Operant Conditioning Is A Type Of Learning Essay - 1567 Words

The first way that behavior perspective, learning is incorporated in the classroom is through operant conditioning. Operant conditioning is a type of learning that encourages behavior by having reinforcements to follow that behavior. Through my observations I saw how student’s behaviors are more operant rather than respondents. For example, the students in my classroom have learned when there are in the whole group environment they must raise their hands quietly when there are ready to talk and teacher often responses with a positive reinforcement by calling on them to speak. If the students don’t raise their hands or are talking when isn’t their time to talk my cooperating teacher uses negative punishment  µ, by saying â€Å"I only call on students who raise their hands when they are ready to talk† or by not calling on that particular student until they stopping. Another way is when the students are working on math worksheets the students understand to raise their hands when they are complete with their assignment. When the student’s hands are raised either my cooperating teacher and I go correct their work by giving it a star signifying they move on to assignment or we circle particular problems the students need to further work on. If my teacher feels like the students have worked really hard on the assignments regardless if they all finished she often will remove the blue remember worksheets on Friday and let them play math games on the iPad. A cue or prompt that myShow MoreRelatedPavlov s Classical Conditioning Vs. Operant Conditioning1172 Words   |  5 PagesPavlov’s Classical Conditioning vs. B.F. Skinner’s Operant Conditioning Bhavika D. Patel Atlantic Community College Abstract Ivan Pavlov and B.F. Skinner both studied learning, in which they both did different experiments on different animals and with different conditioning. Classical conditioning is the process in which two stimuli become linked; once this association has been recognized, an originally neutral stimulus is conditioned to provoke an involuntary response. The dogs in Pavlov’s studiesRead MoreClassical Conditioning and Operant Conditioning1189 Words   |  5 Pagessimilarities between Classical conditioning and Operant conditioning? Many people believe that Classical and Operant are similar. Several people don’t know what the similarities and differences of Classical and Operant are, several people think it is the same learning method, which in this case I’m going to compare and contrast each behavior and give you information about each one, so you could have a better understanding of each method and what they do. Classical and Operant are very similar to each otherRead MorePavlov s Classical Conditioning And Skinner s Operant Conditioning1243 Words   |  5 PagesClassical Conditioning and Skinner’s Operant Conditioning Learning is a relatively permanent change in behavior due to experience. There are two types of learning, associative learning and cognitive learning. Associative learning occurs when a person or an animal forms a simple association among various stimuli, behaviors, or both. It requires little to no awareness or thought. Cognitive learning refers to understanding, knowing, and anticipating. Our subject today comes from associative learning. ThereRead MorePhobias1174 Words   |  5 Pagesdeveloped through operant conditioning and how addictions can be developed through operant conditioning. This essay also examines the distinctions between classical and operant condition and examines â€Å"extinction† as it relates to psychological theory and how extinction is achieved in classical and operant conditioning. Phobias and Addictions Numerous psychologists believe that behaviors are learned through conditioning. These conditionings are known as operant, which is based onRead MoreClassical and Operant Conditioning Essay1000 Words   |  4 Pagespeople may believe that learning is just a natural response that all animals are capable of, there is actually a more complex explanation on how we learn the things we do in order to survive in the world. Classical conditioning and operant conditioning are both basic forms of learning, they have the word conditioning in common. Conditioning is the acquisition of specific patterns of behavior in the presence of well-defined stimuli. Classical conditioning is a type of learning in which an organismRead MoreCompare and Constrast Classical and Operant Conditioning737 Words   |  3 Pagescontrast classical and operant conditioning, their theories, terminology, famous psychologists and applications of the theory for teaching. Classical and operant conditioning are two important concepts central to behavioral psychology. While both result in learning, the processes are quite different. In order to understand how each of these behavior modification techniques can be used, it is also essential to understand how classical conditioning and operant conditioning differ from one anotherRead MoreLearning Experience Paper1290 Words   |  6 PagesIn this paper I will discuss my learning experiences and analyze them with the perspective of learning theories. I will analyze my learning experiences with regards to classical conditioning, operant conditioning and cognitive- social learning theory. First of all, I would begin by describing my experience of learning to fear lizards with regards to classical conditioning. To give some context to the situation, I was raised in India where lizards, usually in large numbers, are often found on wallsRead MoreClassical Conditioning And Operant Conditioning1146 Words   |  5 Pagesthat is learning. â€Å"Learning is any relatively permanent change in behavior produced by an experience.† There are different kinds of ways that people and animals learn. People can adjust the way they learn to the different situations in which they are learning and what they have to learn. One form of learning is known as conditioning. Conditioning stresses the relationship between stimuli and responses. The two types of conditioning found are Classical conditioning and Operant conditioning. As statedRead MoreA Study on Operant and Classical Conditioning1477 Words   |  6 PagesOperant and Classical Conditioning Classical conditioning best explains reflective responding that is largely controlled by stimuli preceding the response, while operant conditioning is the kind of learning influenced by stimulus events that follow the responses. (Weiten). In operant conditioning, reinforcement is defined as after the fact. Reinforcement follows a response and increases tendency to make the response. In classical conditioning, the reinforcement comes before the response is madeRead MoreClassical Conditioning And Operant Conditioning1204 Words   |  5 Pages One major aspect of psychology is learning. Learning can be defined as the change of a being’s behavior or actions brought about by its experiences. Learning has multiple forms and facets. Two of the most important of these are what are known as classical conditioning and operant conditioning. These forms of learning are very practical and can be seen and used in everyday life. Classical and operant conditioning are different form s of learning which have importance in everyday life and can

Essay on Managing Financial Resource - 2393 Words

There are financial implications for individuals accessing and using services in health care services, Evaluate the impact of these financial implication on service users. (AC 4.3) The pursuit of equity of access to health care is a central objective of many health care systems. Yet, financial incentives can influence patients because, although the UK system is essentially ‘free at the point of use’, there are charges for specific services including eye tests, dental check-ups, and dispensing of prescription medicines. Charges can act as a deterrent to patients and as a barrier to access. The impact of user charges affects different socio-economic groups in different ways. For some groups, access may not be compromised by a co-payment,†¦show more content†¦The shift in the balance of NHS and private dental care reflects the interests and preferences of dentists rather than of the public. It suggests, however, that a continued shift towards private practice is a trend that the public will not find acceptable, which might limit the extent of expansion of private practice. Hughes and McGuire (1995) estimated the impact of charges for drug prescriptions in the NHS and found evidence to suggest that user charges reduced the number of prescriptions cashed in the UK. However, the impact of user charges is likely to affect different socioeconomic groups differently. Lundberg et al. (1998) found that price sensitivity decreased with age, income, education and self-rated health status. Furthermore, they found that sensitivity to user charges for drugs varied greatly between different types of drugs; for example, they found that if user charges doubled 40% of antitussive users would reduce their consumption, whereas only 11% of users of drugs for menopausal problems would reduce their consumption. It should be recognised that in the UK user charges are means-tested; low-income families and people over 65 years are exempt, as are individuals with certain chronic conditions, such as diabetes. Some commentators suggested that user charges could (and should) beShow MoreRelatedManaging Financial Resources4675 Words   |  19 Pagesof Contents Choosing a Financial Source 1. Sources of Finance†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Page 3 2. Term Length of Funding†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦...Page 5 3. Venture Capital Sources†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦....Page 5 Decision Making 1. Team Building†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦...Page 6 2. Cost of Finance†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..Page 7 3. Flow of Cash†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..Page 8 4. Balance Sheet†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.Page 9 Financial Performance 1. Financial Statements†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Read MoreManaging Financial Resources5335 Words   |  22 PagesCollege [pic] Assignment Managing Financial Resources IBM HMC17 Author: Peter Neirynck Learning Team: Regional Group B – TIE team Date: October 29, 2007 Management Summary This paper analyses critically the financial performance management within IBM Software Group Belgium and IBM Southwest IOT. In order to understand how the financial reporting is an enabler for the execution of the corporate strategy, we analyse the published financial information, the budgeting cycleRead MoreManaging Financial Resources3012 Words   |  13 PagesManaging financial resources Table of Contents 1. Introduction 2. Past Financial Performance of Elim Limited A. Purpose of this Analysis B. The Importance of Standards C. Descriptions of Past Performance 3. Implications of Elim’s Past Performance 4. Information Needs amp; Its Importance D. List of Decisions E. Information Needs of Different Parties 5. Analysis of Different Strategies F. Cost Control G. New Product Development Read MoreManaging Financial Resources and Decision1445 Words   |  6 PagesManaging Financial Resources and Decisions-HND Assignment HND Assignment Managing Financial Resources and Decisions Scenario: Emaar Properties on Sunday announced to build a new hotel in Downtown area and that will be the second tallest property in the high-end area, according to chief executive officer for retail Arif Amiri. Amiri did not disclose value of the project and even declined to give the sale price. â€Å"We will announce the price at public launch on September 22,† he told reporters atRead Moremanaging financial resources Essay3020 Words   |  13 Pagesï » ¿ St. Patrick’s College London HND Health and Social Care Management MANAGING FINANCIAL RESOURCES IN HEALTH AND SOCIAL CARE John Egharevba CONTENTS PAGE INTRODUCTION†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦.p.3 LO1 Understand how systems are used to manage financial resources in health and social care 1.1†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦pp.3-4 1.2†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..pp.4-5 1.3................................................................................Read MoreManaging Financial Resources and Decisions1091 Words   |  5 PagesUNIT 2: MANAGING FINANCIAL RESOURCES AND DECISIONS Unit 2: Unit code: QCF level: Credit value: Aim Managing Financial Resources and Decisions H/601/0548 4 15 credits The unit aim is to provide learners with an understanding of where and how to access sources of finance for a business, and the skills to use financial information for decision making. Unit abstract This unit is designed to give learners a broad understanding of the sources and availability of finance for a business organisationRead MoreManaging Financial Resources in Health 3192 Words   |  13 Pagesbased on the concept of financial management and the business resources in health care based company (Bryans, 2007). It is aimed to provide emphasis on the impression of costs and control that are available in the social health care settings. It is also required to provide deep examination of the system that are used in the health care industry to provide effective financial and resource management (Groppelli Angelico, 2000). This ensures that the organization resources are managed effectivelyRead MoreManaging Financial Resources and Decisions1280 Words   |  6 PagesAssessment Brief Unit 2 Managing Financial Resources and Decisions P.1. Identify short term, medium term and long term sources of finance available to Blue Orange Solutions. Long Term âÅ"“ Loans âÅ"“ Debentures âÅ"“ Bank loans (mortgage) âÅ"“ Merchant or Investment Banks Short / Medium Term âÅ"“ Bank loans âÅ"“ Overdraft facilities âÅ"“ Trade credit âÅ"“ Leasing 1. Business Angels Read MoreManaging Financial Resources And Decisions2502 Words   |  11 Pages Unit Number: 2 Unit Title: Managing Financial Resources and Decisions Unit 2: Managing Financial Resources and Decisions Assignment Cover Sheet Assignment No: 825789 I hereby confirm that this assignment is my own work. I have identified and acknowledged all sources used in this assignment and have referenced according to the Harvard referencing system. I have read and understood the Plagiarism and Collusion section provided with the assignment brief and understoodRead MoreManaging Financial Resources And Decisions1818 Words   |  8 PagesIDP 2: Managing Financial Resources and Decisions Assignment Introduction All businesses need finance because that refers to sources of money for business. The reason why firms need finance to: - Start-up a business – eg: pay for premises, new equipment and business strategies short-term or long-term. - Run the business – eg: having enough money to pay for rent, rate, bills, wages and suppliers on time. - Expand the business – e.g.: having funds to pay for new equipment, new office or a branch

