Franklin Roosevelt Essay Example | Topics and Well Written Essays - 750 words

Franklin Roosevelt - Essay Example He also had a natural charisma that helped him to connect to with all sections of American population. He was a natural orator whose powerful voice stayed the listener’s heart. He also had a sense of patrician responsibility towards the other people. FDR had a very strong character as well as requisite political skills to get his programs enacted and communicate his visions of America. FDR was a strong believer in democratic views that is  the center-left and  social-liberal platform and supported  social  justice and mixed economy.  To elevate the situation in 1930s, he offered various programs that were designed for promotion of economic and social equality of the people all over the country. These programs were specially designed for promotion of consumer protection, various social programs, environmental protection, universal health care, and equal opportunity for all. In 1910, when he entered politics and ran for state Senate from Dutchness County, the local Democratic  Party supported his candidature as the â€Å"paper candidate†. The main reason behind this was that it was  a Republican  seat so the party did not expect a  democratic  win.  However, with his typical strong character and charisma, he ran a tight campaign and won the election.  He used these qualities in his life  time and again  when he was facing adverse times in  his personal  and professional life  (Polenberg, 2000).  After this victory, he went from strength to strength in his political life and used creativity to attain his objective. On  the domestic  front, when he took power for the first time as the President, the country’s economy was in completely ruined due to deficit issues (Polenberg, 2000).  . As soon as he took the office, he enacted many  laws,  which were expressly designed to lift the country out of 1930s depression. Also, he as completely committed to New Deal concept and backed it completely. On  the foreign  front, the world

