History Essay Example | Topics and Well Written Essays - 500 words - 23

History - Essay Example According to Turner, Americans derived their unique character from the constant need to face this great frontier and conquer its wildness. This provided Americans with specific traits such as individualism as they battled the wilderness alone, nationalism as they claimed new territories for their country, mobility as they continued to push their boundaries and egalitarianism as they discovered that each man, fighting for a means of making a living, was equal to all other men as they are all engaged in the same activity and should be given the same opportunity (Flagg, 1997). In many respects, Turner had a good point. Americans were constantly coming up against a frontier boundary behind which the world was still savage and wild. In order to make this land hospitable, it was necessary for individual spirits, knowing they would not have the backing of a large community or governmental army behind them, to go out and conquer this wilderness and bring it into order for the ‘proper’ settlement of civilized folk. That there was a frontier at all presented a constant challenge to all Americans that success could be had for the taking if one was willing to fight hard enough for it. At the same time, there seemed to be no limit to this expanse of wild areas to be conquered, giving Americans the impression that it was open to any and all who would come. However, as Wibe (2007) explains, this theory discounted to an obscene degree the role of the ‘savages’ who already lived in this wild and untamed land. Rather than simply being open and available for the taking, much of this land already belonged to another people, people who often had treaties with the very government Americans envisioned themselves as fighting for. There is no account for the lack of shame Americans should have taken at desecrating a land belonging to others, no indication of the moral destruction caused by the near

Effects of Media Globalisation Essay Example for Free

Effects of Media Globalisation Essay Summary of the Effects of Media Globalization by Mary Hickman The world, in many ways, has been benefited from media globalization. However, the lurking dark side of media globalization that threatens us, as audiences of the media, has to be acknowledged and cogitated. Undoubtedly, media globalization has transformed our lives in many ways. Friedman (2005) asserted that the seamless information sharing have brought nations closer in the facets of businesses, personal communications and medical industries. Unfortunately, media globalization has brought about many drawbacks to the world. Firstly, it is a question of the motivation behind media corporations. According to Chomsky (1996), profits are the primary motivation behind every multi-national media corporations. Overwhelming media businesses have swallowed the essence of journalism. As a result, media corporations have the ability to manipulate the media, creating their ideal audience of a certain kind. Due to the small pool of competing media corporations, the existing powerful media corporations have been dominating the media content. Through various underhand methods, the media corporations have effectively influenced and gained favor by the government. Friedman acknowledges that American media corporation, as leaders in the media globalization arena, are leading the media world into a dangerous position; posing a great challenge to media liberation. In addition, Siochru (2004) postulated that intervening American media has damaged cultures amongst countries. While the voices of the audiences are suppressed, proliferation of unhealthy media content such as cognitive content of greed has been appalling. Due to the minimum participation of media content from the audiences, we are vulnerable to any form of ideologies that are intentionally displayed by the media monopoly.

