Learning strategies Essay Example for Free

Learning strategies Essay Learning or instructional strategies determine the approach for achieving the learning objectives and are included in the pre-instructional activities, information presentation, learner activities, testing, and follow-through. The strategies are usually tied to the needs and interests of students to enhance learning and are based on many types of learning styles (Ekwensi, Moranski, Townsend-Sweet, 2006). Thus the learning objectives point you towards the instructional strategies, while the instructional strategies will point you to the medium that will actually deliver the instruction, such as elearning, self-study, classroom, or OJT. However, do not fall into the trap of using only one medium when designing your course. . . use a blended approach. Although some people use the terms interchangeably, objectives, strategies, and media, all have separate meanings. For example, your learning objective might be Pull the correct items for a customer order; the instructional strategies are a demonstration, have a question and answer period, and then receive hands-on practice by actually performing the job, while the media might be a combination of elearning and OJT. The Instructional Strategy Selection Chart shown below is a general guideline for selecting the learning strategy. It is based on Blooms Taxonomy (Learning Domains). The matrix generally runs from the passive learning methods (top rows) to the more active participation methods (bottom rows. Blooms Taxonomy (the right three columns) runs from top to bottom, with the lower level behaviors being on top and the higher behaviors being on the bottom. That is, there is a direct correlation in learning: Lower levels of performance can normally be taught using the more passive learning methods. Higher levels of performance usually require some sort of action or involvement by the learners. Instructional Strategy Selection Chart Instructional Strategy Cognitive Domain (Bloom, 1956) Affective Domain (Krathwohl, Bloom, Masia, 1973) Psychomotor Domain (Simpson, 1972) Lecture, reading, audio/visual, demonstration, or guided observations, question and answer period 1. Knowledge 1. Receiving phenomena 1. Perception 2. Set Discussions, multimedia CBT, Socratic didactic method, reflection. Activities such as surveys, role playing, case studies, fishbowls, etc. 2. Comprehension 3. Application 2. Responding to phenomena 3. Guided response 4. Mechanism On-the-Job-Training (OJT), practice by doing (some direction or coaching is required), simulated job settings (to include CBT simulations) 4. Analysis 3. Valuing 5. Complex response Use in real situations. Also may be trained by using several high level activities coupled with OJT. 5. Synthesis 4. Organize values into priorities 6. Adaptation Normally developed on own (informal learning) through self-study or learning through mistakes, but mentoring and coaching can speed the process. 6. Evaluation 5. Internalizing values 7. Origination The chart does not cover all possibilities, but most activities should fit in. For example, self-study could fall under reading, audio visual, and/or activities, depending upon the type of program you design Instructional Skills: What are Instructional Skills? Instructional skills are the most specific category of teaching behaviors. They are necessary for procedural purposes and for structuring appropriate learning experiences for students. A variety of instructional skills and processes exist. Explaining Demonstrating Questioning Questioning Techniques Levels of Questions Wait Time Explaining The teacher spends much classroom time explaining or demonstrating something to the whole class, a small group, or an individual. Student resource materials typically do not provide extensive explanations of concepts, and students often need a demonstration in order to understand procedures. Demonstrating The teacher spends much classroom time explaining or demonstrating something to the whole class, a small group, or an individual. Student resource materials typically do not provide extensive explanations of concepts, and students often need a demonstration in order to understand procedures. Questioning Among the instructional skills, questioning holds a place of prominence in many classrooms. When questioning is used well: a high degree of student participation occurs as questions are widely distributed; an appropriate mix of low and high level cognitive questions is used; student understanding is increased; student thinking is stimulated, directed, and extended; feedback and appropriate reinforcement occur;students critical thinking abilities are honed; and, student creativity is fostered. Questioning Technique The teacher should begin by obtaining the attention of the students before the question is asked. The question should be addressed to the entire class before a specific student is asked to respond. Calls for responses should be distributed among volunteers and non-volunteers, and the teacher should encourage students to speak to the whole class when responding. However, the teacher must be sensitive to each students willingness to speak publically and never put a student on the spot. Levels of Questions While the need for factual recall or comprehension must be recognized, teachers also need to challenge students with higher level questions requiring analysis, synthesis, or evaluation. The consideration of level is applicable at all grade levels and in all subject areas. All students need the opportunity to think about and respond to all levels of questions. Teacher probes or requests for clarification may be required to move students to higher levels of thinking and deeper levels of understanding. Wait Time  Wait time is defined as the pause between asking the question and soliciting a response. Providing additional wait time after a student response also allows all students to reflect on the response prior to further discussion. Increased wait time results in longer student responses, more appropriate unsolicited responses, more student questions, and increased higher order responses. It should be noted that increased wait time is beneficial for students who speak English as a second language or English as a second dialect. Instructional Strategies: 1. Direct instruction 2. Indirect instruction 3. Interactive instruction 4. Independent study 5. Experiential learning 1. What is Direct Instruction? The Direct instruction strategy is highly teacher-directed and is among the most commonly used. This strategy is effective for providing information or developing step-by-step skills. It also works well for introducing other teaching methods, or actively involving students in knowledge construction. Possible Methods Structured Overview Lecture Explicit Teaching Drill Practice Compare Contrast Didactic Questions. Demonstrations Guided Shared reading, listening, viewing, thinking What is Structured Overview? Structured Overview is verbal, visual or written summary or outline of a topic. It can occur at the beginning of a unit, module or new concept, or it may be used to help relate a learned idea to the big picture. A Structured Overview distills difficult or complex idea into simple definitions or explanation, and then shows how all the information relates. It is the process of â€Å"organizing and arranging topics† to make them more meaningful. What is Lecture? Lecture is a valuable part of a teachers instructional repertoire if it is not used when other methods would be more effective. If the presenter is knowledgeable, perceptive, engaging, and motivating, then lecture can stimulate reflection, challenge the imagination, and develop curiosity and a sense of inquiry. Criteria for the selection of the lecture method should include the types of experiences students will be afforded and the kinds of learning outcomes expected. Because lecture is teacher-centred and student activity is mainly passive, the attention span of students may be limited. Many students, because of learning style preferences, may not readily assimilate lecture content. In addition, lectured content is often rapidly forgotten. What is Explicit Teaching? Explicit teaching involves directing student attention toward specific learning in a highly structured environment. It is teaching that is focused on producing specific learning outcomes. Topics and contents are broken down into small parts and taught individually. It involves explanation, demonstration and practise. Children are provided with guidance and structured frameworks. Topics are taught in a logical order and directed by the teacher. Another important characteristic of explicit teaching involves modeling skills and behaviours and modelling thinking. This involves the teacher thinking out loud when working through problems and demonstrating processes for students. The attention of students is important and listening and observation are key to success. What is Drill Practice? As an instructional strategy, drill practice is familiar to all educators. It promotes the acquisition of knowledge or skill through repetitive