1998 Ap Ushistory Dbq free essay sample

On the contrary, the Democratic-Republicans favored the protection of states’ rights and the strict containment of federal power. The Democratic-Republicans were strict constructionists and they believed only in the enumerated powers of the Constitution. Up until 1800, these descriptions of the two political parties were very accurate. However during the period of 1801-1817, the Jefferson and Madison’s presidencies reveal that these characterizations were accurate only to a certain extent. These characterizations became inaccurate when Jefferson, Madison, and Monroe stepped up in power as president and were forced to compromise their political views for the benefit of the country in the face of war, economic pressure, and threats to the Union. In the beginning of Jefferson ‘s first term as president, Jefferson made it clear that he would do anything to uphold the Republican principles he held dear in his heart. Jefferson believed that the preservation of the Constitution was essential if Americans wanted to live in a â€Å"harmonious and solid country† (Doc. A). He believed that part of the preservation of the Constitution included keeping the power within the states, making sure they were independent. This meant that the government had no business meddling with state issues such as religious institutions, doctrines, discipline or exercises (Doc. B). The one of the very few things the federal government was allowed to regulate in states was commerce with foreign nations and the power of taxation. However there was a very distinct line that was drawn between regulating commerce and completely cutting off commerce with foreign nations when Jefferson passed the Embargo Act of 1807 (Doc. C). This Act completely cut off commerce with foreign nations until the British and the French repealed their trading restrictions on neutral shippers. As a result the American export trade and its profits dried up. Many people deemed this Act unconstitutional; the constitution only grants congress the power to regulate commerce, it does not however state that they have the power to completely cut it off. This by itself contradicts everything Jefferson stood up for. Albert Gallatin, one of the best financial minds in the Republican Party, convinced Jefferson that the Bank of the U. S. was essential for financial stability. Although the creation of the Bank of the U. S. reduced the nation’s debt from 83 million in 1800 to 57 million by 1809 , the creation in its self shows a great deal of broad constructionism. Although the bank was a reasonable means of carrying out powers related to taxation and the borrowing of funds, nowhere in the constitution does it state that congress has the power to charter a bank. John Randolph, a Republican congressman from Virginia, claimed that â€Å"this government (Jeffersonian) created and gave power to congress to regulate commerce and equalize duties in the whole of the U. S, and not to lay a duty but with a steady eye to revenue†. What John Randolph was trying to say was that the Jeffersonian Republicans lost their view on strict constructionism, that they were interpreting the law in whichever way pleased them the most. Towards the end of Jefferson’s presidency and especially after, he and the Jeffersonian Republicans came to realize that although they were â€Å"not an advocate for frequent and untried changes in laws and constitutions† (Doc. G) there came a point when change is needed, a constitution that defined a nation many years ago cannot define a nation that has advanced in so many aspects, it would only hold the nation back. When Jefferson left office, James Madison was left with a divided party, a revived Federalism and an unresolved crisis in foreign affairs. For the most part, the Federalists during Madison’s time only used their view on broad constructionism when it was accommodating them. For example when the Hamilton institution tried to pass a conscription bill during America’s first great war, Daniel Webster, a federalist from New Hampshire claimed that it was unconstitutional and that nowhere in the constitution does it state that Congress had the right to enact a law enforcing a draft of men out of the militia and into the regular army (Doc. D). The constitution stated that men are entitled to aid the militia of the states. The aid of the militia were stated as the right – â€Å"to repel invasion, suppress insurrection, or execute the laws† however Federalists believed that Congress had the right to interpret the Constitution based on connotation; making Madison’s bill not unconstitutional, based on Federalist belief. When the Internal Improvement Bill was vetoed by Madison in 1817, everyone was in utter shock. Although he agreed with the bill’s objectives; he was convinced that the Constitution did not permit federal financing of primarily local projects. He also believed that â€Å"such a power is not expressly given by the Constitution† which shows that he also followed strict constructionist beliefs, when necessary. However, John Marshall, the chief justice of the court, also a Federalist used broad constructionism in almost all his cases. In one of the more famous trials, Marbury vs. Madison (1803), he declared that the first Congress, in 1789, had behaved unconstitutionally in attempting, in Section 13 of the First Judiciary Act, to enlarge the Supreme Court’s powers beyond constitutional limits by authorizing the Court, as a trial court, to entertain suits for mandamus against public officials. He used his broad constructionist view to be able to deem Marbury’s appointment as an officer of the court unconstitutional. During the period of 1801-1817, the Jefferson and Madison’s presidencies reveal that the Federalists and Jefferson Republicans could not be characterized by one belief. The Jefferson republicans were characterized as strict constructionists and the Federalists were considered to be broad constructionists, these characterizations only hold true to a certain extent because throughout history neither party stuck to their beliefs the whole way through.

Reading in the Content Areas an Example of the Topic Science and Technology Essays by

Reading in the Content Areas The Concept of Reading in the Content Areas In contrast to reading in its traditional context i.e. in the English subject, reading in the content areas simply means that school children are able to read and comprehend expository texts in content areas such as mathematics, history, science and social studies. The said texts are set apart from other type of texts by their characteristic nature that is based on facts. Further, such facts are usually presented in very technical terms utilizing multisyllabic words. Expository texts are also distinct in their structure, which vary from types like compare and contrast, cause and effect, sequencing, and many others that are logic-based (Literacy Matters.org, 2007). Need essay sample on "Reading in the Content Areas" topic? We will write a custom essay sample specifically for you Proceed Undergraduates Very Often Tell EssayLab professionals: I'm not in the mood to write my paper. Because I want to spend time with my boyfriend Essay writers propose: It Is Very Easy And Convenient To Buy Essays Online Academic Writing Services Cheap Reliable Essay Writing Service Top Rated Essay Writing Service Online Essay Writing Company The process by which students interact with texts in the content areas is another subject worth delving into. The said process is a three-part continuum that involves interaction before the text is read, during reading, and even after the text has been read. Interaction before the text is read involves drawing students stock knowledge that is related to the text, setting goals and anticipating questions. Techniques for identifying words such as syllabication and structural analysis, as well as the use of context clues to comprehend words that may be too technical, characterize the interaction with text during reading. This phase is what we call reading between the lines, upon which inferences could be drawn. However, reading in the content areas also emphasizes the importance of interaction with the text after the actual reading. This is where the process of reflective analysis, synthesis of information and ideas from various sources, and interpretation takes place (Literacy Matters. org, 2007). Having explained the three stages in which students interact with expository texts in content area reading, it is important to take note that the interaction of the students with the text also happens in three levels. Primary among these is the literal level where factual information are merely read and understood. Next would be the inferential level, where students process the information gained in the literal level by relating them to previous knowledge. The third would be the evaluation level, where students are already able to conclude and develop their own perspectives based on the ideas that were analyzed (Literacy Matters.org, 2007). The cold fact, however, is that not all students are able to read in all of the said levels (Literacy Matters.org, 2007). Herein lies the importance of being able to read in the content areas, meaning in all its three stages and levels. Too many years of studying students test scores and of analyzing the reason behind failures in such tests indicate that the areas they dont understand are usually the areas they couldnt read about (Peha, 2005). According to Guenther (2005), one cant separate learning to read from reading to learn. One reads to find out something, thus reading is formed by both the content of a text and the intent of a reader to learn it. Reading does not happen in a vacuum. And it is important that the issue of elementary students need to learn to read to learn is addressed, moreover before they reach fifth and sixth grade (Guenther, 2005). Peha (2005) affirms this in saying that small reading problems in elementary levels would loom bigger as children progress in school, meaning little reading problems in elementary could even impair reading, and thus learning, in secondary and tertiary school levels. With higher school levels comes more voluminous readings and harder tasks required from what was read, thus increasing the difficulty of reading. At around 12th or 11th grade, school becomes gravely hard for children who have reading difficulties in the content areas, and the all too often response to this is just to quit reading, and worse, schooling altogether. Even the teachers themselves also admit to having difficulty in teaching such children. The said problem, however, did not arise out of the blue. Generations that have passed saw to children struggling to read in the content areas. Yet todays curriculum standards and high stakes testing brought societys focus on the issue i.e. there is an increasing number of students who needs to be increasingly proficient in an increasing number of subjects, each of which has reading as its crucial factor (Peha, 2005). Efforts to address this issue have echoed throughout the country (Peha, 2005). Yet it is still not so broadly realized that content teachers themselves, meaning those who teach content area subjects, could help struggling readers to read. By claiming this, it should not be confused that teachers in the content areas are being asked to become reading instructors. This only imply that content teachers could structure the lessons they teach in such a way that would boost struggling readers to become competent in reading content-based text (Glencoe Online, 2006). Students who could not read in the content areas could not develop knowledge in those areas. If any, educator Max Fischer (2003) makes it plain that this only makes every teacher a teacher of reading. President Bushs No Child Left Behind Act has made this responsibility of teachers clear (Fischer, 2003). Potential Impact on School Curriculum and Student Learning In writing, Peha (2005) acknowledges the fact that teachers could not possibly teach reading, even though the intention behind it is good. Practically speaking, Peha (2005) says that the existing curriculum already has no room to accommodate further additions and most teachers in the content areas could be untrained, too busy, or uninterested to accommodate such changes. With this in mind, the No Child Left Behind Act might have problematic impacts. However, if content area teachers would be well-oriented that they are not being asked to give up teaching their original curriculum to teach reading instead or to employ radical changes in their teaching practices, but that they are just asked to support content area reading in the way they structure their teaching (Peha, 2005), then there would possibly be no problem. Moreover, the focus on reading in the content areas by utilizing reading strategies would enable content area teachers to aid their students in becoming effective content readers, and thus, content area learners. Empirical studies indicate that when teachers inject reading strategies in their lessons, their students learned significantly more than those who were taught in the traditional way (Literacy Matters.org, 2007). Thus, we could expect this kind of gain as an impact of employing reading in the content areas among schools. On the part of the school, this gainful impact would be very much welcome as it would enable a school to stay afloat. In previous years, students were required to take tests that would evaluate their learning in content areas. The outcome of those examinations would become the basis of the annual yearly progress (AYP)* of every school institution. What is daunting in the AYP is that it requires a school to achieve its goals for all four targeted subgroups of students before it could be given a satisfactory AYP (Fischer, 2003). Thus, even though the general student population scores well, if any of its subpopulations do not achieve the stated yearly goal, the school will fail its AYP. Thus, the school will have to face legal consequences. (Fischer, 2003). Since the problem of much of the said subpopulations rely much in their learning in the content areas, their success in reading in the content areas could also mean success for their school. For the students, the impact of such programs would be gainful as well since reading in the content areas would, as explained earlier in this text, endow them with learning in the content areas --- something which is indeed the core of student learning. For content teachers, programs regarding content area reading would enable them to boost student achievement with rigor, relevance and to employ literacy strategies that would endow their students academic success (Pappas, 2007). In terms of curriculum and teaching techniques, programs regarding reading in the content areas will have impacts in ways that would oppose the traditional read-and-answer-the-questions approach in content area subjects (Combs, 2004). Content teachers would be expected to support their subject area while building student literacy skills in mastering vocabulary, comprehension and analysis (Pappas, 2007). In recent years, the focus on reading in the content areas has yielded much development, but several areas still have to be mended. Focus still lacks in the aspects of reading comprehension and understanding, and this tends to lessen the gain from programs in content area reading (What is the importance of content area reading instruction in schools?, n.d.). This should thus be taken into account when employing such programs. Another thing to watch out for is that content teachers may understand the importance of teaching reading in the content areas and may desire to do so. However, content area teachers who are not well-versed in basic reading instruction may still find the task intimidating (Glencoe Online, 2006). And though nowadays, various content area reading strategies are widely available in books, journals, and on the Internet, content area teachers remain confused because they lack the necessary training in the teaching of reading. One specific area of confusion lies on when to employ specific strategies (Combs, 2004). All of the impacts that were discussed above, both positive and negative, should be taken into account when attempting to develop reading in the content areas in schools and among students. Reading in the content areas should be employed with the said gainful impacts in mind, and with the young generations well-being as the main purpose for employing such. In the same way, the discussed problematic impacts should also be planned for so that only the gainful impacts would remain and be magnified. These should be done so that in time, through constant and aggressive efforts on the part of everyone concerned, reading in the content areas will produce a generation of students who have learned well in the content areas and who could use such learning to deal with the important issues in life where such learning is called for. Bibliography Combs, D. (2004, November). A Framework for Scaffolding Content Area Reading Strategies. Middle School Journal, 36(2), 13-20. Retrieved June 19, 2007. Fischer, M.W. (2003). "No Child Left Behind" Places Premium on Reading Instruction in Content Areas. Education World. Retrieved June 19, 2007, from http://www.education-world.com/a_curr/profdev034.shtml Fowler, D. (1998). Balanced Reading Instruction in Practice. Educational Leadership, 55(6,) 11-12. Academic Search Premier. NC State University Library, Raleigh. Retrieved June 19, 2007. Glencoe Online. (2006, September). Reading in the Content Areas: Strategies for Success. Teaching Today. Education Up Close. Retrieved June 19, 2007. Guenther, J. (2005, April). Book Review: Content Area Literacy Instruction for the Elementary Grades. The Reading Matrix, 5(1). Retrieved June 19, 2007. Holloway, J. H. (2002). Integrating Literacy with Content. Educational Leadership 60(3),87-88. Academic Search Premier. NC State University Library, Raleigh. Retrieved June 19, 2007.

