Research Methodologies Assignment Example | Topics and Well Written Essays - 1250 words

Research Methodologies - Assignment Example des the people who are categorized in elderly group, the increasing and widening gap, the people with disabilities and also dismantling the welfare of the public sector. The main purpose and aim of the study is to determine the organizational development of the human services in the multicultural organizational development and also determining the barriers or the obstacles towards the successful change in the organizational development. In the research paper it highlights and focuses that racial and color biasness is the main problem and obstacle that is faced in the organizations because the organizations generally prefer to hire and provide the position of the management to the people who have fair and good complexion which is creating a racial discrimination in the organization and it has been observed through an qualitative survey and study and the research was conducted in the metropolitan area of England (Gummerson, 2000). The process that is included in the above figure assist and helps the organization in overcoming the barrier in the organizational development and this framework can be adopted for integrating the cultural variety in the organizations. The literature review of the article on multicultural development in the human services have emphasized and focused on the various aspects such as the socio political environment which explains that the organizations mainly faces the threat and the problems from the unstable economy and the broader environment and the barrier towards the multicultural development in the sociopolitical environment are privatization, downsizing and fiscal cutbacks that is mainly dominated and surpassed the human services, the other challenge that is faced towards the organizational development is the issues or the problems that is related to the workload and in this perspective it has been observed that the weak leadership is considered as the main reason for the failure for the promotion in the multicultural work

Compare Two Deontological Theories Essay Example for Free

Compare Two Deontological Theories Essay Deon means duty in ancient Greek and a deontological theory is concerned with the morality of an act rather than its consequences (or the motive/intention behind the act). Kants theory of categorical imperatives (I ought to do X rather than a hypothetical; if I want to achieve X then I should do Y) consists of three main principles. The first of these is the universal law which states that you must only act on the maxim (principle) when you can at the same time will it to become a universal law. This means that you must be content that if everybody took the same action as you chose in similar situations, it would remain a moral action. The second of his principles asks you to act in a way that treats others as an end in themselves rather than a means to an end. This relates to Jesus teaching to Do to others what you would have them do to you (Matthew 7:12) and says humans should not use other humans to gain something for themselves, as we would not like to be treated in this way. The final categorical imperative is the Kingdom of Morals which says that we should always act as though we were the legislators for the kingdom of morals we are in charge of what is fair and just. Kant placed great faith on human beings as being able to work rationally to such a conclusion and act according to principles. This contrasts with the Natural Moral Law theory which claims that we must find the purpose God has set for us and follow this path accordingly; our own personal beliefs are irrelevant. Natural Moral Law was coined by Thomas Aquinas (influenced by Aristotles idea of the final cause) and the theory states that every action must work to fulfil its purpose; every action against it is immoral. According to the theory natural law is accessible through the natural order of the world and is unchanging. It is arguable that part of the theory is teleological as it is concerned with our end by trying to fulfil our God-given purpose. Both Aquinas and Kant agree that our morals are absolute, a priori truths, however Kant believes that our reason will lead us to these truths whilst Aquinas has set primary and secondary precepts which he believes humans should follow. His primary precepts are to self-preserve and preserve the innocent, reproduce, learn, order society and worship God. These are absolutist as he believes all societies should share these values. He believes that these are universal and so he is fulfilling Kants first imperative. However the theories, when applied work very differently. An example of this is the case of abortion, a girl that is thirteen years old gets raped and becomes pregnant; she cannot care for the child and feels like she would be wrong in keeping it. According to Kants theory she would not be able to abort as she could not will every woman who became pregnant to abort their child, if they did then the human race would not survive, making this a contradiction of the Laws of Nature. Kant also argued that all humans have intrinsic worth and therefore by aborting so that she has an easier life the girl is treating the foetus as a means to an end. As for natural law, abortion goes against two of Aquinas primary precepts, largely the precept of reproduction. But also preservation of the innocent suggests that issues such as euthanasia and abortion would not be permitted. The only acceptance to abortion