Roles and responsibilities of the PE teacher

Roles and responsibilities of the PE teacher QCA (2007) states that a range of activities is needed to be carried out in schools for pupils to become physically active learning new skills that will help with their personal development. It is important for students to understand skills and decision making and understanding how to improve. It is important to be educated in physical activity at a young age in order to carry on with a healthy life-style. Physical Education is not just important in the curriculum for sport it has social benefits too as working together in different roles prepares pupils for future careers. Secondary Physical Education teachers are at the heart of providing the foundations to deliver a good curriculum due to teaching in their own secondary school and also their partnered primary schools as there is a shortage of specialist PE teachers in primary schools (Green, 2008). The Every Child Matters model states that there are five elements that every child has the right to experience. stay safe, be healthy, enjoy and achieve, make a positive contribution and achieve economic well-being (The Association for Physical Education, 2008) schools throughout the country have a different intake of pupils with different needs whilst critiquing the national curriculum Green (2000) suggests that the National Curriculum does not account for what type of school and which pupils would be in your class therefore planning is highly important of every single PE lesson. Teacher have to be fully inclusive to provide for a wide range of abilities in their class, planning is of the upmost importance to provide a fully inclusive lesson (Block, 2002) Every Child Matters and this should be at the very centre of all planning and at the forefront of every Physical Education teachers minds (The Association for Physical Education, 2008). Planning is paramount and is an important responsibility of any teacher because they must gain an understanding of what will actually occur during a lesson (Macfadyen and Bailey, 2002). However, it is argued that unforeseeable situations arise during physical education lessons therefore a teacher needs to have the skills to think on the spot this is gained through experience (Green, 2008). This statement was supported by Macfadyen (2010) stating that planning in too much depth takes away an important teaching skill of improvisation. It is important to understand that planning provides an inclusive curriculum, without planning and differentiation this would simply not happen (Johnson, 2007). Teachers have to have the skill and be responsible for fully inclusive provision for a wide range of abilities in their class planning is of the upmost importance to provide this; however, it has been suggested that physical education teachers often lack the ability to adapt tasks to include SEN s tudents (Block, 2002). This may be through a lack of experience as only in recent years many pupils with disabilities have been moving into mainstream schools and it is the duty of a PE teacher to provide equal opportunities for all participants (Fitzgerald, 2006 cited Green, 2008:187). This is supported by Lieberman and Huston-Wilson, (2002) who state that 93 percent of SEN children are based in mainstream schools. As teachers of PE we have to plan SEN pupils personnel and equipment. It has become apparent that some teachers in this country are not providing a fully inclusive curriculum with regards to SEN students (Block, 2002). In relation to the increase of SEN students in mainstream schools statistics from National Centre for Educational Statistics (2005) states that in the last 30 years EAL students have increased in our schools by 161% (cited Causton-Theoharis et al., 2008: 382). Many EAL students have different cultures and attitudes toward PE that may prevent them from performing. It is therefore the responsibility of the P.E teacher to plan strategies and use communication skills to include EAL students. Another consideration for all teachers is providing for Gifted and Talented students. First the PE teacher needs the skill to identify a gifted student and then ways in which they can be kept engaged during lessons and promote them to elite sporting success (Bailey Morley, 2010). Even though it is positive that certain students with additional needs are catered for by preplanning there tends to be a negative effect on the majority of students in the class. This is because our attention as a teacher gets focused predominantly on the students with the additional needs (Causton-Theoharis, 2008). Planning and risk assessment co-inside with one another in order provide a safe place to work (Macfadyen, 2010). Physical education teachers show high skills when risk assessment becomes routine practice (Shewry, 2008 cited Whitlam, 2010:173). PE teachers must see an event such as injury and danger before it takes place, furthermore physical education teachers must have the skills to prevent a risk without impeding on the students learning (Whitlam, 2010). When pupils take part in practical Physical Education the environment should be safe to exercise and the activity should be carried out safely (Whitlam, 2010). With relation to the National Curriculum this provides students with the underlying knowledge to carry safe and effective exercise on their own away from the classroom (QCA, 2007). An expected role of all teachers is that they are required to be reflective practitioners and evaluate on their own teaching and the learning of pupils as a means of ensuring the intended outcomes are met (Causton-Theoharis, 2008). In order to develop and deliver a curriculum that allows for all pupils to be included and make progress, it is the responsibility of the teacher to examine the needs of the pupils in their class and to adapt their lessons accordingly (Armour, 2010). The teachers with the most success are those who take it as their responsibility to act upon what happened during their class by using reflective strategies. The characteristics of the pupils could not be blamed such as behaviour due to home-life part by the way in which the teacher handles the class reflecting will improve the learning experience and curriculum delivery (James et al., 2007). Furthermore without reflective practice teacher will not gain experience to get across better teaching of the national curriculum (Keay, 2006). Upon critiquing the National Curriculum, reflection is a very important responsibility of the PE teacher, as the teacher is still a learner. The National Curriculum states that evaluating and improving is a key process (QCA, 2007). All people should be able to analyse, evaluate and improve therefore teachers should demonstrate this to. Assessments are a means of obtaining information to find out what level students have achieved. PE teachers need to have analysis skills such as observation to carry this out (Green, 2008). It is an ongoing and never ending process that PE teacher need to continuously develop throughout their career (Casbon and Spackman, 2005). There are two forms of assessment; summative and formative (Green, 2008). The debate has risen in resent modern day Physical Education arguing that teachers should move away from assessment of learning (summative) to assessment for learning (formative) this is because it gives to students a chance to act to improve (Frapewell, 2010). The role of a PE teacher has no difference from any other subject on the National Curriculum with regards to assessment and of high importance to Physical Education (Green, 2008). Assessment for learning has shown that students are given better direction in knowing how to improve, however, the national curriculum within PE lessons does not cater for SEN pupils as teachers are not skilled enough to grade the pupils with SEN on the attainment target criteria (Smith and Green, 2004). This is supported by Lieberman Houston-Wilson (2002) who state that PE teachers need to get speciaist advice from an adapted PE specalist before grading pupils, this therefore demonstrates a weakness in the national curriculum. Frapwell (2010) demonstrates that one important skill needed for PE teachers