practice. It refers to small tasks such as the memorization of spelling or vocabulary words, or the practicing of arithmetic facts and may also be found in more supplicated learning tasks or physical education games and sports. Drill-and-practice, like memorization, involves repetition of specific skills, such as addition and subtraction, or spelling. To be meaningful to learners, the skills built through drill-and-practice should become the building blocks for more meaningful learning. What is Compare Contrast? Compare and Contrast is used to highlight similarities and differences between to things. It is a process where the act of classification is practiced. It is effectively used in conjunction with indirect instructional methods, but can also be used directly to teach vocabulary signals, classification, nomenclature and key characteristics. It is often presented in either written text paragraphs or a chart. Its most common use is as a graphic organizer of content. What are Didactic Questions? Didactic questioning offers the teacher a way to structure the learning process (McNeil Wiles, 1990). Didactic questions tend to be convergent, factual, and often begin with what, where, when, and how. They can be effectively used to diagnose recall and comprehension skills, to draw on prior learning experiences, to determine the extent to which lesson objectives were achieved, to provide practice, and to aid retention of information or processes. Teachers should remember that didactic questions can be simplistic, can encourage guessing, and can discourage insightful answers or creativity. However, effectiveness of this method can be increased by the appropriate addition of why questions, and the occasional use of what if questions. What is Demonstration? A method of teaching by example rather than simple explanation What are Guided and Share? Prioritizes intrinsic motivation and helps students to become more engaged in learning experiences through connecting their beliefs and life goals to curricular requirements 2. What is Indirect Instruction? In contrast to the direct instruction strategy, indirect instruction is mainly student-centered, although the two strategies can complement each other. Indirect instruction seeks a high level of student involvement in observing, investigating, drawing inferences from data, or forming hypotheses. It takes advantage of students interest and curiosity, often encouraging them to generate alternatives or solve problems. In indirect instruction, the role of the teacher shifts from lecturer/director to that of facilitator, supporter, and resource person. The teacher arranges the learning environment, provides opportunity for student involvement, and, when appropriate, provides feedback to students while they conduct the inquiry (Martin, 1983). Possible Methods Problem Solving Case Studies Reading for Meaning Inquiry Reflective Discussion Writing to Inform Concept Formation Concept Mapping. Concept Attainment Cloze Procedure What is Problem Solving? There are two major types of problem solving – reflective and creative. Regardless of the type of problem solving a class uses, problem solving focuses on knowing the issues, considering all possible factor and finding a solution. Because all ideas are accepted initially, problem solving allows for finding the best possible solution as opposed to the easiest solution or the first solution proposed. What are Case Studies? Case studies are stories or scenarios, often in narrative form, created and used as a tool for analysis and discussion. They have a long tradition of use in higher education particularly in business and law. Cases are often based on actual events which adds a sense of urgency or reality. Case studies have elements of simulations but the students are observers rather than participants. A good case has sufficient detail to necessitate research and to stimulate analysis from a variety of viewpoints or perspectives. They place the learner in the position of problem solver. Students become actively engaged in the materials discovering underlying issues, dilemmas and conflict issues. What is Reading for Meaning? Children become curious about printed symbols once they recognize that print, like talk, conveys meaningful messages that direct, inform or entertain people. By school age, many children are eager to continue their exploration of print. One goal of this curriculum is to develop fluent and proficient readers who are knowledgeable about the reading process. What is Inquiry? Inquiry learning provides opportunities for students to experience and acquire processes through which they can gather information about the world. This requires a high level of interaction among the learner, the teacher,the area of study, available resources, and the learning environment. Students become actively involved in the learning process as they: act upon their curiosity and interests; develop questions; think their way through controversies or dilemmas; look at problems analytically; inquire into their preconceptions and what they already know; develop, clarify, and test hypotheses; and, draw inferences and generate possible solutions. Questioning is the heart of inquiry learning. Students must ask relevant questions and develop ways to search for answers and generate explanations. Emphasis is placed upon the process of thinking as this applies to student interaction with issues, data, topics, concepts, materials, and problems. What is Reflective Discussion ? Reflective discussions encourage students to think and talk about what they have observed, heard or read. The teacher or student initiates the discussion by asking a question that requires students to reflect upon and interpret films, experiences, read or recorded stories, or illustrations. As students question and recreate information and events in a film or story, they clarify their thoughts and feelings. The questions posed should encourage students to relate story content to life experiences and to other stories. These questions will elicit personal interpretations and feelings. Interpretations will vary, but such variances demonstrate that differences of opinion are valuable. What is Writing to Inform? Writing that reports information to others can vary greatly in content and format. Many learning experiences culminate in expository or informative writing activities. Students must have opportunities to read a variety of resources and printed materials for information. During writing, students can apply their knowledge of the structures and formats of these materials to organize and convey information. What is Concept Formation ? Concept formation provides students with an opportunity to explore ideas by making connections and seeing relationships between items of information. This method can help students develop and refine their ability to recall and discriminate among key ideas, to see commonalities and identify relationships, to formulate concepts and generalizations, to explain how they have organized data, and to present evidence to support their organization of the data involved. What are Concept Maps? A concept map is a special form of a web diagram for exploring knowledge and gathering and sharing information. Concept mapping is the strategy employed to develop a concept map. A concept map consists of nodes or cells that contain a concept, item or question and links. The links are labeled and denote direction with an arrow symbol. The labeled links explain the relationship between the nodes. The arrow describes the direction of the relationship and reads like a sentence. What is Concept Attainment? Concept Attainment is an indirect instructional strategy that uses a structured inquiry process. It is based on the work of Jerome Bruner. In concept attainment, students figure out the attributes of a group or category that has already been formed by the teacher. To do so, students compare and contrast examples that contain the attributes of the concept with examples that do not contain those attributes. They then separate them into two groups. Concept attainment, then, is the search for and identification of attributes that can be used to distinguish examples of a given group or category from non-examples. What is Cloze Procedure? Cloze procedure is a technique in which words are deleted from a passage according to a word-count formula or various other criteria. The passage is presented to students, who insert words as they read to complete and construct meaning from the text. This procedure can be used as a diagnostic reading assessment technique. It is used: to identify students knowledge and understanding of the reading process to determine which cueing systems readers effectively employ to construct meaning from print to assess the extent of students vocabularies and knowledge of a subject to encourage students to monitor for meaning while reading  to encourage students to think critically and analytically about text and content 3. What is Experiential Learning? Experiential learning is inductive, learner centered, and activity oriented. Personalized reflection about an experience and the