Rationale for concentrating on teaching of reading strategies

Rationale for concentrating on teaching of reading strategies Becoming a teacher is a complex process of change and development not only in terms of behaviour but also in cognition, affect and knowledge (Calderhead, 1990). Moreover, as a language teacher, the importance of keeping your language skills and classroom methods up to date is essential. Thus, attending an in-service training course may hold a significant key to solving a myriad of obstacles facing teachers development (Day, 1999; Craft, 2000; Sugrue, 2001; Hammadou, 2004; Lee, 2007). Why I chose this format for the workshop? Considering that teachers appear to be allergic to theory, especially when it is delivered in the lecture mode (Kouraogo, 1987, p.173), the workshop is designed as a communicative interaction between the trainer and the teachers who are supposed to act as students in a normal classroom environment. As Kouraogo(1987, p.173) maintains teachers consistently ask for practical tips and ready-made usable materials as soon as they return to their classrooms and it is the trainers intended . to show teachers how ineffective teaching may become if learners are not taught explicitly how to use reading strategies to perform better. While subscribing to Hayes opinion that training/development sessions should value participants existing knowledge, it is the role of the teacher trainer to make these theories explicit during the course (Wright, 1990, p. 92). In practice, this means that sessions should give participants an opportunity to talk about their perceptions of the teaching-learning process, and provide guidance in understanding its theoretical underpinning. What am I aiming at in terms of teacher cognition and their instructional practice? The training programme is based on my belief that an awareness, knowledge and understanding of theoretical aspects of language and language learning theory will enhance the chances for the language teacher to adopt a more effective methodology and promote students effective learning . Similarly, Ellis (1986, p.92) emphasizes the idea that the practice of actual teaching can be improved by making teachers aware of the options open to them and the principles by which they can evaluate these alternatives. I assume that in-service teachers experience a certain level of comfort with the teaching strategies they have previously employed often for many years and see no real reason to alter them (Adams and Chen (1981). Therefore in-service training is a good opportunity to help teachers reflect upon their teaching practices and make them aware of their teaching weaknesses and strengths. Upgrading teachers knowledge on the chosen topic as well as assessing and reviewing their own teaching role in the light of changes in research is another aim of the teacher trainer. Why I chose the topic reading strategies? The main arguments in support of my choosing this topic for the training programme are manifold. Firstly, the scarcity of studies on investigating teachers beliefs in the area of second language reading instruction have indicated an unclear picture of teachers belief construct in teaching reading( Chou, 2008, p.192). However, making the teachers aware of their consequent instructional practices may reshape their knowledge about teaching reading and allingn their practice to the research. The second point is a practical one. The effectiveness of teaching reading is closely related to reading- related strategies and strategy-training. As (Singhal, 2001) suggests research in the area have found that strategy training leads to improved reading performance. Her view is reinforced by Wellingham (2007, p.39) who emphasizes that strategy instruction improves comprehension. Therefore, the teachers role is to maximize the students potential reading ability by helping them use reading strategies so as they become fluent and efficient readers. The third point is determined by the context in which I teach and the target audience of the workshop. The question whether teachers develop reading skills in their classroom may be answered negatively if we consider the result of the questionnaire that I administered to my target audience. As a result, discovering the best methods and techniques for achieving fluent reading with adequate comprehension, and identifying what techniques or processes the learners may use becomes a prerequisite of this workshop. Why I chose these activities? Taking into consideration that participants usually bring a wealth of ideas and experience to in-service sessions( Hayes, p.9) and the fact that it is an awareness raising session, the activities have been chosen to with the above mentioned reasons. Student teachers have a rich store of initial knowledge and beliefs about teaching and learning (Nisbett and Ross, 1980), and these beliefs are mainly shaped by their prior learning experiences (Lortie, 1975). In the present study, student teachers are conceptualised in this way, and thus it aimed to identify sources of their initial beliefs In the first part of the session, participants are briefly introduced to the topic of the Then, they are invited to respond to some given texts and share ideas with their peers. Concept Mapping- Morine-Deshimer (1993), Artiles, Mostert, and Tankersley (1994), and Winitzky and Kauchak (1995). It is the view of Armour-Thomas (1989) that teachers thought processes influence their judgements, decisions and practices. Therefore, attempting to uncover teachers thoughts for elicitation of mental processes in research on teacher thinking are concept mapping. Choosing this method, will enable me to examine participants understanding of the topic and investigate the influences of particular components of a teacher education course on student teachers knowledge (Calderhead,1990). As well as this, it will be useful in revealing gaps, misconceptions, and the degree of sophistication of their conceptualisations. Presentation of the training programme This training programme consists of 6 interrelated theoretical and practical workshops to be attended by EFL/ ESL in-service teachers with a special interest in teaching reading, and who are willing to explore the potential benefits of exploring the reading process in more depth. Acquiring practical and theoretical skills will be taught in interactive and student-centred workshops, focussing on the participants personal input while attending the training session: 1.an introductory session to shed light on the reading process in L1 and L2 including types of reading, different theoretical approaches to teaching reading- 2 hours 2. teaching and using effective reading strategies 2 hours 3. understanding and evaluating reading teaching materials and their aims while focusing on selecting materials to motivate students and to improve their reading skills- 4 hours 4.assessing reading and designing a reading task- 4 hours 5. a practical session which offers each participant the possibility of choosing a certain type of reading and to explore it in more depth in terms of efficient classroom activities or as Clair (1995) ironically emphasizes Give me stuff. Give me a goody bag. You can use this with your fourth grade students who dont speak English. I will use it (p.191). 4 hours 6. evaluation of the workshop and reflective feedback on teachers beliefs- 2 hours Prior to attending the training programme, each teacher answered a questionnaire whose results will be used during the training sessions. In addition, the training programme will be led entirely by one trainer so as any changes in teachers beliefs can be observed and evaluated. At the end of the training programme, each participants will receive an observation sheet containing information about the changes he/she might undergo. Presentation of the workshop about teaching reading strategies The objectives of this two-hour training session are to improve the expertise of in-service EFL teachers in relation to teaching reading strategies and dissipate some of the misunderstandings that hamper effective and efficient classroom practice. Aims of the training session To raise awareness of advantages and disadvantages of different types of reading strategies To help teachers begin to develop competent To highlight the role of reading strategies training in reading comprehension Learning outcomes At the end of this session teachers are expected To distinguish between effective and ineffective reading strategies To select or identify the best reading strategies in order to help the learners gain language knowledge To decide on appropriate ways of encouraging effective reading Workshop outline Task Activity Objective Duration Process Materials Notes Welcome, introduction, session outline To activate learners schemata 5 minutes Powerpoint presentation- 1 slide Exploring experience problem-solving activity To reflect upon the use of reading strategies 5 minutes copies of texts Concept Mapping to examine the structure of student teachers knowledge and to investigate the 20 minutes Participants are asked to brainstorm about reading strategies. After having produced a list of terms (i. e. concepts) they are then asked to arrange them and demonstrate their connections, and on some occasions label what these relationships are. The concept map eventually produced is thought to represent participants understanding of the topic. The doing of the activity and, implicitly the reflection on the process itself hopefully triggered a certain amount of learning. 3-2-1 Strategy 3 things you learned 2 interesting things you discovered 1 question that you still have To review issues from the workshop and to get feedback from the activities 20 minutes Individual response to the task Table format 3-2-1 Awareness raising