Hume Essays - Arguments For The Existence Of God,

Hume "I was from the beginning scandalised, I must own, with this resemblance between the Deity and human creatures." --Philo David Hume wrote much about the subject of religion, much of it negative. In this paper we shall attempt to follow Hume's arguments against Deism as Someone knowable from the wake He allegedly makes as He passes. This kind of Deism he lays to rest. Then, digging deeper, we shall try our hand at a critique of his critique of religion, of resurrecting a natural belief in God. Finally, if there's anything Hume would like to say as a final rejoinder, we shall let him have his last word and call the matter closed. To allege the occurrence of order in creation, purpose in its constituent parts and in its constituted whole, regularity in the meter of its rhythm and syncopations, and mindful structure in the design and construction of Nature is by far the most widely used and generally accepted ground for launching from the world belief in an intelligent and omnipotent designer god. One does not have to read for very long to find some modern intellectual involved in the analysis of some part of Nature come to the "Aha!" that there's a power at work imposing order, design, structure and purpose in creation. Modern religious piety salivates at the prospect of converting scientists and will take them any way it can. From Plato to Planck the problematic lion of religion must be rendered safe and tame. Religion must be reasonable, for, after all, we are reasonable "men." Einstein writes that the scientist's "religious feeling takes the form of rapturous amazement at the harmony of natural! law, which reveals an intelligence of such superiority that, compared with it, all the systematic thinking and acting of human beings is an utterly insignificant reflection." We have been struck dumb, however; we can no longer be incautious with such temptations to believe, with such sirens sounding for sensible, systematic sureness. The Design Argument has been mortally wounded by David Hume. The god arrived at by arguments on the one-way street of effect to the cause is dead; we should never have allowed him to live. In Section XI of the Enquiry, and throughout the Dialogues Hume subjects the Argument from Design to searching and searing philosophical analysis, to the point in his mind that it is forever dead, and to the point in our minds that we wonder why the world has not yet received the obituary. Why did it not die from the exposure to which Hume subjected it? Who resurrected this false phoenix? Has the Design Argument been forever altered by Hume? Can it render service in post-Hume discussions? These are the questions we should confront. David Hume's philosophy of religion is fatal to the natural revelation of Deism. His arguments the camp of unbelief have appropriated. It is an argument against any inductive proof for God's existence. What Hume seeks to show is the failure of this argument to establish the type of deity that belief in a particular providence or divine action must require one to assert. This he sets out first and in preliminary fashion in Section XI of the Enquiry and with more plethoric attention in the Dialogues. In both books he employs the dialogue form to embody his attacks. The argument of the former is mistitled. Fourteen of the seventeen pages have nothing to do with immortality or "particular providence." Hume's argument here is from the particular effect to the existence of a cause sufficient for its production. Causes are to be known from effects alone; to ascribe to it any superfluous qualities goes beyond the bounds of strict logical reasoning. The imagination must be philosophically bridled. When ten ounces are raised in a balance one can surely surmise a counterbalance exceeding ten ounces, but one can hardly offer any justification for the counterbalance to weigh 100 ounces. Transferred to philosophical theology, it is impos-sible to derive legitimately from a natural theology any relevancy in conclusions arrived at over and above what can be independently and directly supported by empirical study of the universe. Such innocuous-sounding, even camouflaged assertions by Hume were in actuality a D-Day invasion on the

Chapter 2 Test Review Essays

Chapter 2 Test Review Essays Chapter 2 Test Review Paper Chapter 2 Test Review Paper Essay Topic: Literature True Periodicals and the novel became more popular as the more powerful middle class began to read. T/F True Milton was imprisoned because of his previous position in the Commonwealth. T/F f The Puritans felt that the Anglican Church had sufficiently reformed. t/f f James I was restored to the throne in 1660. t/f f When public land was enclosed for private estates, most of the rural poor were allowed to stay. t/f f Oliver Goldsmith wrote a biography of Samuel Johnson. t/f` True In The Deserted Village, Goldsmith praises the sentimental village preacher. f Oliver Goldsmith believed that one can never be too rich. f Samuel Johnson wrote periodical essays in only one newspaper. sentimental tone in The Deserted Village Tory Swift, Johnson, and Goldsmiths political party satire ridiculing something in order to correct behavior sonnet a poem with fourteen lines, either Italian or English allegory a story in which things represent parts of a doctrine or theme heroic couplet consists of two rhyming lines of verse with five iambic feet irony giving the appearance of saying one thing while meaning something else alliteration repetition of initial consonants a strong middle class What one result did the Commonwealth and the Industrial Revolution produce? the Tory government,the devaluation of Irish coins, the starvation in Ireland Swift wrote for these causes.. the common man, to teach and please him Samuel Johnson believed that literature should appeal mainly to A Dictionary of the English Language, he Lives of the English Poets, Rasselas Samuel Johnson did publish Oliver Goldsmith was a financially poor periodical essayist, novelist, and dramatist Goldsmith wrote a novel entitled The Vicar of Wakefield, about a parsons family.

Violence in the Nursing Profession Essay Example | Topics and Well Written Essays - 3000 words

Violence in the Nursing Profession - Essay Example It has been noted that nurses are easily exposed to violence in certain scenarios in the course of dispensing their duties, thereby increasing their vulnerability (Carter, 2000). The healthcare sector is faced with many challenges including limited budgets, low work motivation, low pay and understaffing. These challenges on their own create tension in the work environment and in most cases; nurses bear the brute of the frustration. Violence is in many forms including physical, psychological, sexual harassment, isolation and intimidation. The patriarchal medical model has contributed a great deal to this vice as nurses are seen as doctor’s handmaidens (O’Connell et al 2000).In this sense, doctors may form a condescending and intimidating attitude toward nurses whereby they feel their qualification and status is superior to those of nurses. Nurses also face violence from hospital visitors and patients, some of who express their grief, frustrations and misgivings to the nurses, who tend to be more available than doctors. Horizontal violence is also rampant, where nurses themselves administer violence on each. Studies show that nursing students during their clinical assignment in their courses are the most vulnerable to violence (Randle 2003). CASE STUDY 1 SUMMARY The first case study will look into the article dubbed â€Å"Aggression in the Workplace: A study of Horizontal Violence Utilizing Heideggerian Hermeneutic Phenomenology.† The article sought to ascertain the existence and rampant widespread of horizontal violence amongst nurses in healthcare institutions. One or more group members towards another member or section of the larger group (Duffy 1995) define horizontal violence as hostile or aggressive behavior. Studies show that the prevalence is high but majority of the cases go unreported due to fear of stigmatization and/or retribution (Farrel 1997).This case study also seeks to identify the impact of horizontal violence on the victims’ work performance and relationships with others. Study Design The Heideggerian hermeneutic phenomenology was the chosen method of research in this article. This qualitative approach by Heidegger, a German philosopher, proposes that all knowledge comes from people in t he world and the attempt to understand other people in the world. It thus means that we are always within the hermeneutic circle of Interpretation (Leonard 1989).With this design the researcher has a preliminary understanding of horizontal violence (Leonard 1989) and will be able to add personal experience and understanding to the research (Walter 1995). Sampling Strategies and Data collection In compiling information for this article, the use of questionnaires was employed. The sample size comprised of two registered nurses who had consensual agreed to take part in the study based on their expertise in the field (Field and Morse; 1985). The sample size was relatively small but since it was a qualitative analysis, sample size depended on the accuracy of the information given by the respondents and their abilities to do so. Data collection was done using recorded audio tapes. This method was the

Oxfam Term Paper Example | Topics and Well Written Essays - 2250 words

Oxfam - Term Paper Example This paper will seek to explore the mission, role, and impact of Oxfam as an international NGO while also providing an overall critique of the organization. Oxfam as an organization was founded in 1942 in Britain. The organization was originally named as the Oxford Committee for Famine Relief at its inception. At its beginning, the group tasked itself with campaigns to send food supplies to starving children and women through an allied naval blockade in enemy occupied Greece during the 2nd world war (Brand 32). In 1995, the organization underwent a transformation to become known as Oxfam International. Oxfam International represented a group of independent NGO’s that came together to work for a greater impact on the global stage to reduce injustice and poverty. Presently, there are 17 member organizations that form the Oxfam international confederation. These member organizations are based in the United States, Belgium, Australia, France, Canada, Germany, the Netherlands, Grea t Britain, Mexico, Hong Kong, Japan, Italy, Ireland, India, Spain, New Zealand and Quebec. The organization’s secretariat is based in Oxford, United Kingdom (Oxfam). The organization also runs advocacy offices in Washington DC, New York, Brasilia, Geneva, and Brussels. The mission of Oxfam International is to work with many various local partner organizations as well as people living in poverty who strive towards exercising their human rights, asserting their dignity as full citizens and taking control of their lives.

Advanced Internet Development Essay Example | Topics and Well Written Essays - 2000 words

Advanced Internet Development - Essay Example The next step after acquiring people to the page is a means of converting and keeping them for long time as customers in order to get value from them. After the website has captured their real customers, it should now come up with a means of retaining them in the website by making them come back even with visitors. There should be potential in doing all these to ensure the website is successful (Read, 2001). Web applications and websites in the recent world come to be the most popular tool that businesses and organizations like to connect with their customers, users, and prospects (Welling and Thomson, 2008). Attacks can occur in these web applications due certain security flaws. These attacks can harm the business by exposing sensitive information of the customers and the business, steal customer’s information and finally ruin the business reputation. Recent studies conducted showed that over 70% of all web applications are vulnerable to security flaws. Most of security flaws occur in the PHP coding (Standing, 2000). Attacks that may occur in web applications include Remote code execution, SQL injection, Format string vulnerabilities, Cross Site Scripting, and Username enumeration. These attacks occur due to somewhat poor programming approach. It is therefore important for web developers and designers to have knowledge on these attacks. These attacks results from factors discuss ed below. Remote Code Execution is where any desired information is retrieved from the web application. This is done when the attacker runs system code on the vulnerable server. The attacker access information and may go undiscovered by the web administrators (Weber, 2004). The attacker may also include any arbitrary files on the web application. An example of such attack is carried when an attack executes such an exploit code. SQL Injection is considered an old approach in web application security but it is still popular with the attackers. Here the attacker retrieves crucial and