formulation of plans to apply learning to other contexts are critical factors in effective experiential learning. The emphasis in experiential learning is on the process of learning and not on the product. Experiential learning can be viewed as a cycle consisting of five phases, all of which are necessary: experiencing (an activity occurs);sharing or publishing (reactions and observations are shared); analysing or processing (patterns and dynamics are determined);inferring or generalizing (principles are derived); and, applying (plans are made to use learning in new situations). Possible Methods Field Trips Narratives Conducting Experiments Simulations Games Storytelling Focused Imaging Field Observations Role-playing Model Building Surveys What are Field Trips? A field trip is a structured activity that occurs outside the classroom. It can be a brief observational activity or a longer more sustained investigation or project. While field trips take considerable organization, it is important to: be clear about what the field trip will accomplish prepare students for the learning have a debriefing session for students to share their learning when they return to the classroom What are Narratives? Narrative essays are told from a defined point of view, often the authors, so there is feeling as well as specific and often sensory details provided to get the reader involved in the elements and sequence of the story. What are Conducting Experiments? Is an orderly procedure carried out with the goal of verifying, refuting, or establishing the validity of a hypothesis. Experiments provide insight into cause-and-effect by demonstrating what outcome occurs when a particular factor is manipulated. What are Simulations? A simulation is a form of experiential learning. Simulations are instructional scenarios where the learner is placed in a world defined by the teacher. They represent a reality within which students interact. The teacher controls the parameters of this world and uses it to achieve the desired instructional results. Simulations are in way, a lab experiment where the students themselves are the test subjects. They experience the reality of the scenario and gather meaning from it. It is a strategy that fits well with the principles of constructivism. Simulations promote the use of critical and evaluative thinking. The ambiguous or open ended nature of a simulation encourages students to contemplate the implications of a scenario. The situation feels real and thus leads to more engaging interaction by learners. They are motivating activities enjoyed by students of all ages. What are Games? Is structured playing, usually undertaken for enjoyment and sometimes used as  an educational tool. Games are distinct from work, which is usually carried out for remuneration, and from art, which is more often an expression of aesthetic or ideological elements. What is Storytelling? Is the conveying of events in words, and images, often by improvisation or embellishment. Stories or narratives have been shared in every culture as a means of entertainment, education, cultural preservation, and instilling moral values. Crucial elements of stories and storytelling include plot, characters, and narrative point of view. What is Focused Imaging? Imaging, the process of internally visualizing an object, event, or situation, has the potential to nurture and enhance a students creativity (Bagley Hess, 1987). Imaging enables students to relax and allow their imaginations to take them on journeys, to experience situations first hand, and to respond with their senses to the mental images formed. What are Field Observations? The process of filtering sensory information through the thought process. Input is received via hearing, sight, smell, taste, or touch and then analyzed through either rational or irrational thought. What is Role Playing? In role playing, students act out characters in a predefined situation. Role playing allows students to take risk-free positions by acting out characters in hypothetical situations. It can help them understand the range of concerns, values, and positions held by other people. Role playing is an enlightening and interesting way to help students see a problem from another perspective. What is Model Building? What is Survey? is a peer-reviewed open access scientific journal that publishes papers related to the development and application of survey techniques. 4. What is Independent Study? Independent study refers to the range of instructional methods which are purposefully provided to foster the development of individual student initiative, self-reliance, and self-improvement. While independent study may be initiated by student or teacher, the focus here will be on planned independent study by students under the guidance or supervision of a classroom teacher. In addition, independent study can include learning in partnership with another individual or as part of a small group. Possible Methods Essays Computer Assisted Instruction. Journals Learning Logs Reports Learning Activity Packages Correspondence Lessons Learning Contracts Homework Research Projects Assigned Questions Learning Centers What is Essay? is generally a short piece of writing written from an authors personal point of view, but the definition is vague, overlapping with those of an article and a short story. Essays can consist of a number of elements, including: literary criticism, political manifestos, learned arguments, observations of daily life, recollections, and reflections of the author. What is Computer Assisted Instruction? Computer-assisted instruction (CAI) refers to instruction or remediation presented on a computer. Computer programs can allow students to progress at their own pace and work individually or problem solve in a group. Computers provide immediate feedback, letting students know whether their answer is correct. If the answer is not correct, the program shows students how to correctly answer the question. Computers offer a different type of activity and a change of pace from teacher-led or group instruction. Also, computer-assisted instruction moves at the students’ pace and usually does  not move ahead until they have mastered the skill. What is Journal Writing? Journal writing is a learning tool based on the ideas that students write to learn. Students use the journals to write about topics of personal interest, to note their observations, to imagine, to wonder and to connect new information with things they already know. What are Learning Logs ? Learning logs are a simple and straightforward way to help students integrate content, process, and personal feelings. Learning logs operate from the stance that students learn from writing rather than writing what they have learned. The common application is to have students make entries in their logs during the last five minutes of class or after each completed week of class. The message here is that short, frequent bursts of writing are more productive over time than are infrequent, longer assignments. What are Reports ? Written reports are documents which present focused, salient content to a specific audience. Reports are often used to display the result of an experiment, investigation, or inquiry. The audience may be public or private, an individual or the public in general. Reports are used in government, business, education, science, and other fields. Learning Activity Packages Correspondence Lessons What are Learning Contracts ? Learning contracts provide a method of individualizing instruction and developing student responsibility. They permit individual pacing so that students may learn at the rate at which they are able to master the material. Learning contracts can be designed so that students function at the academic levels most suitable to them and work with resource materials containing concepts and knowledge that are appropriate to their abilities and experiences. Although this method focuses on the individual, learning contracts also provide an opportunity for students to work in small groups. The teacher may select this approach for some students to support them as they learn to work independently. What are Homeworks ? Refers to tasks assigned to students by their teachers to be completed outside the class. Common homework assignments may include a quantity or period of reading to be performed, writing or typing to be completed, problems to be solved, a school project to be built (such as a diorama or display), or other skills to be practiced. What is Researching? Research projects are very effective for developing and extending language arts skills as students learn in all subject areas. While doing research, students practice reading for specific purposes, recording information, sequencing and organizing ideas, and using language to inform others. A research model provides students with a framework for organizing information about a topic. Research projects frequently include these four steps: 1. determining the purpose and topic 2. gathering the information 3. organizing the information. 