in the natural law theory would be if the mothers womb had to be removed to save her life consequently aborting the foetus (this is the doctrine of the double effect). Both Aquinas and Kant assume God, Kant says that we must presuppose God, immortality and freedom in order for his theory to function whilst Aquinas believes that God gave us the ability to reason to find our morals which God set. Whilst on surface level they appear similar theories, both being absolutist and deontological, when applied to ethical decisions they usually counteract each other with the viewpoint given. Assess the strengths weaknesses of one of these theories (9 Marks) An obvious problem for the natural moral law theory is that it provides us with legalistic morality, because it is absolutist it means that it does not accommodate for individual circumstances. An example of this is a homosexual couple. According to the theory, the purpose of all sexual acts is to reproduce; any sexual act which does not fulfil this purpose is immoral. We can see that we are biologically set up to reproduce in this way, and so Aquinas believes that masturbation, contraception and homosexual intercourse are all immoral because they do not perform the function that they are destined for. However the fact that it is an absolutist theory also has its advantages it is a source of clear values and moral certainty, it would be very easy to follow, without considering the complexity of circumstances or consequences. Its focus on reason and universalism also helps the simplicity of the theory and can help it to transcend over a variety of cultures and religions. The only problem with it being a religious theory rather than a secular one is that the primary precept of worshipping God will not come naturally to those who do not believe in the Christian God, or to atheists/agnostics. The fact that Aquinas maintains that the absolute laws come from God and that we ought to obey them may lead him into the trap of the naturalistic fallacy obeying God is a value judgement and therefore he is turning and is into an ought. However an advantage is that the theorys emphasis on the purpose of humanity gives people a structure and meaning in their lives, it is humanistic in its assertion that we all have intrinsic worth. Overall I believe that the weaknesses outweigh the strengths of this theory it fails in its precepts which determine how people should live people do not all hold the same values and therefore it is presumptuous to say that our morals were given by God and we all share them. It is also interesting that Aquinas himself went against his primary precept of reproduction by being a celibate priest.

The Special Relationship UK and US

The Special Relationship UK and US The term ‘special relationship is used to describe the Anglo-American relations soon after the Second World War when Britain and the United States developed a close working relationship and co-operated extensively in terms of military alliance, intelligence, diplomacy, nuclear affairs and also in cultural and intellectual life. The relationship between President Roosevelt and Prime Minister Churchill established the beginning of an extraordinary relationship in political history. The term ‘special relationship was coined by Winston Churchill in his Sinews of Peace Address (commonly called the Iron Curtain speech) at Westminster College, Fulton, Missouri, on 5 March 1946. Arguably, a period in which both Britain and the United States had a lot to gain from profound cooperation was the late 1940s.Britain had been weakened by the effects of the War and required financial assistance to restore its industries and rebuild its cities. The United States on the other hand was facing Soviet threat and was restricted by isolationist tendencies and domestic dissent on the domestic political front. Gallagher (2004:110) states that this period was a time when London and Washington recognized the need to maintain the kind of unity that had been so important during the fight against Japan and Nazi Germany. The Anglo-American relationship had several distinctive features. In the axis of intelligence, the United States and Britain shared a wide range of information than either does among its other allies; especially during the Second World War and thereafter restored under the 1948 UKUSA agreements of which Dickie (1994:260) describes as â€Å"the most fruitful joint venture of the Anglo-American partnership, with extraordinary dividends for both sides†. This agreement set up the signals intelligence (SIGINT) apparatus of the United States, Britain, Canada, Australia and New Zealand. In the same vein, British intelligence operatives worked with the Central Intelligence Agency (CIA) and functioned from the US embassy in London (Dumbrell, 2001). Britain and the United States also shared numerous bilateral defence links left over from the Second World War. Colman (2004) states that In December 1941, the cooperation between the British and American governments reached its peak with the signing of the Anglo-American Alliance and the creation of the combined chief of staff which is a collaborated British and American military command which presides over all Anglo-American operations. The NATO alliance, focused on the defence of Western Europe had Britain and the United States as its leading members. The formation of NATO in 1949 had the British Army of the Rhine (BOAR) as the Britains land force contribution with over 50,000 troops stationed in Germany in 1962 (Colman, 2004). The special relationship