appear to have an inactive role in the class room participation (Weaver Qi, 2005). Synthesis, evaluation, analysis and application are the more important things which are to be developed during class room participation (Tinto, 1997); (ACER, 2008). Weaver Qi (2005) argues that in large class room size, most of the students maintain their secrecy as well and have less opportunity to participate in the class room activities. The power of the instructor (Howard Baird, 2000), gender and the age discrimination of the pupils (Howard, James Taylor, 2002), the cognitive level towards class room(Chung, 2000;Tinto 1997) and also the sentiments of the students (Chung, 2000;Howard et al., 2002) are such factors which have significant influence on the interaction amongst students in the class room. The societal behaviour of students and teachers as well has a great effect on class room participation (Weaver and Qi (2005). The students get frightened by the instructor and lose their confidence to participate in different kind of activities in the class room (Dallimore, Hertenstein Platt, 2004;Chung, 2000). To lessen the gap among students and teachers and to provide student-friendly atmosphere enhance the degree of participation in various activities in the class (Weaver Qi, 2005; Auster MacRone, 1994). It means, the more the social links among student-teacher and among student-student, the more student-centered atmosphere there will be. The participation in the class room increases the reasoning of the students, critical thinking and creativity skills in them as well. (Tinto, 2002; Foster et al., 2009; Wilson Fowler, 2005). The best learning environment and participation could be increased through demolishing the factors like uncertainty and anxiety in the class room (Sim, 2006). McInnis (2001) suggested that the participation of the students could be increased in the class room through redesigning our curriculum and different types of courses in a significant manner which may prove a mile stone in engaging different groups of students with one another. Tinto (1997), related class room with academic and social interchange and by keeping this point of in mind, even a lay man can propose the idea of producing the social links among students with other students and with teachers also. Confidence Classroom participation: The Shorter Oxford English Dictionary defines confidence as the mental attitude of trusting in or relying on; firm trust, reliance, faith, assured expectation, assurance arising from reliance (on oneself, circumstances, etc.). In the literature on the topic, confidence has been defined as a trait (Bernstein et al, 1994; McKinney, 1960) and as a situationally specific concept (Brodie, Reeve Whittaker, 1995; Champion, 1993). Confidence is assuredness in oneself and in ones capabilities (Erwin Kelly, 1985, p.395). In relation to social interaction it has been defined by Manning Ray (1993) as calmness and assertiveness during social interaction (p.180). Manning Ray (1993) found confidence as being the opposite of shyness and as situational. Some researchers referred to self- efficacy as confidence (Wanberg, Watt Rumsey, 1996) whereas, Bandura, originator of the term self-efficacy wrote in 1997, that confidence and self- efficacy are not the same. Confidence has been thought to be part of self-esteem or to be synonymous with the concept of self-esteem (Wells Marwell, 1976), whereas Coopersmith (1967) argued that self-confidence was a term used to describe the subjective state of self-esteem and reported that an individual who expresses negative attitudes towards himself thereby indicates that he has little confidence in his abilities to deal effectively with the events that confront him. Lawrence (1999) defined self-esteem as confidence writing confidence is self-esteem in practice and has two aspects: Confidence in abilities Confidence in personality Owens (1993) viewed self-esteem as being comprised of general self-confidence and general self-deprecation; he explained general self-confidence in terms of positive self-evaluation. Indeed, this lack of confidence (DFES, 2002, p.1) on the part of large numbers of students was considered specifically in recent policy documents concerned with the drive to enhance basic skills. It is, certainly, a crucial factor in learning at all levels. Reisenberger (2002) suggests that although there are still situational and institutional barriers for students participation in the classroom to be overcome more attention need to be directed towards dispositional barriers, particularly factors linked to learners confidence. Students feel shyness when they are asked to take part in classroom (Fassinger 1995; CELT 1998). Sometimes students show lack of confidence because of the fear that they may seem unintelligent to their fellows and teachers while answering the questions or presenting their point of view on an assigned topic and so they feel it comfortable to remain silent (CELT, 1998). Thsee issues can sometimes be traced to a lack of participation by students (Howard Henney 1998). Many research work indicates that although the individual learner can affect his/her own level of confidence, tutors, peers, mentors and workplace supervisors can help increase the learners confidence by providing support, encouragement, and constructive feedback. Such learning support needs to unpack meanings of confidence in task-specific contexts in order to overcome particular dispositional barriers. Self confidence: The students who feel shy and hesitate to ask the various questions in the class are assumed to have lower level of achievement motivation. Whereas those who do not feel this kind if hesitation are expected to have higher level of achievement motivation Students Personality Type and Attitudes towards Classroom Participation: Personality is one of the affective factors that are equally important for explaining