Development of Learning Objectives Through Reflection

Development of Learning Objectives Through Reflection The Williams report is based around educational best practice to enable young learners to acquire an understanding and appreciation of mathematics and its importance to their lives. The foremost concern, drawn from Ofsted and the Primary National Strategy findings is the need to strengthen teaching that challenges and enables children to use and apply mathematics more often, and more effectively (Williams: 2008 para.223) Reflecting on my practice will enable me to recognise my strengths, development needs and improve my practice to benefit all learners. Petty says: Effective teachers are always changing what they do; this is because they are continually learning how to teacher better. (2009: 520) Activating prior learning by constructing links, good planning and the conditions of the classroom can contribute to the effective opening of a lesson. Walker Tileston: Unless connections are made to their prior learning, comprehension and meaning may be dramatically lessened. (2004: 21). Therefore I ensured I revisited previous learning by looking at the way children approach word problems through reading the problem, highlighting the key words/numbers and choosing the appropriate operation before solving it. I then ensured they had chance to apply their skills to some word problems so I could assess their understanding and they could test their knowledge. When children gave correct answers during the mental/oral, I constantly praised them to build their self-esteem and confidence. Fontana says using praise and encouragement has a vital role to play in keeping children involved and interested in their work, and in helping them to build upon current achievements by raising their conf idence and their belief in their own abilities. (1985: 80) Giving children word problems to solve is an important aspect of mathematics because it is an opportunity for them to use their knowledge of operations/ mathematical vocabulary and apply it to real life problems. Bottle says: Giving children a real context for their problem solving gives them the best opportunity to become fluent in using mathematical skills and procedures. (2005: 33) After the mental/oral starter I ensured the learning objectives and success criteria were visible and shared with the children, so they could see what they were learning and what they had to do to be successful. I then asked questions on what methods the children used for addition and subtraction, which gave them a chance to actively participate and broaden their mathematical knowledge. The NNS says: Through a process of regular explanation and discussion of their own and other peoples methods they will begin to acquire a repertoire of mental calculation strategies. (1999: 7) I continued to ask questions throughout the lesson to enable me to assess childrens understanding, assessing common mistakes, analysing their methods and explore their language and vocabulary. Claxton says good learning starts with questions, not answers. (1990: 78) I ensured I was asking open ended questions in the main activity and plenary because I wanted to find out more about pupils understanding and to use their ideas to focus discussion about concepts. Kyriacou says that open and higher-order questions are more intellectually demanding and stimulating. (1995: 38) However during the mental/oral I tended to ask closed questions to keep the pace flowing. I tried to ensure I was giving the children thinking time after each question so they did not feel under pressure. Harries and Spooner say: Being asked to respond at speed is identified as a source of great anxiety. (2000: 36) This is why I decided to give the children number fans to show their answer, so they did not feel put on the spot. However I may have given them too long to answer as the rest of the class lost focus slightly. One strategy I could have used to avoid this was to ask a child a question, give them time to think about an answer, then ask other children in the class questions before returning to the pupil who had been given time for a response. This also would have enabled me to keep the pace flowing and help everyone reach their potential. I had to try and keep the pace of my whole class teaching at the correct level, as the class has a wide variety of learners with different abilities, therefore going too fast could cause the lower ability pupils to become lost and going too slow could mean the higher ability pupils are not being challenged. Wajnryb says: Students whose learning pace is faster than the pace of the lesson are prone to becoming bored, losing motivation and tuning out of the lesson. (1992: 118) When I introduced the new topic of adding or subtracting multiples of ten I could have given the children time to discuss the methods they might use in groups beforehand. This would have given them the confidence to participate more when I gave them questions to answer. Brown says: The opportunity for children to discuss ideas and express their own opinions is crucial. (1998, 43) Additionally during the questioning I only asked the children who had their hands up for the answers, rather than asking other children to see if they all understood. I could have provided more opportunities for student participation by getting them to write an answer and present it back to the class, which would encourage every child to use mental calculation. The NNS says An ability to calculate mentally lies at the heart of numeracy. (1999: 6) Giving the children mental calculations also contributes to the development of better problem-solving skills and gives them a sense of real life, as Thompson says: Most calculations in real life are done in the head rather than on paper. (2010: 163) The whole group teaching was beneficial as it enabled me to see the capabilities of all those in the class and adapt my practice accordingly. I organised the pupils on the carpet, to ensure everyone could see and so I could monitor behaviour, it also enabled me to notice changes in their posture and facial expressions, giving me clues about their understanding. Whole class teaching also meant I could interest the children in the subject they were covering rather than trying to stimulate their interest individually. Dean says: An important part of the teachers role is to stimulate and interest children in whatever is to be learned. This is a valuable part of working with the whole class (2001: 62) Before I sent the children to their tables to undertake their written activities, I ensured I explained and showed the children what I expected them to do, which aided their understanding. Teachers need to know the extent of their childrens mathematical abilities in order to set appropriate activities, so as this was my first maths session I had to ask the class teacher to help me with this. OBrien and Guiney believe planning towards differentiation is imperative and should be seen as integral to learningIt is a concept that has to be seen in an inclusive way, applying to everyone. (2001: ix) Therefore although children had the same learning objective, they recorded their answers in different ways. The lower ability pupils had to colour in the requested numbers on a number square, where as the other children had to write the numbers, which tested all children whilst allowing them to work at their own pace. When the children applied their mathematics on their tables I ensured myself a nd the LSA worked with different groups in different sessions, so all children did not become too reliant on support and have the opportunity to work independently. Ball agrees saying you have a choice between killing your pupils interest and giving them a taste for independent thinking. (2002: 17) The activities the children were completing all involved adding and subtracting multiples of ten, however children had completed addition problems first so assumed the whole activity contained addition problems. Briggs and Davis say: Here the child immediately sees something familiar within the task and assumptions about the level of attention needed to complete the task. (2008: 47) In future I will inform the children that there is a variety of symbols within their work so they need to read the number sentence before working out the answer. Giving children a number square to use, however, did assist them with their learning as they could visually picture the numbers and see what they had to do to get the answer. The higher ability pupils struggled with partitioning numbers, so they resorted back to the more familiar method of counting on or back to the required numbers. Although they did not use the required method, they still referred back to their previous knowledge and applied it to their work. Mooney et al say children tend to use those that they have confidence with, which are likely to be earlier strategies that pupils revert to if not clear about new ways of working. (2009: 15) Ofsted (2001) believe that the plenary session is the least successful part of the daily mathematics lesson. Therefore I wanted to ensure my plenary was not occupied by tidying up and that it did not become a reporting-back session for the children I had not worked with. This is why I set up a challenge of matching questions to the relevant answer, which would enable me to see what the children had learned or were struggling with. You have to demonstrate that you enjoy teaching, then challenge and assist children by engaging them with well-paced differentiation and thinking rationally about their needs, before being able to take positive action to increase their quality of learning. I am hoping that as they master information and skills, they not only learn more content, but will also become more able and motivated to take responsibility for their own learning. I am also hoping that I can develop a wider range of skills, and the knowledge of when to use them.

Negotiation is a broad and general term

Negotiation is a broad and general term that may be defined in several ways. Not most of us are aware that negotiation happens in almost every aspect of our lives. In fact, San Diego State University sponsored a seminar about negotiation and conducted a survey among the participants about the frequency or rate of recurrence of negotiation in general in their lives. Sixty four percent of the respondents answered ‘always’ (Stark, 2008). That must mean that in most aspects of our lives, we do negotiations.To fully understand, negotiation, it is significant to go over several definitions that may narrow down the long list of definitive terms used to define the word. Gerard I. Neirenberg wrote the book â€Å"The Art of Negotiating† and the president of Negotiations Institute, Inc. in New York. According to him, negotiation as the exchange of ideas in an attempt to alter the status of a relationship and deliberate to make an agreement. (Stark, 2008)The iron ore price ne gotiations are an example of a negotiation. An article released on the 2nd of March this year tackles this issue. It is soon to be settled with the heightened demand for pellets from the Companhia Vale do Rico Doce (Vale), therefore negotiations for the prices of the these items is well underway. The CEO of Vale, Mr. Roger Agnelli, stated that talks are being conducted with their consumers to guarantee fairness in their transactions. Apparently, Agnelli said that Vale wants to assure their clients that they will not be overcharged, and at the same time guarantee that their clients will not be paying a lesser amount either. (Steel Guru, 2008a)Another article released on the 3rd of March this year reveals a negotiation going on between Vale and Arcelor Mittal. The article is also about the price of iron ores. Vale is active in the mining and metal industry in Brazil. Arcelor Mittal, on the other hand, is involved in the steel business. Apparently, Arcelor Mittal is the major client of Vale. Both companies are negotiating to close a deal involving the price of iron ores that will be purchased from Vale. The negotiation is similar to Vale’s negotiations with other companies all over the world. (Steel Guru, 2008b)In this scenario, Vale is involved in major negotiations with several companies mostly involved in the steel business. Since the demands for pellets and iron ores have reached its summit, there is a need to negotiate the prices of these commodities. This is to ensure that the buying capacity of clients will be able to compensate the production of pellets and iron ores by Vale. The negotiations would then be a vehicle for companies and Vale to agree on a price that would be advantageous for all.The main point of the negotiation process is exemplified in a statement by Agnelli, the CEO of Vale, wherein he states that they want to make sure they will not be charging too much for their products and at the same time, their clients will not be paying redu ced amounts for the actual cost of pellets and iron ores (Steel Guru, 2008a) Perhaps this is a very good example of a well-mannered negotiation because both parties are making sure to agree at a certain point that would be mutually fair. Conceivably, this is the primary concept of negotiation.At this point, it would be significant to discuss the elements of negotiation. According to Roger Fisher, negotiation has seven elements namely alternatives, interests, options, legitimacy, commitment, communication, and relationship. Having alternatives means that the factions that are holding negotiations should have back-up plans that they can follow individually just in case they fail to arrive at a consensus. Interests are the desires or the requisites of each faction.These are the conditions that are reasons for a negotiation between factions. The options available in negotiation are the ways or modes in which two factions can compromise. There should be several options available in a neg otiation, and it is best that each of these options ensure that the results would lead to a fair and balanced position for both factions. Legitimacy is the evenhandedness of negotiations based on standards or rubrics that are advantageous to both factions.The commitment of both factions to adhere to their agreement should be talked about or materialized in a written agreement that would state how they are going to go about realizing what they have agreed on. Communication is a significant tool in negotiating because without it, both factions will not be able to understand and arrive at a consensus. During and after negotiations, the relationship between the factions should have improved to affect a harmonious and workable rapport. (Fisher, 2006)There are also negotiation strategies that ensure a fair and a balanced agreement favorable to both negotiating parties. To cite three of them, negotiation strategies include assigning people who would lead or represent a party in the negotia tion process, evaluating the weaknesses and strengths of both negotiating parties, and developing a negotiation plan where priorities are ranked as to importance. Assigning people to represent a party in negotiation proceedings is strategic in nature because the acquisition of the objectives of the party is dependent on their performance as a negotiating team.It is important to make sure that the negotiating team is a small group and that specific tasks in the negotiating process is assigned to them. It is also strategic to evaluate the strong and weak points of each party involved in the negotiation, such as the background, the existing knowledge, bargaining skills, and importance of the agreement, etc. of and to the other party. It is important for a negotiating party to create a plan wherein their priorities or interests are ranked in order of importance. The non-negotiable interests, issues that are open to compromise, etc. should be identified and laid out to the other negotiat ing party. (Federal Acquisition Insitute, 2003)All three strategies are appropriate for negotiators to use before and during the negotiation process. The inappropriateness lies in the negative response of negotiating parties to these strategies mainly because these strategies are laid out in order to affect success in negotiations. These strategies are the foundation of successful negotiations.In marketing and other business issues, most negotiation subjects are pricing and cost estimates. Pricing analysis is an act of evaluating the appropriateness of a given cost (U.S. Department of Housing and Urban Development, 2008). Pricing or estimating costs should involve marketing analysis and evaluation of other factors involved in pricing, such as the demands, pricing objectives, etc. Negotiating parties should conduct marketing analysis in order to identify the demands of the consumers.After this, the production of commodities, its distribution, and promotional strategies should be eval uated in order to arrive at the actual cost of producing the demands of the clients. All the expenses involved in the production of commodities for consumers and the standard for altering prices according to the rate of demand should be taken into account. These strategies will then be used to arrive at a price that should appropriate and fair for both negotiating parties. (Net MBA, 2007)Negotiations are significant in the realization of a goal or objective that cannot be attainable through individual efforts alone. Negotiation is there to provide for a means to attain the interests of an organization through the help of another organization. Negotiation strategies are available for each party to adhere to in order to accumulate success that is favorable for both parties. In marketing and business administration, pricing and cost estimation is very common in negotiation proceedings. Therefore, pricing strategies are also made available for business groups to follow in order to close deals with other negotiating process in a fair and balanced way that is desirable to all of them. Negotiating parties should be able to propel the negotiation on the way to their success.ResourcesFederal Acquisition Institute. (2003). Unit 42: Negotiation Strategies. Retrieved March 9,  2008,    from Federal Acquisition Institute. Website:http://www.fai.gov/pdfs/Unit42.pdfFisher, R. (2006). The 7 Elements of Negotiation. Retrieved March 9, 2008, fromNet MBA. (2007). Pricing Strategy. Retrieved March 9, 2008 from Internet Center forManagement and Business Administration, Inc. Website:http://www.netmba.com/marketing/pricing/Stark, P. B. (2008). What is Negotiation. Retrieved March 9, 2008 from SmartBiz.Website: http://www.smartbiz.com/article/articleview/618/1/5/Steel Guru. (2008b). Iron ore price negotiations – Vale and Arcelor Mittal. RetrievedU.S. Department of Housing and Urban Development. (2008) Quick Guide to Cost andPrice Analysis for HUD Grantees and Funding Recip ients. Retrieved March 9,  2008 from Homes and Communities: U.S. Department of Housing and UrbanDevelopment. Website: https://portal.hud.gov/hudportal/HUD?src=/program_offices/cpo/grantees/cstprice