resulted in the Atlantic Charter of 1941, which is a set of guiding principles at the coming of peace targeted to govern relations between states. The Anglo-American relationship was furthered strengthened by economic connections, atomic and nuclear matters, and considering the fact that both countries share a common heritage and a common language. It is also pertinent to note the personal relationships that existed between some American Presidents and British Prime Ministers, significantly Churchill (whose mother was American) and Roosevelt and years later between Margaret Thatcher and Ronald Reagan. The extent of the unity of purpose and cooperation which existed between the British and American governments during the Second World War remains one of the most phenomenal aspects of that period. However, the special relationship was intensely strained during the Suez crisis of 1956 and raised questions as to how special the relationship really was in reality. This essay seeks to address how the Suez crisis impaired the UK, USA special relationship and to decipher if the relationship was really that special. The Suez crisis of 1956 greatly strained the relationship between Britain and America; the crisis exposed their differences to colonialism, communism and their contrasting stakes in the Middle East. Also, the Anglo-American Alliance and Britains position as a great power was in ruins during this period. The Suez Canal was a sea route of vast strategic importance to Britain. As the main significance of the British Empire; it connected Britain with India and the pacific. The major figures involved were Anthony Eden, Britains Prime Minister, US president Dwight D. Eisenhower, his secretary of state, John Foster Dulles and the Egyptian president Gamal Abdul Nasser. The Suez Canal was the focal point of Britains military presence in the Eastern Mediterranean especially since Britain domination of Egypt since the 1880s (Dimbleby and Reynolds, 1988). Eden, who was Churchills successor as prime Minister argued that the Canal was Britains great imperial lifeline, particularly for oil (The Economist, 27 July 2006). For the Egyptians on the other hand, the Canal Zone was a constant reminder of the despised British occupation and efforts to terminate Britains presence in the Canal Zone were escalated especially after the military coup of 1952 which ousted the luxurious king Farouk. It became somewhat difficult to operate the canal as Egyptians boycotted British employment and attacked British personnel. (Dimbleby and Reynolds, 1988) The British government came to a decision in 1954 to evacuate the Canal Zone by June 1956. Eden hoped that this decision would foster a new relationship with Egypt and also since the American and British government agreed to financially support Nasser with a loan of $70 Million towards the procurement of the Aswan High Dam to provide better irrigation and electric power to Egypt. (Dimbleby and Reynolds, 1988) However, despite the loan offered by Britain and America, Nasser was not forthcoming, he undermined the Baghdad pact, a regional defence organization which was British-led and rejected the Anglo-American peace treaty plans with Israel. His ambition was to politically resurrect the whole Arab world against colonialism and opposition of great powers exploitation of the Middle East. Dimbleby and Reynolds (1988) state that while accepting the loan from the Anglo-American government, Nasser ordered arms from the Soviet Union through Czechoslovakia. By March 1956, the Anglo-American governments could no longer put up with Nasser; Eden condemned and compared Nasser with Mussolini and Hitler of the 1930s, adding that the Egyptian leaders objective was to become a ‘Caesar from the Gulf to the Atlantic, and to kick us out of it all (Shuckburgh, 1987:327). Dulles the US secretary of state announced on 19 July 1956 that the Aswan loan offered to Egypt had been cancelled. Nasser retaliated on 26 July 1956 by declaring to an amazed world the nationalization of the Suez Canal, stressing that Egypt would be in charge of the canal and proceeds used to finance the Aswan dam. Britain placed economic and political sanctions on Egypt as the British interest was in severe jeopardy, the British government was ready to use force to bring Nasser down. Eden tried to convince Eisenhower on the removal of the Nasser government for a regime friendlier to the West. However, Eisenhower was as unreceptive to Britain, just as Britain had been to America at the peak of the Dien Bien Phu crisis in Vietnam in 1954 (Louis and Owen, 1989) America did not have much at stake in respect to the nationalization of the Suez Canal as Britain did and as such believed that diplomacy was the best option, Dulles on 2nd October told a news conference that under the North Atlantic Treaty, Suez was not a part of Americas obligations to her Allies. (Dimbleby and Reynolds, 1988) Britain sort alliance with France as co-owners of the canal. Israel was encouraged to escalate the border raids in Sinai and invade Egypt signalling another Arab-Israeli War thereby posing a threat to the Suez Canal. Britain and France would exploit the opportunity as a pretext to intervene and secure the Suez Canal (The Economist, 27 July 2006). The American government was completely kept in the dark concerning these preparations for action. Eden concluded that although the Americans were in principle not happy with Britains use of force against Egypt to recover the canal, they would not completely oppose Britain. Outright American antagonism was