differential success among students. Extroversion is linked with risk-taking; introversion is considered under the concept of self-esteem (Brown, 2000). Passive students: mean who do take part in class room activities frequently are often punished by the teachers. Overtly or covertly, their being passive in the class could be either because of their personality. Personality is two types as following: Extrovert Introvert These types of personality affect classroom participation according to the situation. Personality is also more important for learning process. Extrovert personality is linked with risk-taking where as introvert is associated with self-esteem. (Brown, 2000) Similarly, Galvan and Fukada (1997/1998) put forth their experience of avoidance from participation in student-centered classroom because of personality factor. They also concluded that extroverts participated in the classroom more than introverts. Often students of introvert personality couldnt raise even a single question. Extroverts are more interactive than that of introvert students in class room because introverts like to have few friends in the class but extroverts keep on enhancing their company (Myers, 1962). Introverts often fail to achieve the norms of the academic requirements due to less participation in classroom (Barrett Connot, 1986) as Carskadon (1978) concluded that extroverts, though have few thoughts, they act more than that of introverts who have more thinking power but act less than extroverts. Myers (1962), suggests that extroverts tend to prefer learning situations that afford interaction, while introverts tend to prefer small groups. Galvan and Fukada (1997/1998) found that extrovert students participated more than introverts. The participants who self-reported as having passive learners were least likely to initiate a question or volunteer an answer to a teachers question. Additionally, knowledge of personal preferences can help teachers and administrators understand and predict student performance so they can restructure the situation to facilitate more student participation. Barrett and Connot (1986) found that introvert learners do not get involved in classroom activi ties and have lower academic achievement. Extrovert students usually produce more action with fewer thoughts whereas introvert students produce various thoughts with little action (Carskadon, 1978). Constructivism of theory of classroom learning: Constructivism theory of learning and knowledge emphasis upon the learners active participation in constructing his own knowledge (Anderson, 1987; Jonassen, 1995; Resnick 1983, 1987; Schauble, 1990; von Glasersfeld, 1989, 1992). Constructivists consider that knowledge is gained when a learner uses his prior knowledge to understand the new information. So knowledge can be enhanced by instruction or guidance of teacher, but it is not a direct outcome of teachers instruction. As the construction of knowledge is dependant upon the prior knowledge of student, so all students get the understanding from teachers lecture according to his existing level of knowledge. Social constructivist perspective: Knowledge is socially constructed through collaborative efforts made by human beings (Brown, Collins Duguid, 1989; Cole, 1985; 1-lewson, Kerby Cook, 1995; Lave, 1988; Vygotsky, 1978). Knowledge can not be gained or a new concept is difficult to understand without its social context. Classroom factors: Tha construction of knowledge is also affected by classroom environment factors (Garner, 1990). A new concept is well understood by interaction with fellow students and teacher in classroom. Student Self-regulation of classroom behavior: Self-regulation of cognition and behavior is an important aspect of student learning and academic performance in the classroom context (Corno Mandinach, 1983; Corno Rohrkemper, 1985). There are a variety of definitions of self-regulated learning, but three components seem especially important for classroom performance. First, self-regulated learning includes students metacognitive strategies for planning, monitoring, and modifying their cognition (e.g., Brown, Bransford, Campione, Ferrara, 1983; Corno, 1986; Zimmerman Pons, 1986, 1988). Students management and control of their effort on classroom academic tasks has been proposed as another important component. For example, capable students who persist at a difficult task or block out distractors (i.e., noisy classmates) maintain their cognitive engagement in the task, enabling them to perform better (Corno, 1986; Corno Rohrkemper, 1985). A third important aspect of self-regulated learning that some researchers have included in their conceptualization is the actual cognitive strategies that students use to learn, remember, and understand the material (Corno Mandinach, 1983; Zimmerman Pons, 1986, 1988). Knowledge of cognitive and meta-cognitive strategies is not sufficient to promote learners achievement; they also must be motivated to use the strategies as well as regulate their cognition and effort (Paris, Lipson, Wixson, 1983; Pintrich, 1988, 1989; Pintrich, Cross, Kozma, McKeachie, 1986). There are some classroom tasks that can motivate the students (cf., Corno Rohrkemper, 1985; Malone, 1981), it is also evident to suggest that students perceptions of the classroom and their individual motivational orientations and beliefs about learning are relevant to cognitive engagement and classroom participation and performance (e.g., Ames Archer, 1988; Nolen, 1988). General expectancy-value model of motivation (cf., Eccles, 1983; Pintrich, 1988, 1989): This model presents three motivational components linked to the three different components of self-regulated learning. An expectancy component, which includes students beliefs about their ability to perform a task in the classroom: The research suggests that students who believe they are capable engage in more metacognition, use