Annotated Bibliography Essay

1.) How do we choose which laws are just and which ones are not? – Unjust laws are those that intentionally prohibit the person’s civil liberties, according to the articles. 2.) What laws do you see that would fit the model for what king would call unjust? – Thanks to Dr. King and other people who have impacted the past of civil rights problems I don’t see many examples of unjust laws. The use of Marijuana is encouraged to be used in some religions, although in this country it is illegal. Think of some unjust things you have witnessed and failed to act on. 1.) Had you acted on it alone, would your involvement have changed anything? – No, I would have been out numbered and possibly put myself and my children in harms way. 2.) What if we all reacted too swiftly and jointly to matter of injustice? – If most individuals would react too swiftly in a situation they would make irrational decisions and not take the time to think the situation through. 3.) How does the act of exercising of our first amendment rights, especially when we work together, help to shape the world we live in? – The problem is too many people expect other people to fix their problems, so it may be difficult to encourage many of them to use their first amendment rights. If we could get to a point of a group of people working together then yes I do feel that we would be able to decide on a reasonable, legal conclusion. 4.) How did the Occupy Wall Street Movement (OWS) use civil disobedience to  further its cause? – They worked together and came up with their solution which wouldn’t cause any more situations or violence and hostility. 5.) Considering the outcomes associated with the OWS Movement, could we claim that the days of effective civil disobedience are over? – No, in my opinion most large events that have large outcomes tend to occur at least once again in the future with double the power. Annotated bibliography Essay The violence portrayed in the media tends to make the public more aggressive and susceptible to violence by the simple factor of imitation. Moreover, due to the amount of violence exposure, the public ends up having a falsified idea of the world in which they live. Media violence has always been an emerging topic. We live in a world in which media is present in our everyday lives; whether we are watching the news, or watching a film, listening to a song, or even playing a video game. Many studies have showed a clear correlation between the amount of violence exposure and the aggressive and violent behaviour reflected in a certain individual. Moreover, after being constantly exposed to violent contents, the public ends up believing the world is a cruel and unsecure place. This topic is therefore very interesting to pursue and study in order to have a better understanding of it. The research I will follow will help show whether the media is in fact affecting the users’ minds and behaviors. Before taking on the topic I picked, I decided to go to the library to find relevant sources discussing violence in the media. I was sure to find credible and accurate sources from the AUD database, as all the articles are peer-reviewed. Moreover, as I am a media student in the school of communications and information studies, I am currently reading a book available at the library, entitled â€Å"Media, Culture and Society† by author Paul Hodkinson. It was interesting to find a section discussing television violence. There was also an interesting experiment led by Albert Bandura in order to study the behavioral effect that media violence has on the population. These sources would be extremely beneficial and useful to my research paper. Moreover, I was impressed by the great number of journal articles discussing this specific topic, and they were easy to find on the AUD database entitled Expanded Academic ASAP. I also managed to find many online sources on search engines such as Google. However, it was hard to evaluate the reliability and credibility of the sources as some important information were missing, such as the author’s name, and the date the article was published. Therefore, I chose to include only a few specific electronic sources, the ones that seemed most accurate to me. Finally, I thought it would be interesting to do a short survey consisting of questions such as the amount of TV consumed daily, the video games played, the most violent movie ever watched, if they were ever in a fight. However, my survey cannot be part of my paper as the people I  targeted were classmates, and were in majority highly educated and media literate; therefore, the media they consumed is not believed to make them more aggressive. Annotated bibliography Callahan, Sidney. â€Å"What We See, We Do: Violence and the Media.† Commonweal 123.1 (1996): 6+. Expanded Academic ASAP. Web. 20 Mar. 2014. Describes how people learn violent behaviour by seeing it enacted. States that even children who are not directly affected by aggression learn the behavior and remember how it’s done. They end up having a tendency of imitating the act of violence. Claims â€Å"people psychologically accept and become what they see through the media†. This article would be interesting for my paper as it highlights the power of media and the power of imitation. Diorio, Geri. â€Å"The Mean World Syndrome: Media Violence & the Cultivation of Fear.† School Library Journal Dec. 2010: 61. Expanded Academic ASAP. Web. 20 Mar. 2014. This documentary portrays media scholar George Gerbner who explains his theory concerning the effects of being exposed to high levels of media violence. Gerbner believes that the public is in constant thought that the world is a cruel place; the public therefore always feels insecure. The documentary discusses a study showing some statistics on crimes rates and people’s beliefs on the number of crimes occurring every year. It would be interesting to discuss this study in my paper. Gentile, Douglas A., and David A. Walsh. â€Å"A Validity Test of Movie, Television, and Video-Game Ratings.† Pediatrics June 2001: 1302. Expanded Academic ASAP. Web. 20 Mar. 2014. Discusses movie, television and video-game ratings. Indicates that parent ratings and industry ratings differ regarding the amount of violent content and portrayals of violence. Proposes that industry ratings systems should be revised with the help of professional communities to improve their reliability. Based on secondary sources. This article would be interesting for my paper as it shows that the ratings are not fully credible, and many people manage to trespass them. Hodkinson, Paul. Media, Culture and Society: An Introduction. London: SAGE, 2011. Print. A section in the book, entitled â€Å"Bobo Dolls and short-term behavioural effects† undertakes an experiment led by Albert Bandura who is influenced by the social learning theory, â€Å"which focuses on the capacity of individuals to learn behaviours by observing others†. This experiment is therefore useful and interesting for my paper as it takes on a valid study. Lemish, Dafna. â€Å"‘Will This Happen to Me?’ Children’s Exposure to Disaster, Violence in the News.† Gateway Journalism Review (2013): 10+. Expanded Academic ASAP. Web. 20 Mar. 2014. Examines children’s exposure to violence in the news. States that children and young people are audiences too and are frequently exposed to news voluntarily or accidently. They end up having a very negative image of the world the live in. The author discusses her point of view and gives accurate examples that would be useful for my paper. Markey, Patrick M., and Kelly Scherer. â€Å"An Examination of Psychoticism and Motion Capture Controls As Moderators of the Effects of Violent Video Games.† Computers in Human Behavior 25.2 (2009): 407+. Expanded Academic ASAP. Web. 20 Mar. 2014. Examines the potential moderating effects of motion capture technology and participants’ own level of psychoticism on their hostility and aggressive thoughts after playing violent video games. Shows that participants with elevated levels of psychoticism are much more affected by violent video games than other participants. Provides factual information based on formal studies. â€Å"Media Violence.† Pediatrics June 1995: 949+. Expanded Academic ASAP. Web. 20 Mar. 2014. Describes the role of pediatricians in the entertainment industry and the media. Proposes that pediatricians collaborate with TV stations and networks to limit children’s exposure to violent content and counsel parents to monitor their children’s TV viewing habits by limiting them to a few hours. Based on secondary sources and provides information from formal studies. Nikkelen, Sanne W. C., et al. â€Å"Media Violence and Children’s ADHD-Related Behaviors: A Genetic Susceptibility Perspective.† Journal of Communication 64.1 (2014): 42+. Expanded Academic ASAP. Web. 20 Mar. 2014. Provides insight into the role of genetic factors in media effects. Examines the relationship between media violence exposure and attention-deficit/hyperactivity disorder (ADHD) and states genetic disposition as a possible cause of individual differences in children’s use of and susceptibility to media violence. It would be interesting to mention in my paper how genetics can also be a factor in media effects. Swani, Kunal, Marc G. Weinberger, and Charles S. Gulas. â€Å"The Impact of Violent Humor on Advertising Success: A Gender Perspective.† Journal of Advertising Oct.-Dec. 2013: 308+. Expanded Academic ASAP. Web. 20 Mar. 2014. Examines this convergence of humor and physical violence in advertising. Provides two studies of the responses of men and women to violence in humorous advertising. The results suggest there may be risk in the use of aggression with female audiences and that such gender effects can be explained by differences in men’s and women’s perceptions of humor and violations of social norms. Accurate examples and statistics are given based on multiple studies. Tompkins, Aimee. â€Å"The Psychological Effects of Violent Media on Children.† The Psychological Effects of Violent Media on Children. AllPsych Journal, 14 Dec. 2003. Web. 20 Mar. 2014. Examines the correlation between aggressive behaviour and exposure to media violence. States that violent video games have a greater impact than television as the participant is acting out the violence instead of simply watching it, he/she ends up identifying with it and performing it r egardless of the consequences. . Gives specific news coverage examples on violent acts such as crimes, which would be extremely useful for my paper.

Answers to Questions About Pronouns

Answers to Questions About Pronouns Answers to Questions About Pronouns Answers to Questions About Pronouns By Mark Nichol Here are a few questions about pronouns submitted by readers, along with my responses. 1. This sentence does not sound correct to me, and it was spoken by a high school English teacher: â€Å"She wanted my other sister and I to focus on it.† Is it right? Your instinct is spot-on: Remove â€Å"my other sister and,† and what are you left with? â€Å"She wanted I to focus on it.† Therefore, me is the appropriate form. (You wouldn’t write or say, â€Å"This sentence does not sound correct to I.†) I would be correct only if it were the subject, or part of the subject, of the sentence, as in â€Å"My other sister and I will focus on it.† 2. If I am showing someone photographs, would I say, â€Å"This is me in a canoe,† or is it I? In your sentence, the personal pronoun is a predicate nominative it renames the subject, this so (in strictly formal writing, at least) it should be in the subjective form: â€Å"This is I in a canoe.† Most of us don’t talk or write that way, however, even in many formal contexts. 3. In your phrase â€Å"dysphemism assigns a mildly or scathingly pejorative term to a concept or person that may be considered neutral or positive,† is it correct to have that refer to a concept and a person? A person may be referred to as either a who or a that, though the former relative pronoun is preferred, but if a reference to a person is linked to a reference to a thing, as here, the pronoun must be that. To sidestep the issue, I could have written, â€Å"dysphemism assigns a mildly or scathingly pejorative term to a concept that, or a person who, may be considered neutral or positive.† Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Grammar category, check our popular posts, or choose a related post below:70 Idioms with HeartDisappointed + PrepositionHow to Write a Proposal

The difference between Science and Pseudoscience essays

The difference between Science and Pseudoscience essays I maintain there is much more wonder in science than in pseudo-science. And in addition to whatever measure this term has any meaning, science has the additional virtue, and it is not an inconsiderable one, of being true once said Cornell University Astronomy Professor Carl Sagan. The reason science exists is to observe, identify, describe, experiment, and explain phenomena in the universe. The claim that the earth is flat is not supported by science because it requires the scientist to negate all knowledge about the earth to accept the hypothesis that the earth is flat; so it is therefore not scientific. However, the means of distinguishing a science from a pseudo-science is not simple due to the various beliefs of a person or group of people and the ideas surrounding supporting or refuting a hypothesis. It is difficult to concretely differentiate a scientific argument from a pseudo-scientific one because of contrasting views and bias present in science. Compared to a science, a pseudo-science is a theory, methodology, or practice that arises without a scientific foundation. The reasoning behind science is based on the scientific theory. The four steps of scientific methodology are: observing, creating a hypothesis or explanation for observations, deducing other facts that must be true if the hypothesis is true, and testing the hypothesis by experimentation. Good arguments or good reasons with science are those that are supported by the scientific method. In the realm of science, various theories and hypotheses can be tested and supported through the scientific method. A scientist observes plants whose roots are damaged in the soil and other plants of similar species whose roots are not damaged. The scientist seeks to deduce the cause of this damage and hypothesizes that an excess of perhaps aluminum in the soil is damaging some plant roots while the other plants roots are protected from the ...

Seven Birds for Seven Brothers Essay Example | Topics and Well Written Essays - 250 words

Seven Birds for Seven Brothers - Essay Example 3. From the musical, gender relations have been demonstrated in the movie where the females are expected to be well-behaved. The girls were expected to be good cooks and carry themselves with dignity. Males, on the other hand, are expected to be hard working and provider in the family. The setting of this musical shows â€Å"man’s world†. For instance, Fred Bixby owns store while his wife works with him. Milly works in a local bar where she is expected clean after the customers. 4. The clips on youtube of the Seven Brides for Seven Brothers have captured the spirit of the original movie to the extent where they create a clear picture of the original film. The musical numbers used are appropriate for the scenes. The filmed musical uses location and beautiful scenery to try and bring out which would be impossible in a live musical. 5. My favorite musical number is Bless Yore Beautiful Hide. It talks of what kind a wife, Adam. The song brings out the qualities of a woman Adam would like. From the song, one can tell the performer is looking for a wife to

The Development of International Managers Assignment

The Development of International Managers - Assignment Example In the present-day organization, because any discussion about how an organization succeeds or fails ultimately comes back to the way individuals are managed, Academics and Practitioners agree that as the dynamics of competition accelerates, people are perhaps the only true source of competitive advantage4. According to, Turner, Keegan & Human (2006:317), for an organization to be effective and successful, the human resource management functions must be integrated into the various organizational strategy. According to this model, the HRM functions its goals and aims, need to be aligned with the strategy of the organization. Here the emphasis is both on the on projects and routine products and services and where the job requirements are well defined and stable. This paper has been initiated to support to examine an ideal training package for an international manager. Using the work of prominent researchers in the field issues taken into consideration when developing training packages for an international manager will be presented. The field of human resource (HR) management is one of the many interesting areas of research that has witnessed a paradigm shift within the last few decades5. Within this area of research, an increasing body of literature contains the argument that high-performance work practices, including comprehensive employee's recruitment, selection procedures, incentives compensation, and performance management systems, and extensive employee's involvement and training can improve the knowledge, skills, and abilities of firms6. Today, with the increasing researchers desires to demonstrate the importance of an effective human resource policy on organization performance research has shifted from a micro level that previously dominated research interest to a more general, strategic macro level7. The term human resource management is not new. It has been widely used by scholars and managers to refer to the set of policies designed to maximize organizational integration, employee commitment, flexibility and quality of work8.