Life’s Moral Character Essay -- Philosophy, Nicomachean Ethics

Life’s Moral Character Virtue is a state that decides consisting in a mean, which is relative to us; it is a mean between two vices, one of excess and one of deficiency. In the book, Nicomachean Ethics, Aristotle uses his collection of lecture notes to establish the best way to live and acquire happiness. According to Aristotle, to live a happy life, you must obtain these to become morally good. Defining virtue and choice with the â€Å"doctrine of the mean† will guide our choices and build up moral character. When we follow this guide of choices can a series of good choices change a vicious character? Aristotle states that the human function is the life activity of the part of the soul that has reason and I will try to explain those reasons. This is the key part of Aristotle’s teachings, being able to take your pleasures and recognition and reflect and glean from them. The magnanimous person is very complex and displays the proper virtues at the proper time, in a proper way. This means you are genuinely inclined to act virtuously for the appropriate reasons. The great-souled man accommodates to his surroundings where he is honorable but not boastful in his actions. Aristotle argues the character of a person is acquired through habits an individual develops when he or she imitate his or her environment. He further believes it is only possible to attain happiness within a political organization because happiness represents living well without being concerned with others; they solely live for the truth and not approval. In Nicomachean Ethics, Aristotle’s view of the great-souled man is of an individual that represents happiness and obtains the five virtues: wisdom, justice, bravery, self-control, and the overall goodness wit... ...tional elements of the person. Aristotle tries to explain what this harmony consists in by exploring the psychological foundations of moral character. A person is good if he has virtues and lacks vices. A series of good choices can change a vicious character if he becomes virtuous by performing virtuous acts. Aristotle says, "We become just by performing just acts, and temperate by performing temperate acts" (N.E.18-19). In order to perform virtuous acts virtuously â€Å"the agent also must be in a certain condition when he does them; in the first place he must have knowledge, secondly he must choose the acts, and choose them for their own sakes, and thirdly his actions must proceed from a firm and unchangeable character" (N.E.30-33). Teaching also provides knowledge of why certain acts are virtuous to people with the right habits, the well-brought-up (N.E. 2-17).