more cognitive strategies, and are more likely to persist at a task than students who do not believe they can perform the task (e.g., Fincham Cain, 1986; Paris Oka, 1986; Schunk, 1985). A value component, which includes students goals and beliefs about the importance and interest of the task: It includes students goals for the task and their beliefs about the importance and interest of the task. This motivational component essentially concerns students reasons for doing a task. The study recommends that students with a motivational orientation involving goals of mastery, learning, and challenge, as well as beliefs that the task is interesting and important, will participate in more meta-cognitive activity, more cognitive strategy use, and more effective effort management (e.g., Ames Archer, 1988; Dweck Elliott, 1983; Eccles, 1983; Meece, Blumenfeld, Hoyle, 1988; Nolen, 1988; Paris Oka, 1986). An affective component, which includes students emotional reactions to the task: It deals with students affective or emotional reactions to the task. There are a number of affective reactions that might be relevant (e.g., anger, pride, guilt), but in a classroom learning context one of the most important seems to be test anxiety (Wigfield Eccles, 1989). Effect of Socio-economic factor on classroom participation: Socioeconomic status is positively correlated with both educational attainment and achievement. The higher the students socioeconomic status, the greater his or her educational accomplishment is likely to be. The national Longitudinal Studies revealed several direct positive relationships between educational success (classroom participation) and socioeconomic status. One such relationship was found between the students socioeconomic statuses and their scores on various standardized tests administered as part of the study. One each test students from successively higher socioeconomic categories got better mean scores. Students come to college/university with variety of talents and handicaps that predispose them to towards academic success or failure and as they move through academic institute they continue to be influenced by these factors and others that are beyond the control of educational institutions. Family background and classroom participation: Students position in college and society are determined in large parts by their family background. Coleman (1996) and Jencks (1972) found that one-half to two third of student achievement variance is directly related to home variables such as socioeconomic level (Greenwood and Hickman, 1991, p. 287). Some home environment factors that influence student achievement include social class of family, early home environment, parenting style, type of mother child interaction, effect of the mother working, parent involvement in school decisions and activities, family and student aspirations, and the number of children in the family (Rubin and Borgers, 1991). The more children in the family, the less time parents interact with each child. Family and students aspirations for the future are another aspect of the influence of class, racial, or ethnic background. Parents who set high standards and have high aspirations for their children are more likely to have high-achieving children. James Coleman and colleagues found that black and white seniors had comparable aspirations; the difference was in taking the necessary steps to carry out their goals. Black students felt that they had less control over their environment and left their fate to luck and chance (coleman et al., 19666), though many lower-class black mothers find multiple strategies to encourage their childrens academic achievement (Rosier, 1993). Educational and social class background and classroom participation: Educational and social class background is the most important factor in determining differences between students. In fact, Jencks findings indicate that family background accounts for more than one-half of the variation other in educational attainment. Regardless of the measure used -occupation, income, parent education-family socioeconomic status is a powerful predictor of academic performance. Children succeed in large part because of their family background and what parents do to support their children in their education. Parenting style and parental expectations play a crucial role in setting the child, educational agenda. Guidelines about after school and weekend activities, television watching, home- work and other school- related decisions give the child structure and help the child set goals (Dornbush and Ritter 1992; lee, Dedrick and Smith,1991). One of the most important ingredients in a childs success in school is the degree of what parental activities help or harm childs school achievement. Involvement of parents is shaped by their social financial resources, their opportunities to be involved, and their own orientation towards education. Cultural effect on classroom participation: Difference in cultural background does also have effect on perceptions about classroom participation. Japanese students show long silence in interpersonal dealings and protection of face in classroom as well (Winbush 1995). Chu Kim (1999) found that Vietnamese students prefer to be right than to initiate the discussion. According to Chu Kin (1990) Concept of classroom participation among Asian students is different than other students. They consider the class participation just as answering the questions not to interact actively with fellow students and to pose questions. They are reluctant to comment on fellows presentations. They always prefer one-sided feedback from the teacher rather than from whole class critique. Dunphy (1998) found that western universities have their own social conventions that are not familiar to overseas students. Their social conventions also include the rules for classroom participation. Parents involvement in