4. sharing knowledge. What are Assigned Questions ? Assigned questions are those prepared by the teacher to be answered by individuals or small groups of students. Students discuss their responses among one another or with the teacher. Particular positions or points-of-view should be supported by evidence. In some instances, it may be desirable for students to generate their own set of questions. What is Learning Center? There are eight basic learning centers in an early childhood/elementary classroom, according to the Stephen F. Austin State University Charter School program, each structured to expand the students’ experiences in a variety of meaningful and effective ways. Each center is constructed to encompass numerous objectives, including state and federal standards, school standards, and community standards. The learning centers approach focuses on student autonomy and learning style by giving each student an opportunity to explore his learning environment hands-on in a developmentally appropriate classroom 5. What is Interactive Instruction? Interactive instruction relies heavily on discussion and sharing among participants. Students can learn from peers and teachers to develop social skills and abilities, to organize their thoughts, and to develop rational arguments. The interactive instruction strategy allows for a range of groupings and interactive methods. It is important for the teacher to outline the topic, the amount of discussion time, the composition and size of the groups, and reporting or sharing techniques. Interactive instruction requires the refinement of observation, listening, interpersonal, and intervention skills and abilities by both teacher and students. The success of the interactive instruction strategy and its many methods is heavily dependent upon the expertise of the teacher in structuring and developing the dynamics of the group. Possible Methods Debates Role Playing Panels Brainstorming Peer Partner Learning Discussion Laboratory Groups Think, Pair, Share Cooperative Learning Jigsaw Problem Solving Structured Controversy Tutorial Groups Interviewing Conferencing What is Debating? Debating is a structured contest of argumentation in which two opposing individuals or teams defend and attack a given proposition. The procedure is bound by rules that vary based on location and participants. The process is adjudicated and a winner is declared. What is Role Playing? In role playing, students act out characters in a predefined situation. Role playing allows students to take risk-free positions by acting out characters in hypothetical situations. It can help them understand the range of concerns, values, and positions held by other people. Role playing is an enlightening and interesting way to help students see a problem from another perspective. What is Panelling? Panel discussions, however, differ from team presentations. Their purpose is different. In a team presentation, the group presents agreed-upon views; in a panel discussion, the purpose is to present different views. Also in a team presentations, usually speakers stand as they speak; in panel discussions, usually speakers sit the whole time. In panel discussion each speaker prepares separately, the other speakers here one another for the time at the session itself. What is Brainstorming? Brainstorming is a large or small group activity which encourages children to focus on a topic and contribute to the free flow of ideas. The teacher may begin by posing a question or a problem, or by introducing a topic. Students then express possible answers, relevant words and ideas. Contributions are accepted without criticism or judgement. Initially, some students may be reluctant to speak out in a group setting but brainstorming is an open sharing activity which encourages all children to participate. By expressing ideas and listening to what others say, students adjust their previous knowledge or understanding, accommodate new information and increase their levels of awareness. What is Peer Partner Learning? Peer partner learning is a collaborative experience in which students learn from and with each other for individual purposes. Students reflect upon previously taught material by helping peers to learn and, at the same time, develop and hone their social skills. What is Discussion ? A discussion is an oral exploration of a topic, object, concept or experience. All learners need frequent opportunities to generate and share their questions and ideas in small and whole class settings. Teachers who encourage and accept students questions and comments without judgement and clarify understandings by paraphrasing difficult terms stimulate the exchange of ideas. What is Laboratory Groups? What is Think, Pair, Share? Think-Pair-Share is a strategy designed to provide students with food for thought on a given topics enabling them to formulate individual ideas and share these ideas with another student. It is a learning strategy developed by Lyman and associates to encourage student classroom participation. Rather than using a basic recitation method in which a teacher poses a question and one student offers.

Process Capability Essay Example for Free

Process Capability Essay Process capability studies determine whether a process is unstable, investigate any sources of instability, determine their causes, and take action to resolve such sources of instability. After all sources of instability have been resolved in a process, the natural behavior of the process is called its process capability. Process capability compares the output of a process (called â€Å"Voice of the Process†) with the customer’s specification limits for the outputs (called â€Å"Voice of the Customer†). A process must be stable (have an established process capability) before it can be improved. Consequently, a process capability study must be successfully completed before a process improvement study can have any chance for success. Process improvement studies follow the Deming cycle of Plan, Do, Study, Act. First, managers construct a plan to decrease the difference between customer needs (Voice of the Customer) and process performance (Voice of the Process). Recall, that a plan is an intention to move from an existing method or flowchart to a revised method or flowchart by incorporating one or more change concepts. Second, they test the revised flowchart’s (Plan) viability using a planned experiment (Do). Third, they collect data and study the results of the planned experiment to determine if the plan (revised flowchart) will decrease the difference between customer needs and process performance (Study). Fourth, if the data collected about the revised flowchart show if the plan will achieve its objective(s). Finally, the revised flowchart is standardized through best practices and training (Act); and the managers responsible for the plan return to the Plan phase of the Deming cycle to find further revisions to the flowchart that will further reduce the difference between customer needs and process performance. If the data collected about the plan show that the plan will not achieve its objective(s), the managers responsible for the plan return to the Plan phase of the Deming cycle to find a different revision to the flowchart that will reduce the difference between customer needs and process performance. Hence, the Deming cycle follows a never-ending path of process and quality improvement. This chapter is divided into four sections: specifications, process capability studies, process improvement studies, and quality improvement stories. The quality improvement story is an effective format for quality management practitioners to present process capability and process improvement studies to management. 11.2 Specifications (Voice of the Customer) and Created Dimensions Specifications fall into two broad categories: performance specifications and technical specifications. 11.2.1 Performance Specifications Performance specifications address a customer’s needs or wants. An example of a performance specification can be seen in restaurants rated by the Red Michelin Guide. The customers of these restaurants set their performance specifications as â€Å"a perfect dining experience.† Perfection is measured in terms of the synergistic experience created by the interaction of food, service, ambience and price. The Red Michelin Guide rates restaurants on a one to three star scale. Only the best restaurants in the world receive Michelin stars. A restaurant receives one Michelin star for consistently serving very good food in a good setting, but it is not considered worthy of a special traveling effort. A restaurant receives two Michelin stars for consistently serving excellent food, including specialties and wines of choice in a great setting. The restaurant is worth a detour from one’s existing travel itinerary. A restaurant receives three Michelin stars for serving excellent food and great wine, with impeccable and elegant service and ambience. The restaurant is one of the best restaurants in the world and is worth a special trip. All starred restaurants have a high average level of quality with very little variation around the average. A three star Michelin chef is an artist; it is as if Picasso was painting for your pleasure. Three star Michelin restaurants provide performance specifications. They guarantee satisfaction at the point of delivery. Nothing short of perfection is acceptable. 