Gender Differences in the Use of Technology Essay

At the center of 21st century culture is computer technology which presence and use just decades ago, were limited for the government and some institutions. Today, computer technology steps out from such isolation pervading all institutions, industries, commerce and other areas of life at what appears to be logarithmic speed, making its mastery or at least working knowledge an essential requisite if one is to keep pace with time. The ubiquity of technology, continuous rise in the demands for technologically-advanced workforce combined with the application of basic economic principles make one think whether the study on gender differences as it relates to technology is really a matter worthy of anyone’s attention. Statistics say it is. Generally, in a technological workplace, women are still underrepresented: only five percent of computer programmers, ten percent of system analysts and ten percent of electronic technicians are females (Statistics: Women in Technology, 2008). In major companies in Silicon Valley, only 5-6% is led by females (Statistics: Women in Technology, 2008). There has been a decline in the number of females pursuing careers related to science and technology. According to the National Center for Education Statistics, the number of women who earned a bachelor’s degree in computer science has decreased from 37% to 28. 4% from 1984 to 1995 (Statistics: Women in Technology, 2008). Female students who took the advanced placement computer examination comprised only 17% (Statistics: Women in Technology, 2008). From these statistics, one may speculate that females’ future career choices still fall along traditional paths. This was confirmed by a study done by Lupart and Cannon (2002) on students’ perceptions on desirable career characteristics and career choices. With the rising demand for high-tech jobs (Statistics: Women and Technology, 2008), knowledge and use of technology become an essential condition to improve women’s participation in the workforce and to enable them to pursue higher status and better-paying jobs in the future. However, the general belief is that not only are women underrepresented in the technology-related industry; they are also considered to be less interested, less confident and less skilled in this area. These three factors affect their usage of technology. Still, underneath these factors, women’s computer usage can be traced on socialization and upbringing. Boys and girls do not play the same games during childhood. While boys are usually made to play video games or games that promote problem-solving, hands-on skills and spatial-relationship skills, girls play with dolls, which tend to develop their value of relationships (Milgram, 2007). Problem-solving, hands-on and spatial-relationship skills are critical to the study of computer and technology-related subjects. As a result of this discrepancy in development, males become more interested in technology and become better-equipped with the necessary skills as they reach adulthood (Milgram, 2007). The males’ generally higher interest in technology, however, does not affect the possibility of improving females’ perception and attitude towards technology. The effect of ubiquitous computing on gender differences was examined in a study done in 2006. Here, the participants were given access 24-hour access to a laptop. Gender differences were observed in behavioral attitude towards future use of computers before the laptop program. Prior to the laptop program, males were more inclined to use computers. This changed after the laptop program. No significant difference was observed in the attitude towards the use of computers after the program (Kay, 2006). Before the program, males were observed to be more skillful in computer abilities compared to females. No significant difference was observed in computer abilities between males and females after the program, except for the skill in programming (Kay, 2006). In central Georgia middle school, the study on 8th grade students showed a statistically significant difference between achievements of males and females. In this experiment, the participants were instructed and given an exam both written and applied on two modules, information and broadcasting. A greater improvement was seen in females for the information module while the males showed greater improvement in the broadcasting module. This study partially debunks earlier findings that males generally show higher achievements compared to males, in the study of computer technology (Hale, 2005). These studies suggest that females’ do not have an inherently unfavorable computer skill, interest, and attitude which affect computer use. Provided with the right tools and knowledge, females may do as well or even better than males (Milgram, 2007). The comparatively lower use of technology by females can be attributed to the differences in perceptions on technology between genders. While the females see technology through its social function, the males’ perspective is more focused on the hardware itself (Brunner, 1997). Males, therefore, are more likely to study more on the intricacies and technicalities of the use of technology compared to females which in effect allows them to maximize its use. Meanwhile, the females’ perspective of technology limits their use to only a number of functions.. According to Milgram (2007), â€Å"[females] are much less likely to retain interest if they feel they are incapable of mastering the material. † Also, males tend to exaggerate their accomplishments while females tend to feel less comfortable even when they do well in tests (Milgram, 2007). The females’ initial lack of skill in technology affects their confidence and perception towards its use. However, like interest and attitude, these may be changed upon exposure. Nicolino, et. al. (2006) measured the confidence gain of male and female respondents in the frequency of use of computers at home and at work. No significant difference in computer use was observed between males and females. Significant differences were observed in the only in the applications used by the two genders. The possible change in perceptions and confidence which may affect usage is evidenced by the study by Wong and Hanafi in 2007. In this study, the attitudes of male and female student teachers in Malaysia towards exposure and use of Information Technology were measured in terms of usefulness, confidence and aversion. No significant differences were seen between the two genders were observed during the pre- and post IT course. Both genders showed improvement in their appreciation of IT usage after the IT course. Females exhibited greater confidence in IT usage after the course compared to their male counterparts (Wong and Hanafi, 2007). Given the males’ higher degree of confidence towards technology, the question now is whether such confidence really translates to increased use of technology. In a study on some 6,800 fourth and eighth grade students, it was reported that males significantly increase their use of technology with age while no such significant increase was seen in females (Barker and Aspray, 2006). It has been established that the males have a more positive attitude and higher degree of confidence towards technology. These, however, are not solely gender-based but more importantly, based on their differences in upbringing, with males having more background in problem-solving and spatial-relationship. Based on the general principles derived from studies on gender-gap in technology, strategies can be employed to address such gap, improve computer attitude, increase computer use and create a culture where everyone can participate and take advantage of the benefits of technology, regardless of gender. Milgram (2007) lists some of such strategies targeting the middle school where attitudes in computer use start to emerge. These strategies include the creation of same-sex groups in classrooms, the integrated and meaningful use of technology, the improvement of teachers’ computer skills, the use of gender neutral softwares, simulation games for all genders, and the discouragement of using technology and computers as a reward. Common among these strategies is their focus on building the confidence of females who often have less experience than males. Simulation games, for example, ensure that not only males are given the opportunity to develop problem-solving and spatial relationship skills. Simulation games also promote hands-on proficiency which is necessary in developing technological skills and use. The creation of same-sex groups in classrooms and the discouragement of using technology and computers as reward minimize the males’ aggressive, assertive and self-assured behavior which stem from their confidence in their skills. In sum, it is by simulating the environment that contributed to the development of males’ skills that the gender gap in the use of technology can be significantly reduced. The fact that females respond to technology more positively if given the right building blocks, as shown by previous studies support this. Works Cited Barker LJ and Aspray W. (2006). The state of research on girls and IT. In J. M. Cohoon and W Aspray (eds. ), Women and information technology (pp. 3-54). Cambridge, MA: MIT Press. Brunner C. (1997). Technology and gender: Differences in masculine and feminine views. NASSP Bulletin, 81(592), 46-51. Hale, KV. (2005). Gender differences in computer technology achievement. Meridian, 8(1). Kay R. (2006). Addressing gender differences in computer ability, attitudes and use: The laptop effect. Journal of Educational Computing Research, 34(2), 187-211. Lupart J and Cannon E. Computers and career choices: gender differences in grades 7 and 10 students. Gender, Technology and Development, 6(2), 233-248. Milgram D. (2007). Gender differences in learning style specific to science, technology, engineering and math. SelfGrowth. com. Retrieved 27 April 2008 from http://www. selfgrowth. com/articles/Gender_Differences_in_Learning_Style_Specific_to_Science_Technology_Engineering_and_Math_STEM. html. Nicolino, P. , Fitzgerald, B. , Maser, K. & Morote, E. (2006). Gender Differences in Confidence about Using Technology: An Introductory Course. In C. Crawford et al. (Eds. ), Proceedings of Society for Information Technology and Teacher Education International Conference 2006 (pp. 3544-3549). Chesapeake, VA: AACE. Statistics: Women in Technology. (2008). DeVry University Website. Retrieved 27 April 2008 from http://www. phx. devry. edu/outreach/her_world_stats. asp. Wong, S. L. , & Hanafi, A. (2007). Gender Differences in Attitudes towards