Psychological Effects of Being A Police Officer Research Paper

Psychological Effects of Being A Police Officer - Research Paper Example For one to be a police officer, he has to go through thorough training to prepare him for the job at hand. Law enforcement is a career field in which one must not only be physically strong but also mentally because the psychological effects can have the ability to damage one’s mental well being, personal life, and career performance. Below is an overview of the effects of police work on their mental, personal and career lives. Police officers are exposed to episodes of violence, deception and victimization throughout most of their careers. The impact of having to deal with these issues can weigh very heavily on their mental well being (Villiers 25). Policemen as human and although they may have undergone training to enable them to deal with stressors that accompany their work, they can sometimes succumb to the pressure. Some of the events that may have detrimental effects to the mental well being o a police officer include witnessing the death of a colleague or being involved in a shootout (Paton 85). These incidences may be traumatic for the officer and they may affect his mental abilities and concentration at work and at home. In some cases police officers may have suicidal tendencies. This is the extreme mental effects that the work of policing can have on an officer. Due to the stress caused by certain experiences while on the job, some policemen have tried and others succeeded in committing suicide (90). These suicidal tendencies are caused by the officers not being able to reconcile with a situation that they found themselves in. in this case, the brain cannot fully deal with a certain situation and the resulting stress becomes too much for the officer who decides that he would rather end his life than continue being faced by the same problem everyday (Villiers 32). Police officers, like everyone else in the society have their own private lives. Many of them have families that they care about. One of the requirements

Uns Preventative Measures Against Child Labour Essay Example for Free

Uns Preventative Measures Against Child Labour Essay UNICEF summarized the UN Convention of the Rights of the Child as spelling out the â€Å"basic human rights that children everywhere have: the right to survival; to develop to the fullest; to protection from harmful influences, abuse and exploitation; and to participate fully in family, cultural and social life†. This convention is almost universally ratified. Despite this, child labour (something that in many cases violates at least three of the non-negotiable terms laid out in the Convention of the Rights of the Child) remains rampant in most of the world. Despite this being such a widely known (and publicized) issue, the most recent estimate states that â€Å"127 million boys and 88 million girls are involved in child labour with 74 million boys and 41 million girls involved in the worst forms†. Child labour is an extremely complex, multi-faceted issue with roots including corruption of power, racism, sexism, cultural traditions and an uneven distribution of global wealth. In light of this, it is my contention that the international community is making strides to a future without child labour through targeting multiple angles and causes behind child labour. This paper will try to analyze individual instruments the international community (ILO, UN) is using in its attempt to eradicate child labour. First, we will analyze the issues that come with the wide margin of understanding and opposing definitions of the term â€Å"child labour†. We will be reviewing the Minimum Age Convention of 1973 and establishing how this could help clear up misunderstanding, establishing the understandable dialogue between nations necessary for progress. Next, we will be examining the efforts made to follow up and enforce these conventions laid out by the international community. In this section we will be looking at the Time Bound Programs initiative put forth by the ILO, assessing how effective and complete these initiatives are. Subsequently we will be zooming out somewhat, looking at how the uneven distribution of global wealth can create a vicious cycle of economic repression for the developing world and how this can be a catalyst for child labour. We will probe deeper into what is being done to prevent wealthy nations from taking advantage of poorer economies in trade agreements, reviewing guidelines and instruments put in place by the WTO. One of the issues inhibiting the instatement of a global child labour discontinuation standard is the culturally varied understanding and interpretation of â€Å"child labour†. Both words in the phrase can vary in meaning from culture to culture, sometimes forming a wide margin of understanding. Some cultures see childhood as a purely biological state (a child remains a child until puberty, consequently becoming an adult). Others see childhood as much more fluid, often lasting further than puberty and encompassing several different junctures (teenagehood, etc). The definitions of â€Å"labour† are similarly vague (hard labour, chores, familial duties etc). In an effort to combat the confusion and variability of the definition of child labour, the ILO instituted the Minimum Age Convention of 1973. In Article 2 of the Minimum Age Convention (No. 38) the ILO specified â€Å"The minimum age specified in pursuance of paragraph 1 of this Article shall not be less than the age of completion of compulsory schooling and, in any case, shall not be less than 15 years. † However, in light of the fragile state of some economies, the following paragraph (paragraph four) states â€Å"Notwithstanding the provisions of paragraph 3 of this Article, a Member whose economy and ed ucational facilities are insufficiently developed may, after consultation with the organizations of employers and workers concerned, where such exist, initially specify a minimum age of 14 years†. The ILO adjusts this further in later articles of the Convention, stating â€Å"National laws or regulations may permit the employment or work of persons 13 to 15 years of age on light work which is (a) not likely to be harmful to their health or development; and (b) not such as to prejudice their attendance at school, their participation in vocational orientation or training programs approved by the competent authority or their capacity to benefit from the instruction received. (Note that Members can apply the ratifications of paragraph four article one to this section, thereby making the ages twelve to fourteen). In formally addressing the wide berth of what can be defined as child labour and narrowing the definition to a universally accepted medium (age in numerical years) the ILO laid groundwork for Member states to ratify Conventions and projects regarding child labour with a full understanding of what is being discussed. It is no secret that the UN and its subgroups (ILO inclu ded) are notoriously bad at establishing culpability for what its Members agree to. The issue of monitoring the eradication of child labour is unfortunately no different. This is due to a number of factors including (but not limited to) the secrecy that often shrouds child labour, cultural clashes, the need to uphold a nation’s sovereignty, and the unwillingness for nations to get involved in business not directly affecting them. In an attempt to instill culpability to conventions such as the Minimum Age Convention and the Worst Forms of Child Labour Convention (no. 182), the ILO has issued Time Bound Programs. These programs work to establish each individual ratifying countries’ issues, focusing on the elimination of the worst forms of child labour (as established in the Worst Forms of Child Labour Convention no. 182). The Time Bound Programs work with ratifying countries to first attempt removal of children from the worst forms of child labour, as well as attempting to eradicate the cause behind child labour in the first place. This includes working to establish alternative work options, familial reunion and establishing protection for child workers against mistreatment and abuse. For example, Ecuador’s Time Bound Program focuses on providing meaningful education options for all children. They aim to support â€Å"sustainable education programs to break the cycle of child labor and broaden and improve the education system, especially in areas targeted by the Time-Bound Program (TBP). † In placing set time periods on clear objectives, the ILO and IPEC make the daunting issue of child labour into smaller, attainable goals. The focus on set time periods makes progress far less likely to get pushed aside or forgotten. In working with each ratifying nation individually to target multiple issues, the ILO is recognizing that child labour is not an issue that can be generalized or simplified. This awareness as to the depth and variability of root causes behind child labour is an extremely important step toward a better future. One of the most widely acknowledged causes behind child labour is widespread poverty due to a weak economy. Although there are many reasons for this, one of the most reprehensible and problematic is how the uneven distribution of global wealth can cause a vicious cycle that hurts developing nations. Many developed nations enter trade agreements with the developing world that greatly inhibit growth and economic advancement. These types of agreements can include unfair taxes in favour of the developed country, rules regarding with whom the economically weaker country can and cannot trade with. Even merely opening up trade can flood developing markets with mass-produced goods far cheaper than what local workers can provide. This stunts economies to the point of desperation, causing rampant poverty leading to child labour, trafficking, etc. The World Trade Organization was established to prevent this, running seminars educating developing worlds on how to break into the international market and monitoring international trade agreements. In educating nations about trade and monitoring how countries respond to being introduced to the global market, the UN/WTO attempts to even the playing field for countries otherwise disadvantaged. The establishment of the WTO also helps developed nations know that their actions and agreements will not go unnoticed, deterring rich countries from taking advantage of poorer nations. This is essential for global development, raising economies and therefor raising wages and quality of work. Similar to most international issues, child labour is plagued with facets of complication. The fact is that child labour merely the symptom of a plethora of greater problems. Apathy, misunderstanding, corruption and poor circumstance all have a hand in making child labour the hot button issue rallied by hippies and suburban mothers alike. In contrast to the views of first year Political Science students everywhere, there is no simple fix. Furthermore, the delicacy of the situation means actions put in place by outside sources have the possibility of setting off unforeseeable consequences. In light of this, the fight against child labour must be slow and handled with the utmost care. The international community is employing measures that both focus on the symptom (removing children from unsafe work) and the root cause (working to establish educational options and economic help).

The Occult in A Tale of the Ragged Mountains Essay -- Ragged

The Occult in A Tale of the Ragged Mountains In his collection of criticism on Poe's stories, Thompson discusses the use of the occult in "A Tale of the Ragged Mountains." He begins the article by explaining that this story might be the product of Poe's "fascination with, but detached attitudes toward, the pseudoscientific occultism of his age." He gives us some technical terms for the techniques that Poe uses in this story: "metempsychosis" is the transmigration of souls, and is the word that surfaces frequently throughout this discussion of "Ragged Mountains." First Thompson discusses the idea that Poe set up the tale in a very specific way; as he puts it, "Poe himself wove a web for the purpose of unraveling." He believes that Poe set up a series of clues to guide the reader through the story. So, first the reader gets a "scientific" explanation of the events that seem supernatural, which is then followed by a "psychological" explanation (which is the opposite of the scientific facts). The final clue is the reader discoverin g that this tale is very similar ...