11.2.2 Technical Specifications Technical specifications describe the desired values of quality characteristics at delivery. There are three types of technical specifications: individual unit specifications; acceptable quality level (AQL) specifications; and distribution specifications. Individual Unit Specifications. Individual unit specifications state a boundary (upper or lower specification limit), or boundaries (both upper and lower specification limits), that apply to individual units of a product or service. An individual unit of product or service is considered to conform to a specification if it is on or inside the boundary or boundaries; this is the goal post view of quality. Individual unit specifications are made up of two parts, which together form a third part. The first part of an individual unit specification is the nominal value. This is the desired value for process performance mandated by the customers needs. Ideally, if all quality characteristics were at nominal, products and services would perform as expected over their life cycle. The second part of an individual unit specification is a tolerance. A tolerance is an allowable departure from a nominal value established by design engineers that is deemed non-harmful to the functioning of the product or service over its life cycle. Tolerances are added and/or subtracted from nominal values. The third part of an individual unit specification is a specification limit, or the boundaries created by adding and/or subtracting tolerances from a nominal value. It is possible to have two-sided specification limits: USL = Nominal + Tolerance LSL = Nominal Tolerance where USL is the upper specification limit and LSL is the lower specification limit; or one-sided specification limits (i.e., either USL or LSL only). A nominal value and specification limits form the Voice of the Customer. An example of an individual unit specification and its three parts can be seen in the specification for the case hardness depth of a camshaft. A camshaft is considered to be conforming with respect to case hardness depth if each individual unit is between 7.0 mm  ± 3.5 mm (or LSL = 3.5 to USL = 10.5 mm). The nominal value in that specification is 7.0 mm; the two-sided tolerance is 3.5 mm; the lower specification limit is 3.5 mm (7.0 mm 3.5 mm); and the upper specification limit is 10.5 mm (7.0 mm + 3.5 mm). From our earlier discussion of the philosophy of continuous reduction of variation (i.e., the Taguchi Loss Function), we saw that the goal of modern management should not be 100 percent conformance to specifications (Zero Defects), but the never-ending reduction of process variation within specification limits so that all products/services are as close to nominal as possible, absent capital investment. Specified tolerances become increasingly irrelevant as process variation is reduced so that the processs output is well within specification limits. Acceptable Quality Level (AQL) Specifications. Acceptable quality level (AQL) specifications state a requirement that must be met by most individual units of product or service, but allow a certain proportion of the units to exceed the requirements. For example, cam shafts shall be acceptable if no more than 3 percent of the units exceed the specification limits of 3.5 and 10.5 mm. This type of specification limit is frequently referred to as an Acceptable Quality Level. AQL specifications are much like individual unit specifications, except they have a unique negative feature: they formally support the production of a certain percentage of defective product or service. Distribution Specifications. Distribution specifications define an acceptable distribution for each product or service quality characteristic. In an analytic study, a distribution is defined in terms of its mean, standard deviation, and shape. However, from the Empirical Rule discussed in Chapter 5, it is not necessary to make any assumptions about the shape of the distribution. That is, virtually all data from a stable process will fall between the mean plus or minus three standard deviations. As an example of a distribution specification, the case hardness depth of a camshaft shall be stable with an average depth of 7.0 mm and a standard deviation not to exceed 1.167 mm. In other words, individual units shall be distributed around the average with a dispersion not to exceed 3.50 mm on either side of the average since for a stable process, virtually all of the output will be within three standard deviations on either side of the mean [7.0 mm  ± 3(1.167 mm) = 7.0 mm  ± 3.50 mm = 3.50 to 10.50 mm]. The mean and standard deviation are simply directional goals for management when using distribution specifications. Management must use statistical methods to move the process average toward the nominal value of 7.0 mm and to decrease the process standard deviation as far below 1.167 mm as possible. Distribution requirements are stated in the language of the process and promote the never-ending improvement of a process. Distinguishing between Performance Specifications and Technical Specifications. Performance specifications are not commonly used in business; instead, technical specifications are used. Unfortunately, this can cause major problems because technical specifications may not produce the performance desired by a customer. As an example, consider a hospital that serves medium (versus rare or well-done) steak to patients who select steak for dinner [see Camp, 1986]. The performance desired is patient satisfaction within nutritional guidelines. But performance specifications are not used. Instead, a technical specification of five ounces of steak is substituted; it is assumed they are equivalent.

The Evolution Of Dance In Theater Theatre Essay

The Evolution Of Dance In Theater Theatre Essay Dance is defined as the art of movement. It can be used to express feelings, to exercise, to perform, and some can even interact and have nonverbal conversation though the art of dance. Dance is usually performed through the rhythm and beat of music, but it doesnt necessarily have to involve music. Sports even sometimes incorporate a certain dance, or type of dance. For example, a martial arts kata is simply a series of movements put together to be performed with the grace and strength of a dance. Dance is also used in sports such as synchronized swimming, ice skating, and gymnastics. There are many types of dance, ballet, tap, jazz, hip-hop, modern, and contemporary just to name a few. Most people cant go through the day without seeing a type of dance performed in some way. Whether its seeing kids dance at a prom, a person walking down the street moving to the beat of their iPod, or simply turning on the television, its something thats in our everyday lives. But have you ever wondered where it all started, or how it became what it is today? Angel 2 It was believed that dancing was a ritual in early ancient civilizations; priests would dance to the rhythm of harps and pipes to tell stories to the ancient gods, people also danced at funerals to express their sorrow. Around this same time period ballet was beginning to evolve in France. As it continued to spread through Italy, England, and Russia, it became a concert dance, which is often, even today, seen in movies and events all over the world. Dancing has continued to blossom into what it is today, and the best way to show how it has become what it is today, is though film. One of the first movies that involved sing and dance was the 1952 film, Singing in the Rain, starring Gene Kelly, Donald OConnor and Debbie Reynolds. This movie was more of a Broadway musical, but it is one of the first movies that involved dance at all. The most famous part of this movie is when the main character, Don Lockwood (Gene Kelly), dances through the streets with an umbrella as he twirls and sings the title song. He then grabs onto a pole and swings around it continuing to sing. During the filming of this scene he had a 103 degree fever, but thanks to the help of the camera crew, this scene only had to be shot one time. After the production of this movie, dancing became the new craze. Dances such as, the Bop, the Stroll and the Swing became popular. Also when the song Willy and The Hand Jive was released, it stayed at the top of the charts for 16 weeks. Poodle skirts and pony-tails were the style, and Do Wop music was what everyone wanted to hear. Angel 3 The 60s rolled around quickly and with a new decade, came new traditions. A brand new dance became the new trend. In 1960 Chubby Checker released his song entitled The Twist. The Twist was the first Rock Roll dance in which partners didnt have to touch each other. The Twist was once said to be like, putting out a cigarette with both feet and drying off your bottom with a towel to the beat of the music. It was performed with the feel shoulder width apart, standing straight up, with the arms fully