is that of feedback which is communicating accurate analysis. Blankenship (2008) states this will ultimately help pupils understand what they need to achieve and how they need to act to achieve the outcome (QCA, 2007). Teachers should encourage peer assessment as the national curriculum states that pupils should be able to analyse performance and identify strengths and weaknesses (QCA, 2007). Therefore it is the role of a PE teacher to provide pupils with the skills necessary for them to peer assess. One theory that suggests positive and negative aspects of peer assessment is the competence motivational theory (Harter, 1981 cited Blankenship, 2008:153) which states that feedback from a peer significantly affects the pupils perceived competence. If the peer praises perceived competence will rise, if the pupil is criticised or ignored perceived competence will full. Due to the advance of modern day technology and its affordability, the national curriculum has introduced ICT in the past ten year (Taylor, 2009). However it is debated that ICT should be a cross-curricular subject taught within other subjects as the 21st century world is dependent on it (Becta, 2003 cited Taylor, 2009:147). The National Curriculum for PE is inclusive of ICT as a way of improving performance (QCA, 2007). The use of ICT is also beneficial for pupils finding a role that best suits them in sport besides performing as well as evaluation of performance (QCA, 2007) this can be done by using player cam. As ICT is part of the National Curriculum, it is stated that PE teachers of modern education need to be ICT literate and have the skills and knowledge to use technology within their Physical Education lessons (Taylor, 2009). It was concluded by Bailey (2001) that ICT is awkward to use in PE lesson without careful planning and therefore the planning will allow for teachers to pick up the skills which they need. As a Physical Education teacher you gain further knowledge by participating in sport yourself to improve skills and be responsible to obtain help from coaches and instructors that are more experienced especially in sports and activities the teacher is weak in and take their knowledge into your physical teaching practice. (Carle, 2010) This can help provide good teaching of the national curriculum as pupils have a chance of experiencing a range of activities giving them a greater chance to see what type of activity best suits them. If the teacher understands the sporting technique then pupils are able to refine their own (QCA, 2007). Teachers however, do not have a full understanding of the subject but must act with the best interests of their students (Armour, 2010). Bailey (2001) takes this idea one step further by stating teachers are forever developing subject knowledge, subject knowledge is not the most important skill having the ability to plan is the key to successful teaching. Whilst delivering and planning for a Physical Education lesson Grossman (1990) suggests teachers need to understand four categories before teaching. They need to have an understanding of the topic, students understanding and performing in PE, how it relates the national curriculum and finally the strategies in which they can deliver the topic. However this was criticised by Green (2008) who stated that gaining experience of the teacher is more important. One important knowledge skill of a PE teacher is health knowledge that is to be able to deliver to pupils within the school setting and applied. This knowledge must be up to date, accurate and not hyped up by the media (Armour, 2010). Schools are the first place that The Government can educate and promote Public Health and Physical Education Curriculum is seen to be an ideal place to start (Allensworth et al. 1997). This is supported by Sallis and McKenzie (1991) stating school physical education is seen as an ideal site for the promotion of regular physical activity. Moreover this is because schools already have a captive audience in the pupils Physical Education teacher have the responsibility to provide free of charge opportunities to educate children in health issues (Fox, 1992). One modern problem the nation faces and is the responsibility of PE teachers to tackle is obesity, physical education teacher can play in the treatment of obesity at school (Ward and Bar-Or, 1986) The primary role of physical education is to develop the need for lifelong physical activity (NASPE, 2004: cited Blankenship, 2008:300). This was supported by Shephard and Trudeau (2000) as they consider the most important goal of PE is the long-term health of students. Health related exercise the area of the curriculum which includes the teaching of knowledge, understanding, physical competence and behavioural skills, this is aimed for pupils to understand and create a desire to carry out a healthy life style and be confident to continue participation in physical activity (Harris, 2000). Health related teaching is now an established and statutory component of the National Curriculum for PE in England this there for states it is a legal responsibility of a PE teacher (Carle, 2000). Furthermore, if teachers have the skills to create a positive impact on their pupil during lessons then life-long participation maybe created (Carle, 2000). The Social Learning theory by Bandura (1978) states that students model the behaviour of their teachers and copy reinforced behaviours social learning theory by Bandura (1978). Role modelling as a PE teacher is seen to be an essential skill for PE teachers to attract pupils to participate in life-long physical activity, this is supported by Hopper (2005) shows that primary school teachers tend to push pupils away from Physical Education however secondary school teachers have the specialist personal qualities to deliver the curriculum. The discussion continues Green (2008) stating that showing their love and passion for sport will attract children to continue sport, this applies to a national curriculum aim. In opposition having a love of the sport is not enough teachers need to gain the respect of the students building confidence, social skills, and self-esteem by role modelling in this way students will be more willing to access the curriculum opportunities (Comer 1988). One problem PE teachers experience is communication and therefore becoming friendly with the pupils this leads to discipline issues rather than positive role modelling (Bailey, 2001). This was supported Larson (2006) stating a number of personal qualities have also been associated with it teacher such as enthusiasm, sense of humour, approachability, patience, impartiality, open-mindedness, empathy, ability to be a good communicator and organiser and also be caring towards pupils. A good way in which PE teachers create inter-personal relationships is through extra-curricular clubs (Bailey, 2001). one responsibility of the PE teacher is to provide extracurricular clubs by providing the opportunity before school at lunchtimes and after-school (Green, 2008) the national curriculum states that people should be given the opportunity to participate in and beyond school (QCA, 2007) Physical Education has a place within schools as it is a way in which social cohesion can be brought about as we see the behaviour of pupils improving within the School and social community (Armour, 2010). Furthermore the study by Green (2000) states that a role of the PE teacher it is to promote the social skills during their lessons. Green (2000) suggests this is an unwritten part of the national curriculum however open to critiquing the national curriculum in our state that social well-being is an important outcome of physical education. To conclude it has come apparent that planning is the fundamentals that underpin all the roles and responsibilities of a PE teacher. However reflection is a key responsibility so teachers are able to plan and improve their delivery of the national curriculum. It has become clear from the research highlighted that the main role of Physical education in the nation curriculum is to provide a healthy life style which pupils can use in their adult life and to promote social well being for pupils to become good citizens.