The Micromax Mobile Phone

[pic] X560 User Manual INTRODUCTION Thank you for purchasing this Micromax mobile phone. To obtain the best performance of your phone, please read this user manual carefully. Table of Contents 1Safety4 1. 1 Safety Precautions4 2Introduction5 2. 1Phone and Accessories5 2. 2To Lock/Unlock6 2. 3Your Phone6 2. 4About your phone6 2. 5About SIM Card and the Battery6 2. 6To switch ON and OFF7 3Phonebook7 3. 1To Add a contact7 3. 2To View a contact7 3. 3To Call a contact7 3. 4To Edit a contact7 3. 5To Delete a contact8 3. 6To Copy a contact to phone memory8 3. 7To Move a contact8 3. 8Send a contact8 . 9Add to Blacklist8 3. 10Caller groups8 3. 11Phonebook settings8 4Calling9 4. 1Call waiting9 4. 2Call Barring9 4. 3Call divert9 5Call Logs10 5. 1Missed calls/dialed calls/received calls/blocked calls10 6Messages10 6. 1Write SMS10 6. 2SMS Inbox10 6. 3SMS Draftbox11 6. 4SMS Outbox11 6. 5Sent items11 6. 6Archive12 6. 7Delete Messages12 6. 8Templates12 6. 9Message settings12 6. 10EMAIL12 6. 11Broadc ast Message13 7Phone & Call Settings14 7. 1Customized General Settings/Phone Settings/ Connection Settings14 8User Profiles15 8. 1User Profile Setup15 9Entertainment16 9. 1Camera16 9. 2Image Viewer16 . 3Video Recorder16 9. 4Video Player17 9. 5Music Player17 9. 6Photo editor17 9. 7Sound Recorder18 9. 8Slide show18 9. 9FM Radio18 10Fun & Games18 10. 1Games18 11Bluetooth18 11. 1To Activate/Deactivate Bluetooth Connectivity19 11. 2To Search/Inquire Audio Device19 11. 3To Search My (new) device19 11. 4Active Device19 11. 5Settings19 12Organizer19 13File Manager20 14WAP & JAVA Services21 14. 1WAP Browser21 14. 2WAP Setup21 14. 3Java21 15STK22 15. 1STK Services22 16Inputting Text22 17Phone Suite22 18Maintenance23 19Taking Care of your Device24 20After Services25 Safety 1. 1 Safety Precautions Please read through the following briefings carefully, and act in accordance with these rules, so as to prevent causing any danger or violating any law. Safe driving 1) Do not use the phone while driving. When you have to use the phone, please use the personal hands-free kit. 2) Please put the phone safely in the phone stand. Do not put it onto any passenger seat or any place from which it may fall down in case of vehicular collision or emergency braking. Turn off during a flight: Flight is influenced by interference caused by the phone. It is illegal to use a phone on the airplane. Please turn off your phone during a flight. Turn off the phone when within an area where blasting takes place: Be sure to strictly observe the related laws and statutes by turning off the phone when you are within, or in the vicinity of, an area where blasting takes place. Turn off the phone when any dangerous goods are in vicinity: Please turn off your phone when you are close to a gas station or in the vicinity of any place where fuel and chemical preparations, or any other dangerous goods are stored. In hospital: Please obey the related rules or bylaws of the hospital when using your phone in a hospital. Be sure to turn off your phone when near any medical equipment. Your use of any wireless transmission equipment, inclusive of the phone, will interfere with any medical equipment that is not protected fully, and other electronic equipment items, too. Should you have any question in this regard, please consult a related physician or medical equipment supplier. Interference: Each and every phone’s performance may be affected due to radio interference. Professional service: The phone must be installed or repaired by no other personnel than professionals. You are likely to suffer a huge risk when you install or repair this phone by yourself, which also goes against the warranty rules. Fittings and battery: You shall use the fittings and battery acknowledged by the phone manufacturer only. Using unauthorized accessories may tamper the warranty of the device. Emergency call: You may enter a telephone number (112, etc. ) to ask for emergency help after making sure that the phone has been turned on and is in the service status. Press the Send Key to call out. Disclaimer: Micromax will not bear any responsibility for any incompliance with the above mentioned guidelines or improper usage of the mobile phone. Micromax keeps the right to make modifications to any of the content here in this user guide without public announcement in advance. The content of this manual may vary from the actual content displayed in the mobile phone. In such a case, the latter shall govern. Introduction 1 Phone and Accessories Open the packing box of the phone and check that you have the Phone, Standard Charger, Standard Battery, USB cable, Earphone, Service Guide, Software CD, Leather pouch and Warranty Card. 2 To Lock/Unlock To unlock your phone (if auto keypad is enabled), press the small button on the top side of the phone. Or to unlock the phone slide up on the message displayed on the screen. 4 Your Phone [pic][pic] 5 About your phone Micromax X560 is a complete Touch phone. The main display of your phone is divided into 2 screens, slide your finger across the phone to change to the other screen to view more features. You can also change wallpapers by simply sliding your finger across the screen and choose from a wide range of interesting wallpapers. 6 About SIM Card and the Battery Please store the cards out of children’s reach. The card and the contacts are vulnerable to damage due to scratching or bending. Therefore, be careful when using, inserting or removing the cards. Be sure to switch off the phone before you insert or remove the battery or the card, otherwise, the phone may be damaged. Tips: The battery icon [pic] displayed on the screen indicates that the battery power is low. Please charge the battery. Please charge the battery before you use the newly purchased phone. We suggest you charge the battery for 4 hours continuously for the first time. Charging when the phone is in the ON mode will not influence the normal dialing and answering, but this needs to consume power, thus the time of charging will increase. We suggest you recharge the battery when the power is used up so as to prolong the life of the battery. 7 To switch ON and OFF To switch ON: Long press End key when the phone is in the OFF mode. If the phone lock has been activated, you need to enter the 4-digit password to unlock. (The preset unlock code is 0000. ) If the SIM card has been inserted in the phone, and the related PIN code protection is activated, you need to enter the 4-8 digit password to unlock. Warning: If you enter three wrong PIN codes in a row, the SIM card will be locked and you need to enter the PUK code to unlock. Both the PIN code and PUK code are provided by the network operator. To switch OFF: In the standby mode, press the key on the top side of the phone to power on and off. Phonebook You can store names and phone numbers in the memory of the phone or SIM card. Menu > Phonebook 1 To Add a contact Menu>Phonebook>Options>New Or in idle, tap on the calling icon to enter phone numbers and save a contact. 2 To View a contact Menu>Phonebook>Options>View In the contact list of the Phonebook, select to view the required name card 3 To Call a contact Menu>Phonebook>Options>Call View the contact number to make calls 4 To Edit a contact Menu>Phonebook>Options>edit Allows you to edit a contact 5 To Delete a contact Menu>Phonebook>Options>Delete Allows you to delete a contact 6 To Copy a contact to phone memory Menu>Phonebook>Options>Copy Copy the contact to the phone memory 7 To Move a contact Menu>Phonebook>Options>Move Move a contact from the phone to the SIM memory or vice-versa 8 Send a contact Menu>Phonebook>Options>Send contact Allows you to send a contact via message, MMS, email or Bluetooth 9 Add to Blacklist Menu>Phonebook>Options>Add to blacklist Add the contact to the blacklist 10 Caller groups Menu > Phonebook > Options>Caller groups To view the ‘caller groups’ folder tap on the fourth key above- to select the group to be set in the preset groups mentioned in the phone. Like- Friends, family, colleagues, others and more. 11 Phonebook settings Menu > Phonebook > Options>Phonebook settings †¢ Choose phonebook view- Choose a location to save your contacts in †¢ Speed dial- Choose numbers from your contact list and put them under the speed dial list †¢ My number- View your number vCard version- View the vCard version †¢ Extra numbers- View SIM1, SIM2 or SOS numbers †¢ Phonebook backup- Allows you to import & export contacts to and from the phonebook. †¢ Memory status-View the used and available phone & SIM memory †¢ Copy contacts- Allows you to copy a contact from the phone to SIM memory and vice-versa †¢ Move contacts- Allows you to mo ve a contact from the phone to SIM memory and vice-versa †¢ Delete all contacts- Delete all the contacts from SIM or phone memory Calling Note: Once you attend a call your phone will display a series of functions from you to choose from. For example- Mute, Send message, Hold call and more. Choose anyone feature to carry out the desired functions. 1 Call waiting Menu > Settings > Call settings>Call Waiting This function allows you to put the current call on hold and then answer a second one. If, during a call, a new call comes in, you will hear a special alert sound and the screen will display the number of the new incoming call, which indicates that a third-party call is coming in and waiting for to answer. 2 Call Barring Menu > Settings > Call settings >Call Barring The function is a GSM network service and can restrict outgoing and incoming calls selectively. If you need to change the settings of Restrict Calls, please contact your network operator to obtain the password for opening this service. 3 Call divert Menu > Settings > Call settings> Call divert With the Call Divert function (needs network support), you may divert incoming calls to another mobile phone or a direct line telephone, but not to any extensions of a fixed telephone. Call Logs 1 Missed calls/dialed calls/received calls/blocked calls Press the keys displayed on top of the screen to view> All calls/Dialed calls / Received calls/ Missed calls You may select View: View the desired entry Call: Call the desired entry Save to Phonebook: to save the number to the Phonebook Edit: to edit the number to dial or save to the phonebook. Send message: To write SMS/MMS to send to the number. Delete: To delete the entry. Delete All: Delete all the registered entry in one go. Call timer: View the call timers for the last/received/dialed calls or reset Call cost: View the call costs Messages 1 Write SMS Menu > Messages > Write SMS/MMS Write the content of the SMS Send to: Add contact number Input Method: select Smart abc/Numeric etc Add picture: Add a desired picture in the message you want to send as an MMS Add sound: Add a desired sound in the message you want to send as an MMS Add video: Add a desired video in the message you want to send as an MMS Add subject: Add a desired subject in the MMS message Slide Options: Allows you to add a slide ‘before/after in the current mms. Swtich to MMS: Allows you to switch from SMS to MMS, manually. Advanced: Insert text template/Insert attachment/contact number/insert contact name (embellish the characters of text)/ Insert bookmark. Save: Save the mms/sms Details: View the details of the MMS/SMS 2 SMS Inbox Menu > Messages > Inbox To read a message, move to the entry and press OK When reading a SMS, you can select Options > View: Allows you to view the SMS received. Reply: Reply to the message received. Call sender: Call on the number from which the SMS was received. Forward: Forward the entry to others. Delete: Delete the message. Delete all: Delete all the messages from the Inbox. Save to Phonebook: Allows you to save the number from which the sms was received to the phonebook. Mark as read: Mark the received SMS as ‘read’ ? Advanced: Copy to phone/SIM: Copy the SMS stored in SIM/phone to the phone/SIM. ? Move to phone/SIM: Move the SMS stored in SIM/phone to the phone/SIM. ? Copy all: Copy all the messages stored in SIM to the phone memory, or copy all the messages stored in the phone memory to SIM. ? Move all: Move all the messages stored in SIM to the phone memory, or move all the messages stored in the phone memory to SIM. SMS Draftbox Menu > Messages > Drafts View: Allows you to view the SMS received. Send: Send the message saved in drafts Edit: Allows you to edit the SMS received. Delete: Delete the message. Delete all: Delete all the messages from the Inbox. Advanced ? Copy to phone/SIM: Copy the SMS stored in SIM/phone to the phone/SIM. ? Move to phone/SIM: Move the SMS stored in SIM/phone to the phone/SIM. ? Copy all: Copy all the message s stored in SIM to the phone memory, or copy all the messages stored in the phone memory to SIM. Move all: Move all the messages stored in SIM to the phone memory, or move all the messages stored in the phone memory to SIM. 4 SMS Outbox SMS that have been sent and saved are stored in Outbox. Menu > Messages > Outbox SMS that have been sent and saved are stored in Outbox. To read a message, move to the entry and press OK When reading an SMS, you can select Options > View: View the message saved in outbox Resend: Select how to send. Edit: Edit the message. Delete: Delete the message. Delete all: Delete all the messages from the Inbox. Advanced Copy to phone/SIM: Copy the SMS stored in SIM/phone to the phone/SIM. ? Move to phone/SIM: Move the SMS stored in SIM/phone to the phone/SIM. ? Copy all: Copy all the messages stored in SIM to the phone memory, or copy all the messages stored in the phone memory to SIM. ? Move all: Move all the messages stored in SIM to the phone memory, or move all the messages stored in the phone memory to SIM. 5 Sent items Menu>Messages>Sent items View the messages sent by you to other numbers Menu > Messages > Sent messages View: View sent messages. Forward: Forward the sent messages Delete: Delete a message in the sent items folder Delete All: Delete all messages in the sent items folder Advanced ? Copy to phone/SIM: Copy the SMS stored in SIM/phone to the phone/SIM. ? Move to phone/SIM: Move the SMS stored in SIM/phone to the phone/SIM. ? Copy all: Copy all the messages stored in SIM to the phone memory, or copy all the messages stored in the phone memory to SIM. ? Move all: Move all the messages stored in SIM to the phone memory, or move all the messages stored in the phone memory to SIM. 6 Archive Menu>Messages>Archive Allows you to save messages received in your inbox into this archive folder. 7 Delete Messages Menu>Messages>Delete messages Delete messages from the following folders: Inbox, Drafts, Outbox, Sent messages, Archive, All messages 8 Templates Menu>Messages>Templates>SMS Templates/MMS Templates The phone has preset frequently used phrases which may be selected and added to the text when you are editing SMS. Preset phrases may be modified. 9 Message settings Menu>Messages>Messages settings SMS Settings Menu>Messages>Message settings>SMS settings Profile settings- †¢ Voicemail server †¢ Common settings- Set to receive Delivery reports, Reply path, Save Sent message. †¢ Memory status †¢ Preferred storage MMS Settings Menu>Messages>Message settings>MMS settings †¢ Profiles- Select a profile from the available network profiles. †¢ Common setting- Select to compose, send, retrieve or view the memory status. 10 EMAIL E-Mail Before use, you need to set the e-mail i n the â€Å"E-mail accounts† menu. Via this menu, you can receive and send e-mail.  ¦ Send and Receive: You can send/receive the e-mail from the specified mailbox. Write Email: You can edit e-mails.  ¦ Inbox: You can see the received e-mails.  ¦ Outbox: You can see the sent e-mails.  ¦ Sent: You can view send e-mails.  ¦ Drafts: You can see the drafts in the specified mailbox.  ¦ Clear mailbox: You can clear the e-mails in the specified mailbox, including inbox, outbox, sent e-mail backup and drafts, or clear all e-mails.  ¦ Delete marked emails: You can change the status of all e-mails to deleting status.  ¦ Email accounts: You can set up you new account.  ¦ Templates: you can pre-edit some common phrases, which is convenient for quick editing. Incoming Server: You can set the server parameters for the received e-mails, including Incoming server, Incoming port, user name and password etc. o Signature: You can set it On or Off and edit the signature. The fir st step in using email on your mobile phone is to define your email account’s settings so that your mobile phone knows which server to contact and to login using the correct credentials. TO CONFIGURE A NEW EMAIL ACCOUNT: Go to: †¢ Email >Email accounts> Options >New Account> Start to create account >Email address >Options >Next > Select email protocol (‘POP3’ or ‘IMAP- as per the account settings). Next >Select Data account (as per the SIM connection) > Incoming Server (edit email incoming server as per the account standard settings). †¢ Next > Outgoing Server (edit email outgoing server as per the account standard settings) >User Name > Password > Account Name > Options > Done (email account is created) †¢ Go to- Created email account >Options > Edit (user can edit email account settings if required) †¢ Advance Settings > Outgoing Sever > Outgoing Port (Input correct outgoing port according to the email configuration). Advance Settings > Incoming Server > Incoming Port (Input correct incoming port according to the email configuration) †¢ Go to- Configured email account > Options > Activate Your email account is now created! 11 Broadcast Message Menu > Messages > Broadcast Message The phone supports Broadcast Message. It is supported by GSM network. Broadcast messages are single-way messages sent to the users of the network operators by the message service center. For the contents and channel setup of broadcast messages, consult your network operator. Phone & Call Settings Customized General Settings/Phone Settings/ Connection Settings |Functions |Description | |Set time and date |Menu > Settings > Phone settings > Time and date | |Schedule power on/off |Menu > Settings > Phone settings > Schedule power on/off | | |To disable and enable status; to activate/deactivate, switch on/off, and time in turn. |Select language |Menu > Settings > Phone settings > Language | |Set Display setup |Menu > Settings > Phone se ttings gt; Display Setup > Wallpaper/Screen saver/Show date and | | |time/LCD backlight/ Show owner number | |Set Greeting text |Menu > Settings > Phone settings > Greeting Text | |Auto update of date and time On/Off |Menu > Settings > Phone settings > Auto update of date and time | |Set Caller ID |Menu > Settings > Call settings > SIM1/2 call settings>Caller ID | |Set Call waiting |Menu > Settings > Call settings > SIM1-2 call settings>Call  waiting | |Set call Divert |Menu > Settings > Call settings > SIM1-2 call settings> Call Divert Tip: You can select | | |Cancel all divert to cancel all the divert settings. | |Set Call Barring |Menu > Settings > Call settings > SIM1-2 call settings> Call Barring. Restrict Calls is | | |a GSM network service. Please contact your network operator to obtain the password for | | |opening this service. |Set the Blacklist |Menu > Settings > Call settings > Advance settings>Blacklist | |Reject by SMS |Menu > Settings > Call settings > Advance sett ings>Reject by SMS | | |Reject a call by SMS | |Select network |Menu > Settings > Network settings >SIM 1-2 network settings | | |New Search: The phone will select a new network automatically. | | |Select Network: The phone will search and display the list of known networks for you to | | |select the desired one, after which, the phone will try to log in the selected network. | | |If the selected network is registered successfully, it will prompt so. | |Set information of GPRS Connection |Menu > Connectivity> Data account>GPRS/GSM Data | |WIFI Menu>WIFI | | |Enable the WiFi connection in your phone to gain access to internet at any WiFi enabled | | |location | |Restore factory default |Menu > Settings > Restore factory settings | | |Tip: You need to enter the phone password when you want to restore factory default. The | | |preset phone password is 0000. Please bear your password in mind. Incase you forget it, | | |contact the local dealer or an authorized service center. | User Profiles 1 User Profile Setup Functions |Description | |Activate the profile mode |Menu > Settings> User profiles > Desired mode>Options > Activate | |Set the ringtone for incoming calls |Menu > Settings > User profiles > Customize> Tone setup> SIM1-2 Incoming call | |Set the ringtone for messages |Menu > Settings > User profiles > Customize> Tone setup> SIM1-2 message tone | |Set the ringtone for key pad tone |Menu > Settings > User profiles > Customize> Tone setup> Keypad tone | |Adjust the volume of Ring Tone / Key |Menu > Settings > User profiles >Customize> Volume | |Tone | | |Set Alert Type of ringing |Menu> Settings > User profiles> Customize >Alert type | |Set the ring type |Menu > Settings > User profiles > Customize> Ring type | |Set the Extra Tone |Menu > Settings > User profiles > Customize> Extra tone | |Set the answer mode |Menu > Settings > User profiles > Customize> Answer mode | Entertainment 1 Camera Menu > Camera Tap on the screen to view various functions. From Settings choose from a list of functions below to carry out the desired task Photos: View the images clicked. Camera settings: Set EV, Banding, delay timer, shutter sound, contrast and cont. shot, Image settings: Set the size and quality of photos. White balance: Set White Balance. Scene mode: Set scene mode. Effect settings: Set the special effects of photos, such as Grayscale, Sepia, Sepia Green and Colour Invert. Storage: Select phone or memory card. Restore default: Restore default settings. 2 Image Viewer Menu > Image viewer On the Image viewer list screen, open the image and select Options> View: View the highlighted photo. Edit: Edit the image Browse style: Select the style of viewing. Send: Send the photo by MMS or Bluetooth, Email Use as: Set the highlighted photo as wallpaper, screen saver, or the photo caller ID of a Phonebook entry. Rename: Rename the highlighted file. Delete: Delete the highlighted file. Delete all files: Delete all the files from the list. Sort by: Sort the files in the list. Storage: Select phone or memory card. 3 Video Recorder Menu>Video Recorder Choose from a list of functions below to carry out the desired task- Camcorder settings: set White Balance, EV, Night Mode and Banding. Video settings: Set video settings as per your requirement White balance: Set white balance Video settings: Set the Video Quality, File size limit, Rec time limit, and record audio. Effect settings: Set the special effects, such as Grayscale, Sepia, and Sepia Green etc. Restore default: Restore default settings. 4 Video Player Menu > Video player On the video player list screen, select Options > Send: Send the video by MMS or Bluetooth. Rename: Rename the highlighted file. Delete: Delete the highlighted file. Delete all files: Delete all the files from the list. Sort by: Sort the files in the list. Streaming URL: Allows you to browse sites like Youtube, Google. This feature is a network dependant service. Profile: Choose and activae a desired profile. Storage: Select phone or memory card. YouTube You can now watch videos on your phone on the popular YouTube site. Menu>Video Player>Streaming URL>Predefined>YouTube Note: This service is network dependant. Please get in touch with your network operator for the desired settings. 5 Music Player Menu > Music To add songs in your phone either add them from the phone memory or select the memory card by going to – Music player>Settings>Player settings> Pre playlist (Phone/Memory card) Playlists: Allows you to make a playlist and add songs in it either from the phone memory or the memory card. All tracks: Allows you to view all the tracks Recently played: View a list of the recently played songs Most played: View the most played songs. Recently added: View the list of recently added songs Artists: Add the artist name Albums: Add the album name Genres: Add a genre/type to your songs Refresh list: Refresh the playlist Nxp Equalizer: Add sound effects to your songs. Choose from a number of exciting effects like: bassbooster, Classical, Dance, Flat, Folk, Heavymetal, Hiphop, Jazz, Piano, Pop, Rock, Spokenworkd, Symphony, Theater, Treblebooster, Latin, Vocalbooster, Bassreducer, Treblereduces & Normal. Settings: †¢ Player settings †¢ Display settings †¢ Sound effects 6 Photo editor Menu> Photo editor Allows you to resize the images stored in your phone 7 Sound Recorder Menu > Sound recorder On the Sound Recorder list screen, you can select: Play: Play the recorded sound Append: Add a sound Rename: Rename the highlighted recording. Delete: Delete the highlighted recording. Delete all files: Delete all the recordings from the list. Use as: Send the highlighted record to the ringtone list for profiles. Send: Send the highlighted record by MMS, Bluetooth or Email. 8 Slide show Menu> Slide show Allows you to view images as a slide show. 9 FM Radio Menu > FM radio To search channels- Options> >Auto search To save the channel list- Select one or all channels and add them to the channel list. To change channels- Long press on the ‘>’ key to change to the next channel Fun & Games 1 Games Menu > Games Your phone has many preloaded exciting games in it. Choose the game you wish to play and cross various levels to set the ultimate highest score. Bluetooth You can connect wirelessly to other compatible device with Bluetooth technology. Compatible devices may include computers, mobile phones. You can use Bluetooth connectivity to send images, music and sound clips, video clips, and notes. Since devices with Bluetooth wireless technology communicate using radio waves, your device and the other devices need to be within a range of 10 meters from each other, but the connection may be subject to interference or could face obstruction from stuff such as wall or from other electronic devices. Use the wireless technology of Bluetooth to be able to consume battery quantity of electric charge. If you are restricted by something when using Bluetooth technology, consult your local Micromax support/service station. 1 To Activate/Deactivate Bluetooth Connectivity Menu > Connectivity>Bluetooth > Power(On/Off) 2 To Search/Inquire Audio Device Menu > Connectivity> Bluetooth > Inquiry audio device Tip: Please activate the Bluetooth first. To Search My (new) device Menu > Connectivity> Bluetooth > My device > Inquiry new device Tip: Please activate the Bluetooth first. 4 Active Device Menu > Connectivity> Bluetooth > Active Device Tip: Please activate the Bluetooth first. 5 Settings Me nu > Connectivity>Bluetooth > Settings View the following options to change/edit the Bluetooth settings- Visibility- Switch ON/OFF to display your Bluetooth device visbility Device name- Edit your Bluetooth device display name Receive folder- View items received via Bluetooth in the phone/SIM memory Device information- View details about your Bluetooth device. Organizer Functions |Description | |View the calendar |Menu > Calendar | |Notes |Menu > Notes | |Tasks |Menu > Tasks | |Set the alarm |Menu > Alarm > Edit | |World clock |Menu > Applications>World clock | |Calculator |Menu > Calculator | |Unit converter |Menu > Applications>Currency converter | |Text reader |Menu > Applications>Text reader | File Manager When a USB cable is connected, you can use the phone as a USB mass storage. |Functions |Description | |View folders |Menu > File manager> Options > Open> View folders in phone or SIM memory | |Format |Menu > File manager > Options > Format | WAP & JAVA Services 1 WAP Browser Menu > Connectivity > WAP You need to make the relevant settings in WAP Setup before you use the WAP browser to surf the web. When the WAP browser is activated, if a homepage is set in WAP Setup, the phone will link the website indicated by the homepage; otherwise, you may enter a website and the phone will connect to it. When surfing the web, select Options > Refresh: To refresh the web page. Homepage: To link the homepage. Input URL: input a website address. Add Bookmark: Add to bookmark. Set Homepage: set the URL as homepage. Forward/Backward: To turn to the next /previous page. Advance: Show URL info, Bookmark, Save item. Exit: To exit the browser. 2 WAP Setup WAP settings are required for surfing the web with WAP. Follow the steps below to set up a WAP account: †¢ Connectivity > Data Account > GPRS > Add account > Add account name/ APN/ Username & password > Save. Then go to: Menu >Connectivity > WAP >Settings > Profiles > Add new > Account Name/ Homepage/ Data Account (select the previously created data account) > Select connection type (HTTP/WAP- Indise HTTP & WAP ener the correct proxy address & port > Done > Save the account >Go to the created account & activate. Menu > Connectivity> WAP> Settings>Profile You can set the following: Account: To select from the GPRS connection list. Connection type: To set WAP or HTTP connection mode. Home page: To set the address of the homepage. The phone has a default and you can modify it. 3 Java Menu > Applications>Java You can install Java applications to enhance the multimedia function. It also allows you to connect to Snaptu, Nimbuzz and Operamini as well. Java settings Menu > Connectivity>JAVA settings STK 1 STK Services If your SIM card supports STK, you may use the corresponding value-added services. Inputting Text You can enter text in English and digit. Phone Suite Connect your phone and PC via the USB cable> Select COM Port PhoneSuite provides various functionalities for users to manage the documents in their mobile phone easily on a PC. It will communicate with mobile phone via serial communication or Bluetooth. †¢ Phonebook is used to manage the contacts information between the mobile phone and the PC folder. In addition to adding, editing and deleting contacts, users can get a backup of the phonebook database on the PC folder †¢ Message helps users to read, edit nd send SMS/EMS messages directly from PC. Besides, you can create personal folders to categorize all messages on the PC side. †¢ Settings: contains the system-related settings and message default settings. Users also can set whether they want to import contact list from other software or not here. †¢ Images: is us ed to draw images of various file types, and transport the images between the PC and mobile phone. It also provides clip, mirror and rotate functions to reach user's expectation. †¢ Melody: provides a easier way to compose your own melody through the staff graphic interface. It also provides the functions to transport the melodies between PC and mobile phone. MMS Message: helps users to read, edit MMS messages directly from PC. Users also can transport MMS messages between PC and mobile phone. †¢ File Manager provides a friendly interface for users to manage their files between the PC and the mobile phone. Functionalities of â€Å"copy†, â€Å"paste†, â€Å"delete†, â€Å"rename† and â€Å"new folder† are provided in the out tool. Besides, File Manager also supports local java installation from PC side. Maintenance Use a dry soft cloth to wipe general dirt. Do not use a hard cloth, benzene or thinner to wipe the phone, otherwise, the surf ace of the phone will be scratched or could even result in the fading of color. Taking Care of your Device Your device is a product of superior design and craftsmanship and should be handled with care: The following suggestions will help you protect your phone: †¢ Always keep the small parts of the phone away from children. †¢ Keep the device dry. Precipitation, humidity, and all types of liquids or moisture can contain minerals that will rust electronic circuits. If your device does get wet, remove the battery, and allow the device to dry completely before replacing it. †¢ Do not use or store the device in dusty, dirty areas. Its moving parts and electronic components can be damaged. †¢ Do not store the device in high or cold temperature. High temperatures can shorten the life of electronic devices and damage batteries. Do not attempt to open the device other than as instructed in this guide. †¢ Do not drop, knock, or shake the device. Rough handling can br eak internal circuit boards and fine mechanics. †¢ Do not use harsh chemicals, cleaning solvents, or strong detergents to clean the device. Only use a soft, clean, dry cloth to clean the surface of the device. †¢ Do not paint the device. Paint can clog the moving parts and prevent proper operation. †¢ Use chargers indoors After Services For details, see the After Service Guide supplied with the phone. 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