Place and Process for the Promotion of Nike Removable Massaging Insole

In Nike Inc. ’s deliberation of where to physically position and place their new product of a sneaker with removable massaging insole, they can focus on making this product available at main flagship outlets and various retail stores across different cities among countries. Nike Inc. can prioritize mainly the various, almost universally-situated retail outlets known as Nike Town, serving as Nike’s premier product outlet amongst district, states, and nations. Such massive and multi-leveled outlets hold the obvious purpose and reputation of holding a comprehensive merchandise and accessory list and availability. Mall retail stores could also provide the product, but only after great discernment and thought. Nike Inc. must learn to build and at the same time keep the anticipation and buzz for this insole technology. Being that the product is of innovative and break-through orientation, many from sport enthusiasts, athletic foot-wear collectors, and even avid Nike accessorized shoe aficionados themselves may have an already heightened anticipation. Nike Inc. hould identify and foresee the sales requirement enough to provide for the demand of the product but not to the unnecessary point of landing clutter inventory at the said profit nests for Nike’s sneaker insole technology sales and distribution channels. Availability should be kept and maintained at either par or above par but should not be overdone in terms of in-store stock supply. With all of these, Nike Inc. must keenly consider a sense of consistency among the availability of the product. In terms of development of a formidable promotion strategy for the pioneering technological feature found exclusively first in Nike footwear, Nike Inc. hould build a series of promotional business activities for better and over-all brand and product awareness that would affix the company specifically as a sports athletic brand committed in spearheading in-detail inventiveness among products for customer satisfaction. Thus, truly giving note-worthy distinction to the brand’s reputation, in terms of product quality, ingenious product ideas, execution and indeed also on product promotion, separate from other players of the athletic shoe market and industry. The selection of promotional tools for a consumer good such as athletic footwear is still rather traditional, but with an originally unique Nike attribute, an edge could be truly utilized, and the creative envelope can be pushed further for endorsement. However, the objectives of the promotion strategy must be concretely identified and should touch as many bases as possible in terms of reaching consumers. As Kotler explains, â€Å"For consumers, objectives include encouraging purchase of larger-sized units, building trial among non-users, and attracting switchers away from competitors’ brands† (Kotler et al. 2006, p. 620). A good and strong sales promotion strategy â€Å"would have short-run sales impact as well as long-run brand equity effects† (Kotler et al. , 2006, p. 620). Nike Inc. must choose the most fitting means, and with such a revolutionary product, a choice of effective methods can be done. Such activities can range from optimization of handing out fr ee trials at outlets for the customer to acquire firsthand experience on the new product. Since the product is the first of its kind, Nike Inc. ust encourage in-store promotions for these help communicate product benefits, in-person, to the customers. Moreover, ensuring product warranties entails confidence in the product and at the same time conveys a sense of accountability in customer relations. And, also realizing cross promotions and holding sponsorships, and building independent programs for events with evidently sporting and athletic themes are other options to be included as part of the sale promotion program. This is where resourcefulness and ingenuity can be stretched. Nike Inc. ust incorporate the value and indispensability of the product in the customers’ lives through a gathered experience via events. In addition, with a strong and justly experienced advertising expertise, Nike Inc. ’s product promotion could have greater impact. Such potent pair-up is confirmed by Kotler and associates as they mention that, â€Å"Sales promotion seems most effective when used together with advertising† (Kotler et al. , 2006, p. 622). In terms of an initial sales promotion schedule, Nike Inc. must capture interest and awareness from the beginning as the product is launched to the market. The series of promotional endeavors at introduction should be broadly well-built and wide-spreading yet calculated. In-store promotions should be consistent in every outlet where the product is available. From the product’s launch until its maturity, customers must be well-informed of Nike’s insole technology even as the promotions gradually change. For approximately four months as the product is introduced, Nike’s sales promotions will be simultaneous and at its strongest, reinforced by an ample advertising campaign and also a comprehensive public relation program implementation.