Common Sense Justice Essay -- Law

Commonsense justice and jury instructions are placed together to exemplify the informative and the response between the two; like the â€Å"analytic and beneficial†. Conjoining these two objectives, gives them â€Å"instructive potential for the law;† with the verdicts of not guilty, or hung juries, and jury nullification. These two objectives are â€Å"more likely the failure of jury instructions,† [slightly] than the â€Å"failings of jurors.†Ã¢â‚¬  (Norman J. Finkel, 2000). Both of the objectives have a teaching method that gives jurors no time management and no chance to comprehend the differences. In the court system they have two laws; one is black-letter law, and commonsense justice. Black-letter law is a generally known law plus the most common, and it is what the legislators have endorsed, and it was intertwined through the â€Å"common-law cases and appeals decisions.† Black-letter law takes the instructions away from second guesses, and disagreements, and makes a set of clear and precise rules. (Norman J. Finkel, 2000). Commonsense justice represents the citizens and what they think what is right and wrong; just and fair. The bias that jurors have inside themselves, they are taking those emotions to the jury box as they are about to judge the â€Å"defendant and the law.† What the citizens feel the law should be is what they think. (Norman J. Finkel, 2000). Instructions for jurors were â€Å"rewritten using psycholinguistic principles† which [illustrated] that their comprehension improved.† â€Å"Commonsense justice and jury instructions,† adjacent on an â€Å"instructive and reciprocating connection,† continued to demonstrate the studies of how citizens interpreted the instructions. (Norman J. Finkel, 2000) If the instructions are not understandable ... ...tz et. al. 1997). â€Å"The standard of proof in a trial is one such fundamental tenet of criminal law.† (Horowitz et. al. 1997). Works Cited Haney, Craig (1997). Commonsense Justice and Capital Punishment. Problematizing the â€Å"Will of the People† Psychology, Public Policy, and Law, 3(2/3), 303-337. Horowitz, Irwin A. (1997). Reasonable Doubt. Instructions commonsense justice and standard of proof. Psychology Public Policy, and Law, 3(2/3), 285-302 Norman, Finkel J. (2000). Commonsense Justice and Jury Instructions. Instructive and Reciprocating Connections. Psychology, Public Policy, and Law, 6(3), 591-628 Norman, Finkel J. and Groscup, Jennifer L.. (1997). When Mistakes Happen. Commonsense Ruels of Culpability. Psychology, Public Policy, and Law, 3(1), 65-125.