extended and slightly bent at the elbows. Then the next move was simply to twist the body back and forth. Other popular dances during this time period were the Mashed Potato, the Monkey, and the Madison. The Baby Boomers definitely played a role in all the dance explosion of the 60s. Throughout the end of this decade many of these dances were seen in movie productions and on Broadway. Next we enter the retro years of the 70s, KC and the Sunshine Band topped the charts, and Disco was the new craze. Everyone was aware that sooner or later the sex appeal of disco would make its way to the film industry. There isnt a movie that shows this better than Saturday Night Fever starring, John Travolta and Karen Lynn Gorney. Saturday Night Fever became an instant box office hit with the famous dance by John Travolta to the Bee Gees smash hit Stayin Alive. Disco was one of the fast dances of the decade, with 110-140 bmp (beats per minute). It wasnt long before everyone wanted to become a part of the raging disco scene, eventually Angel 4 groups such as Kiss, and The Rolling Stones, and people like Cher and Rod Stewart were all in on the fun. As the years passed Broadway musicals became popular for a short period of time. After the great success of Hair in 1970, movies continued to make it from Broadway to the big screen. Grease, All That Jazz, and Dreamgirls, just to name a few. Toward the end of the 70s came the first big Broadway film to hit the box office. Grease hit the cinemas in 1978 and it soon became a dance sensation. The dances from this film are often recreated in dance classes, at recitals, shows and other events; some of these dances are even trademarked. This movie was not only a musical it was also very popular for its energetic cast and its feel good love story. One of the most famous dance moves from this movie was The Hand Jive. Since then there have been many different variations of how it is done. Grease is one musical that has been said to never get old with the catchy songs and the disco and jive moves of John Travolta. Grease produced one of the best selling soundtracks in the world. Also, once Grease went to Broadway, it was one of the longest running musicals of all time, until Cats overtook it just recently. The next movie of the 70s that shows a definite change in the music and dance of the decade was All That Jazz in 1979. This film starring Roy Scheider and Jessica Lange is based on the aspects of a dancer, a choreographer, and a directors life and career. It was inspired by the Angel 5 directors effort to edit a film, while also staging a 1975 musical Chicago. This film closed out the 1970s with a bang. It was awarded many honors, and four Oscars. Also, in 2001, the United States deemed the film culturally significant and it is now preserved in the National Film Registry. So to wrap up the 70s the Twist, the Bump, the Jitterbug, the Hustle and the Swing were all very popular dances, but through these years nothing compared to the Americans love for the Disco. It was the last immensely popular move driven by the baby boomers generation, but soon enough came the 80s and with a new decade came new traditions, fashions, and of course a brand new dance. The 80s was definitely one of the best decades for new dance moves, and movies that portrayed this. From the musicals like Fame and Footloose, to the break dancing skills showed in the film Breakin, a rewind of 70s disco in Saturday Night Fever, the mambo and freestyle dance of Dirty Dancing, to the unusual dance moves of the extremely popular Michael Jackson. The 80s was another step to make dancing what it is today. These 10 years were some of the best in dance history. One of the first 1980s dance movies to earn a spot in the all-time movies hall of fame is Fame (1980), starring Eddie Barth, Irene Cara and Laura Dean. Fame mainly took part at a Performing Arts Academy, with many great performances. Fame is considered a musical with a large amount of singing and dancing. It was awarded 3 honors, 2 Oscars, as well as 16 other Angel 6 nominations. It wasnt a huge hit, but it still remembered by some and it showed how the sing and dance of this time period was done. 1983s Flashdance was a major pop culture influence, with a style of its own. This film is the story of a Pittsburgh woman (Jennifer Beals) that juggles two jobs, one as a welder, and the other as an exotic dancer. Of course, during this time exotic dancing wasnt twirling on a pole and taking off clothes, it was much different. She longs to make a career of her dancing and apply to a ballet school, but doesnt have to confidence in her skills to apply. Flashdance had a worldwide box-office gross of 100 million, won 10 honors, one Oscar, and was nominated for 13 other nominations. This was a very stylish movie that entertained millions with the 80s pop music and new dance moves. Flashdance popularized the dance of the 80s with many new hit songs and dances. The next movie that shows an evolution in the dance moves of the 80s is actually a sequel to the 1977 movie Saturday Night Fever. Stayin Alive was a 1983 movie starring John Travolta, Cynthia Rhodes, and Finola Hughes. This film begins five years later with the main character, Tony Manero, dancing on the weekend nights at a disco club to run from his problems. Eventually he decides to leave his life as a dance instructor and club waiter to pursue a career on Broadway. He ends up getting the lead role in a Broadway show called Satans Alley. This film brought in 65 million, it was a lot less than its predecessor in 1977, but it managed to be one of the top 10 successful movies of the 80s. Angel 7 In 1984 Kevin Bacons moves and energy made one of the best high budget dance movies of the 80s. Footloose combines great dance music with dancers and a story of a guy that came from a big city, to a small town where dance is banned. Jazz, Hip-hop and freestyle were the main dances of choice throughout this film. Around this time in the 80s Footloose was a rival to Flashdance, but it was said many times that Footloose was definitely the favorite for most people. This film starring not only Kevin Bacon, but Lori Singer and John Lithgow as well, brought in 80 million, it was nominated for 2 Oscars and 4 other nominations. The next 1984 movie was one of the lower budget movies, and according to some, it put some of the higher budget movies to shame. Breakin was one of those movies that were very different than what most people were used to. Unlike most movies, it used talented dancers, rather than talented actors to dance. The difference with this movie rather than most during the 80s was that its a celebration of dance; it doesnt really have any particular style it was more of a freestyle dance movie. This movie was about a jazz dancer named Kelly (Lucinda Dickey) that meets two break dancers who combine their dance styles. Although the acting wasnt great, the dancing definitely made up for it. The sequel was released a year later, but it wasnt near the hit as this one. Because this movie wasnt like the traditional movies of the 80s it was only nominated for one award and it only brought in 38 million, however this movie was also very different than the rest during this time period that was a major fa ctor in the downfall. Angel 8 In the film industry of the 80s one of the biggest successes was Dirty Dancing. This is a 1987 film starring Patrick Swayze, Jennifer Grey and Cynthia Rhodes. Personally this is my absolute favorite movie of all time. Something that most people dont know was that Dirty Dancing was a true story based on the screenwriter, Eleanor Bergsteins own childhood. This movie was the story of a 17 year old girl and her family who goes on vacation at a resort, eventually Baby Housman (Jennifer Gray) falls in love with the resorts dance instructor (Patrick Swayze), while her family strongly disapproves. She spends her entire summer with him as he teaches her to dance. When this film was finished and about to be put in theatres the directors and cast were informed that this film would be a huge flop and possibly one of the worst films made during this time period. Little did they know that Dirty Dancing is considered today, the best dance movie ever made and it would still be the favorite of many people today. As of 2007 this film earned $213.9 million worldwide, and it was the first home video to sell more than a million copies. The Dirty Dancing soundtrack also produced two multi-platinum albums and multiple singles. This film went on to win an Oscar, as well as 9 other awards, and 5 nominations. Although there wasnt a movie about the dance styles of Michael Jackson, I believe that he played a major part in the shift of styles in the 80s. Michael Jacksons career was booming with new dances, songs and styles during this time. In 1982 his album Thriller still remains Angel 9 today, the bestselling album of all time, and remained on the Billboard 200 peak position for 37 weeks straight. It contained 7 top ten hits, and it was only a 9 track album. We Are the World and Bad were also big hits during this time period, making music and dance even more popular. As