Ecology and Environment Essay

1. Describe your local and surrounding ecologies and environments. Before we can describe the local and surrounding ecologies and environments, we have to know the meaning of ecology and environment. The relation among organisms and the environment that they are in is called ecology. During an organism’s lifetime, anything that affects it in any way is called an environment. Local and surrounding ecologies and environments in the local area that I reside in are trees, shrubs and vines, wildflowers and weeds, fungi (honey mushroom), lichen, fish, reptiles, amphibious animals, birds, mammals, insects, snails, and different worms. These ecologies require different habitats in the environment to survive and make their being. There are a few different habitats that exist in Northern Virginia, forest, meadows, thicket, marsh, ponds, forest streams, rivers, flower garden, and regular neighborhood streets. Habitats are very important components of an organism’s life. Organisms need the different shelters to live in. The forest can be a very big area that certain organism can live in. Some organism uses the shelter to hide in or move along so other organism want see them to eat them. The ponds and streams are important for any organism and any life form. Organism needs water to survive, without getting enough water to drink an organism will die. (Northern Virginia Ecology) The environment that we live in plays an important part in the lives of an organism. The habitat (the environment) consists of shelter, water, food, and space that an organism needs to survive. 2. List the specific factors that distinguish your local ecology and environment. The specific factors that distinguish your local ecology and environment is determined by the area that and individual, and an organism live in. Latitude, the geographic coordinate, and your elevation above sea level are important factors that distinguish your local ecology and environment. Certain organism may and may not be able to live in certain areas above or below certain sea levels, latitudes, and longitudes. Other distinguishing factors of local ecology and environment in Northern Virginia are the types of forest, river, streams, and ponds. Types of forest in Northern Virginia are the Bottomland Hardwoods, Loblolly Pine, and White Pine. 3. Discuss how human activities have affected your local ecosystems. First of all humans require so much to survive. To survive we do what ever it takes to get what we need. We are what you call greedy in some ways. We all live in different areas of the world, and our need for resources grows rapidly because there are a number of us throughout. When it comes to the ecosystem, it becomes imbalanced because of our activities, making it harder for different organism to survive. In my local area a lot of construction is being done to build new homes and buildings. A lot of trees are being cut down to make way for homes, buildings, town homes, parking lots, and other construction. Because of the construction that is being done, the soil that is being moved end up killing the organism that live in the soil and the plants that are rooted there also. A lot of the construction is being done to build roads and buildings. The land itself is being changed to a more flat land, which disrupts the way the water flows through the land when rain falls. The activities that human are conducting are consequences known as abiotic and biotic. According to Tillery, Enger, & Ross (2008), biotic factors are other living things that affect an organism, and abiotic factors are nonliving influences that affect an organism. Other human activities that affect the local ecosystem are the pollutants that we cause. Polluted run-off is from sewage treatments that are discharged into the lakes. Washing cars, watering the lawn or crops all affect the local ecosystem. All these different pollutants can cause different kind of reactions to organism. If organism consume the pollutants it may cause death and to human possible serious health problems. Some of these pollutants can start the growth of E. coli on the beachfronts that disrupt the ecosystems. 4. Describe the ways that global warming might affect your local ecosystems. The definition of global warming according to dictionary.com is an increase in the earth’s average atmospheric temperature that causes corresponding changes in climate and that may result from the greenhouse effect. Because of global warming and the increase in temperatures, some organism may not be able to survive in the local area. These organisms have to possible migrated to other cooler areas to survive. The local ecosystems change because the food supply need by some organism will decrease because of the changing environment. In the local ecosystem you will find that certain butterflies that use to reside here are moving or migrating to northern latitudes along with frogs and some birds. Over the next 20 to 30 years we will see a decrease in the mammals and bird species. I believe that global warming will have a huge affect on our local ecosystem. You have plants and animals that are use to a certain environment and when that environment change because of temperature increased, they have to adjust to the change. If they are unable to adjust to the changing seasons the plants and animals will become extinct. 5. Relative to other parts of the world, would your local ecosystems be affected more or less? Relative to the rest of the world I believe that my local ecosystem will be affected more. I agree this will happen because of a few different things. Number one, global warming, global warming will cause climate changes. In certain areas of my local area that require certain rainwater, this may decrease. If you have been observing the weather storms are becoming more violent and causing damages to areas that didn’t have that type of weather before. Second, human activity will be another cause that affects my local ecosystem. Humans today are conducting construction more a more trying to create job, build cooperation, and roads. In the construction process, trees are being destroyed, lakes and streams are being drained and moved to different places. By destroying the trees organism are left without shelter food and other habitats that secure their survival. In our everyday activity we are polluting the water with the everyday washing of cars, and the drainage of sewers that eventually drain over into the lakes and streams kills the fish and causing the build up of algae that is causing death and serious sickness to wildlife and humans. In conclusion, we have to learn more about the environment and how it affects the ecosystem. All the changes that we make in the environment will affect something or someone. To save our ecosystem and environment we have to ask is this change really worth it. Global warming is already making a big impact on our world and if we continue to make the changes we are, the health of the world will continue to decline.