the 80s continued Michael Jackson was said to be one of the biggest stars of the world. He popularized dances such as the Moonwalk, the Kick, the Soulful Robot and the Never-Ending Spin. The 80s has been said to be the decade of dance, there was break dancing, the Worm, the Moonwalk and more. During the 80s the dancing definitely took a step up to what it is for most people today. Also, many movies through these 10 years showed a change in the dance styles. The beginning of the 90s dance styles was very similar to the 80s. Michael Jackson was still popular; the same dance movies were being watched over and over; and most people were still stuck in their 80s ways of life. As the 1990s continued dance moves such as the Macarena, the Cha Cha Slide, the Running Man, and the Electric Slide. One of the first dance movies in a long time came out in the year 2000, Center Stage, starring Amanda Schull, Zoe Saldana and Peter Gallagher was one of those dance movies with a plot that wasnt so good, but the dancing was excellent. This film revisits styles of ballet, Broadway dancing, and disco, and blends together styles of its own. It also shows the difficulty Angel 10 and common issues of professional dancing and how some people cope with the stress without computer special effects. The next movie isnt exactly a dance movie, but it shows how dancing has recently been incorporated into other activities, such as cheerleading. Bring it On was the 2000; film starring Kirsten Dunst, Eliza Dushku and Gabrielle Union. Bring it On shows how cheerleading involves dance as well, and how had dance has spread to other activities. Not only does cheerleading involve dancing, but many other sports too, such as synchronized swimming its nothing more than a dance in water, or figure skating. Even professional football players are sent to ballet classes to obtain balance and poise. This is an excellent film that shows the importance of dancing in sports such as cheerleading. The year 2004 takes us to a memorable movie where the style changes to ballroom dance. Shall We Dance shows many types of ballroom dance, like the Waltz, Quickstep and Tango. This film was first a Japanese film, but this version starring Jennifer Lopez, Richard Gere, and Susan Sarandon, is the story of a workaholic lawyer who is getting bored with his daily routine, and he decides to take ballroom dance classes to make his life a little more interesting. As the time he dances continues he finds joy in it more and more. This film brought in 57.8 million dollars and was nominated for 4 awards. Angel 11 The next film takes us back to the musicals of the 70s and 80s, Hairspray, starring Zac Efron, John Travolta, Amanda Bynes, Queen Latifah and Michelle Pfeiffer was the fourth highest grossing musical film in US cinema history, behind Grease, Chicago and Momma Mia! This film is set in Baltimore in 1963; the story is about a plump teenager Tracy Turnblad (Nikki Blonsky) who seeks stardom as a dancer on a local television show. The 1988 original version of Hairspray earned 6.6 million and was nominated for 4 awards, while the 2007 version earned 188.8 million in the box office, was nominated for 3 Golden Globes, won 12 other awards, and had 18 other nominations. This was an energetic dance movie, much like Grease, with plenty of heart, it was said to make people want to get up and sing and dance. The final and most recent successful 2006 dance movie is very similar to Dirty Dancing. Step Up, starring Channing Tatum and Jenna Dewan, is a perfect example of what dance has become today. Step Up is the story of a privileged ballet dancer who meets a free style dance rebel with a dream of making it in the real world of dance. In this film there was a mix of hip-hop, ballet, modern and break dancing to make this film perfect for this list of movies that helped our styled evolve today. This movie earned 65.3 million in the box office, and won one award and was nominated for 3 other awards. Things have definitely changed from the 1950s until today, but one thing in common with all of these movies is the real message; follow your dreams, and never give up on the things that you want. Another thing that all these movies have in common, it that it gives most people the urge to get up and dance.

James Joyces Araby - Setting and Atmosphere in Araby :: Joyce Dubliners Araby Essays

Setting and Atmosphere in Araby  Ã‚   Each of the stories in Dubliners consists of a portrait in which Dublin contributes to the dehumanizing experience of modem life. The boy in the story "Araby" is intensely subject to the city's dark, hopeless conformity, and his tragic yearning toward the exotic in the face of drab, ugly reality forms the center of the story. On its simplest level, "Araby" is a story about a boy's first love. On a deeper level, however, it is a story about the world in which he lives a world inimical to ideals and dreams. This deeper level is introduced and developed in several scenes: the opening description of the boy's street, his house, his relationship to his aunt and uncle, the information about the priest and his belongings, the boy's two trips-his walks through Dublin shopping and his subsequent ride to Araby. North Richmond Street is described metaphorically and presents the reader with his first view of the boy's world. The street is "blind"; it is a dead end, yet its inhabitants are smugly complacent; the houses reflect the attitudes of their inhabitants. The houses are "imperturbable" in the "quiet," the "cold," the "dark muddy lanes" and "dark dripping gardens." The first use of situational irony is introduced here, because anyone who is aware, who is not spiritually blinded or asleep, would feel oppressed and endangered by North Richmond Street. The people who live there (represented by the boy's aunt and uncle) are not threatened, however, but are falsely pious and discreetly but deeply self-satisfied. Their prejudice is dramatized by the aunt’s hopes that Araby, the bazaar the boy wants to visit, is not14some Freemason affair," and by old Mrs. Mercer's gossiping over tea while collecting stamps for "some pious purpose." The background or world of blindness extends from a general view of the street and its inhabitants to the boy's personal relation-ships. It is not a generation gap but a gap in the spirit, in empathy and conscious caring, that results in the uncle's failure to arrive home in time for the boy to go to the bazaar while it is still open. The uncle has no doubt been to the local pub, negligent and indifferent to the boy's anguish and impatience. The boy waits well into the evening in the "imperturbable" house with its musty smell and old, useless objects that fill the rooms. James Joyce's Araby - Setting and Atmosphere in Araby :: Joyce Dubliners Araby Essays Setting and Atmosphere in Araby  Ã‚   Each of the stories in Dubliners consists of a portrait in which Dublin contributes to the dehumanizing experience of modem life. The boy in the story "Araby" is intensely subject to the city's dark, hopeless conformity, and his tragic yearning toward the exotic in the face of drab, ugly reality forms the center of the story. On its simplest level, "Araby" is a story about a boy's first love. On a deeper level, however, it is a story about the world in which he lives a world inimical to ideals and dreams. This deeper level is introduced and developed in several scenes: the opening description of the boy's street, his house, his relationship to his aunt and uncle, the information about the priest and his belongings, the boy's two trips-his walks through Dublin shopping and his subsequent ride to Araby. North Richmond Street is described metaphorically and presents the reader with his first view of the boy's world. The street is "blind"; it is a dead end, yet its inhabitants are smugly complacent; the houses reflect the attitudes of their inhabitants. The houses are "imperturbable" in the "quiet," the "cold," the "dark muddy lanes" and "dark dripping gardens." The first use of situational irony is introduced here, because anyone who is aware, who is not spiritually blinded or asleep, would feel oppressed and endangered by North Richmond Street. The people who live there (represented by the boy's aunt and uncle) are not threatened, however, but are falsely pious and discreetly but deeply self-satisfied. Their prejudice is dramatized by the aunt’s hopes that Araby, the bazaar the boy wants to visit, is not14some Freemason affair," and by old Mrs. Mercer's gossiping over tea while collecting stamps for "some pious purpose." The background or world of blindness extends from a general view of the street and its inhabitants to the boy's personal relation-ships. It is not a generation gap but a gap in the spirit, in empathy and conscious caring, that results in the uncle's failure to arrive home in time for the boy to go to the bazaar while it is still open. The uncle has no doubt been to the local pub, negligent and indifferent to the boy's anguish and impatience. The boy waits well into the evening in the "imperturbable" house with its musty smell and old, useless objects that fill the rooms.