Human Health Essay

Health in human beings includes physical, social and psychological well being or fitness. Changing weather patterns, for instance, extreme events affects human health directly or indirectly through changes in air, food quality and quantity, ecosystem agriculture, livelihood and infrastructure. Research on effects of climate change Confalonieri et al provided evidence climate change has; altered distribution of some infectious disease vectors altered the seasonal distribution of allergenic pollen species and increases heat wave-related deaths (2007). Seriousness of the effects of climate change is further manifested by increase in malnutrition and consequence disorders, including disorders related to child growth and development, increase in death, diseases, and body injury from heat waves, storms, fires and drought. As climate change, some infectious disease vector has change too; this has made them more resistant to traditional drugs. The change has also lend to mixed effects on malaria, in some places, the geographical range has contracted while in other places the range has expand and still in others the transmission season has changed. Transmission of water borne diseases like typhoid and cholera increases. The research has also proved an increase in cardio respiratory morbidity and mortality associated with ground level ozone. Non –communicable diseases, such as heart disease diabetes stroke and cancer are estimated to contribute about half of the global burden of all disease at all ages. Despite this, communicable diseases affecting human health are a great threat to public health in many parts of the world. According to the report, almost two million deaths a year are feared to result from diarrheal diseases and other communicable diseases and other conditions that are attributed to unsafe drinking water and lack of basic sanitation. Malaria, a disease whose geographical rage is affected by climate causes an estimated one million deaths annually especially in young children. Mal-nutrition and drought leading to adverse negative effects on human health, is greatly attributed to climate change. In the report, it is estimated that an increase in frequency or intensity of heat waves will increase the risk of mortality and morbidity, especially in old age group and the urban poor. An increase in climate extremes, for instance storm, floods and drought would cause more deaths injuries, population displacement and adverse effects on food production, fresh water availability and an increase in the risk of infectious disease particularly in low income countries. Considering the current trends of emissions to continue, more harm will be done to the environment; air quality will worsen, ozone and other particulate pollutants will increase, increasing mortality and morbidity amongst human beings. From the report, a clear relationship between climate and human health is described, but in it is common knowledge that disease have been here as long as man has existed. It is therefore important to consider and see climate change as a catalyst and not necessary the cause of ill health in human beings. Despite this, more understanding of the extent, rate, limiting forces and major drivers of adaptation of human population to a changing climate is needed. This will reduce the impacts of climate change on human health.