Obesity and the American Disabilities Act :: Obesity and the ADA of 1990

The Americans with Disabilities Act of 1990 (ADA) bans discrimination based on disability. It provides individuals with disabilities civil rights protections like those provided to individuals on the basis of race, sex, national origin and religion (Mathias, 2003). The ADA defines â€Å"disability† as a physical or mental impairment that limits one or more major life activities and will not consider obese individuals as disabled unless the weight limits a major life activity. Federal courts have ruled that morbid obesity falls under the category of medical conditions which limit one or more life activities (Garcia, n.d). The Civil Rights Act of 1964 established basic federal laws on employment discrimination. It does not identify weight as a protected characteristic, and as a result, does not provide protection for obese individuals who have been discriminated against by potential or current employers. Obesity is now being called an epidemic affecting millions of individuals in the United States. The Equal Employment Opportunity Commission (EEOC) has taken the position that morbid obesity, even if voluntary, can be a protected disability under the ADA. Obesity-related health conditions such as diabetes, heart disease, and hypertension are considered disabilities based on the ADA. The article on obesity in the workplace tells the story of Joseph O’Connor. Mr. O’Connor sued McDonald’s for discriminating against him in violation of the ADA. He alleged that McDonald’s refused to hire him as a cook because of his obesity. Mr. O’Connor claimed his obesity was a disability and McDonald’s discriminated against him because of this disability. McDonald’s sought to dismiss the case, stating Mr. O’Connor was not disabled within the meaning of the ADA. The federal court, however, refused to dismiss the lawsuit. The court held that Oâ€℠¢Connor must be given the chance to prove that he is protected under the law (Garcia, n.d.). The challenge in dealing with the controversy, of discrimination and disability, surrounding obesity must involve the legal and medical communities.

Third World Socialism Essay -- Socialism Socialists Governmental Essay

Third World Socialism Many United States citizens are frightened by the word Socialism. However, the predominant ideology in most Third World countries is socialism. There are many reasons why Third World countries have turned to socialism as their form of government. The main reason the Third World has taken on the concept of socialism is because of the history of feudalism and colonialism that these countries faced for so many years. Socialism was seen as a way to reform the land of many underdeveloped countries. Socialism believes the government needs to intervene to make sure no feudalism or unjust land ownership systems are being enforced. For many years, Third World countries were being exploited by the British. Many of these countries were rich in natural resources, but were unable to make a profit off of it. Instead, the British were living in these countries, owning most of the land, running the laws and government, and making most of the profits from these natural resources. In the case of Egypt, the British took advantage of the Egyptians through Feudalism. Feudalism is a form of colonialism that asserts control over a previously independent region. Under Feudalism, most of the land was owned by wealthy, British landlords. Two percent of the people owned seventy five percent of the land. The rest of the population worked on the land as surfs. Feudalism in Egypt also practiced the Capitulation System. This system exempted non-Egyptians from the Egyptian law. This meant that if a non-Egyptian killed an Egyptian they would not be arrested or held accountable. Feudalism allowed the British to exploit the Egyptian's. Because of Feudalism, the Egyptians lost their culture and their history. Since Third World countr... ...f frowning from other countries when it comes to socialism, people should realize the reason why the Third World adopted this system. For so many years, Third World countries were exploited under colonialism by the Europeans. Third world countries, not only lost most of their natural resources, but they also lost their identity, culture, and civilization. Since these countries were exploited so much under capitalistic systems, it is no wonder that they turn to socialism. Socialism offers Third World countries an opportunity to change their economy around. It allows the poor to have chances that they never had before. So even though it is easy to sometimes frown upon Third World socialism, people should realize that socialism has provided small stepping stones towards abolishing systems of exploitation. It has also helped these countries to progress towards freedom.

School Violence: Cause and Remedies

School Violence : Causes And Remedies Educators and policy makers have been grappling with the issue of violence in schools for decades, . Educators, psychologists, psychiatrists, social workers, political scientists, anthropologists, and sociologists have all weighed in on the possible causes. Sifting through the theories can be overwhelming, and implementing effective violence prevention programs is often frustrating. No wonder, then, that teachers and administrators often feel defeated when they confront the dangerously aggressive behavior of some pupils.According to a federal survey. Seventy-one percent of all public elementary and secondary schools reported at least one violent incident during the 1999-2003 school years. Causes: Violent behavior and the intent to act violently are potential symptoms of numerous psychiatric disorders. Conduct Disorder, a state of persistent disregard for social conventions and rules and manifesting as criminal and antisocial behavior before the a ge of 18, is perhaps the most frequently mentioned diagnosis among violent youth.In addition substance abuse and dependence can contribute substantially to violent acts, either by reducing inhibitions among otherwise nonviolent students or by creating a climate through drug transactions in which violence is central. More rarely, impulsive behavior found in conditions such as Attention Deficit Hyperactive Disorder can lead to violent outbursts. Finally, diagnoses such as Oppositional Defiant Disorder, Antisocial Personality Disorder, and a range of psychotic disorders have been associated with the development of violent behavior among youth.In addition to certain psychiatric diagnoses, characteristics such as low verbal IQ, immature moral reasoning, poor parental modeling, poor social skills, and lack of social supports have all been associated with the development of violent behavior in children. Studies examining characteristics particular to the school environment have found that a weakly structured school and a student's poor academic performance, low commitment to education, and, perhaps most important, poor attachment to the school are all strong indicators of potential violence.In addition, schools that tolerate physical and social aggression, especially when perpetrated by elite student groups within the school, are increasingly at risk for the outbreak of violence on or around school grounds. These characteristics alone are not sufficient to predict the occurrence of violence. Remedies: Clinicians and school officials must pay special attention to potential motives for and means of committing violence.They must be willing to discuss provocative and threatening journal writing and art projects with students and with designated school authorities who decide what actions to take to protect the student and the school. Listening to students who express concern about another student's behavior is particularly important. Ignoring violent behavior or wanting t o let â€Å"someone else† deal with the problem is a normal parental reaction. Discussing with your child ways to protect themselves is not â€Å"scaring† them unnecessarily, but is equipping your child to not be a victim.There are things you can do to help your child if the unthinkable does occur. Studies of extremely violent behavior in schools have found that those who commit high-profile acts of violence have almost always made their intentions known to peers through direct or indirect communications. Educators must foster a setting in which students are comfortable making their concerns known to teachers and peers. Interventions both to curb and to address student violence must be multifaceted. Serious psychiatric disorders indicate the need for counseling and possibly medication. The treatment plan must integrate legal considerations.Recent innovative approaches show promise for addressing violent behavior in schools. One of them is Multi systemic Treatment, whic h involves multiple and active interventions for young people who commit violence, has attracted increasing attention during the past decade. Schools are an important setting for addressing violent youth, and the extent to which students feel attached to their school has direct bearing on the likelihood of later and ongoing violence. Schools, therefore, are a necessary part of the complicated equation that will ultimately make learning and development safer and more rewarding for everyone.