least expected and that is exactly what Britain was faced with. A twelve hours ultimatum was issued by London and Paris for Israel and Egypt to retreat from the canal which was to be taken over by British and French forces. Israel accepted this ultimatum while Egypt rejected it and on the 31st of October 1956, the British and French destroyed Egyptian airfields. Eisenhower was infuriated by the obvious deception of his closest ally and Britains unwillingness to revert to diplomacy. Eisenhower, who was completely kept in the dark, felt utterly betrayed by his erstwhile allies, he told his aides â€Å"Ive just never seen great powers make such a complete mess and botch of things† (Dimbleby and Reynolds, 1988:214). He was determined to bring the whole enterprise to a stop. The timing of Britains actions was further unfortunate for Eisenhower who was up for re-election on 6 November 1956 of which his intention was to win as the incumbent ‘peace president, and it was pertinent he showed his capability of controlling global diplomatic and military conflicts. As such, Eisenhower could not afford to get caught up in a foreign complicated situation of no direct interest to America. America proved adept working via the United Nations and introduced a resolution calling for a ceasefire and desists from the use of force by all UN members. This resolution was passed by a majority of 64 to five votes, Russia voting with the US (Dumbrell, 2001). Britain on the other hand was severely criticised from all around the world instigated by the Americans. Apart from publicly criticising Britain and giving her a cold shoulder, Rachman (2001) highlights that the Americans further used the diminishing value of the pound sterling as a weapon to evict Britain from Egypt. A run on the pound ensued under US pressure as foreign holders of the sterling began to back out their holdings. America attacked the fragile economy of Britain and prohibited the IMF to offer emergency loans to Britain until the invasion was called off. The British Treasury envisaged an imminent financial collapse and on 7th November, Britain declared a ceasefire, stopped the operation and gave in to America demands. The French though furious were obliged to agree as their troops were under British authority, many of Britains illusions about the special relationship was destroyed and undermined by the Suez crisis of 1956. This is not the first time the Anglo-American relationship was severely strained and certainly not the last; the Indo-China crisis and the difference of opinions over Formosa are some examples. In reference to the ‘special relationship in the Middle East, Ashton (1996:113) argues as to the reason why the Middle East proved to be ‘such a fertile ground for conflict between the two powers was simply that their interests here often failed to coincide. Indeed, the US Cold War aims of containing the Soviet Union clashed with Britains tendency towards the Middle East in terms of the protection of its imperial interest. This difference in Anglo-American relations produced conflicts following the nationalisation of the Anglo-Iranian oil company in 1951 by the Iranian Premier Mohammad Mossadeq. The Anglo-American opposition further resurfaced in 1955 when Britain adhered to the Baghdad pact. Dulles, discussing the pact with Eisenhower asserted that â€Å"the British have taken it over and run it as an instrument of British policy that has drawn down upon it a tremendous amount of criticism† (Foreign Relations of the United States, 1991). The Anglo-American dispute as a result of failure of interest to coincide was also apparent over the tension in the South-Eastern Arabia territory of Buraimi. Anthony Eden, in January 1957 the eve of his resignation as Prime Minister remarked â€Å"It may be that the United States attitude to us in the Middle East dates from our refusal to give up Buraimi† (Smith, 2008). As highlighted by Petersen (2000), Hoover the Assistant secretary of State responded to the Anglo-American crack over Suez by stating that â€Å"this cleavage had gone a great deal deeper than people imagined. It had Started a long time ago even before Suez and as far back as the Buraimi incident† (Petersen, 2000:72). Petersen further argued that the Buraimi crisis â€Å"presented Anglo-American diplomats with a conflict of interest which †¦ eventually contributed to the rupture of the Atlantic Alliance during the Suez crisis of 1956† (Petersen, 1992:72) The British was hurt the most by the Suez crisis, which resulted in a break down in relations between Britain and America, a near crippling of the Pound sterling and in the resignation of Eden the conservative Prime Minister, as his health wrecked. According to Freiberger (1992), the crisis further exploded the lingering imperial pretensions of Britain and quickened the independence of its colonies e.g. Ghana and Nigeria. Britain learnt from the Suez crisis that it would never be able to take actions independently of America again as British politicians are contented to play second fiddle to America. If there is a special relationship between Britain and America, then it is a one way street with Britain hanging on to the coat-tails of the United States. Suez showed the French that perfide Albion could not be relied on as Britain always places its â€Å"special† relationship with America above its European interests. Conclusion History shows that international relations vary with the strength and character of respective leaders and that applies to the relationship between the United States and Great Britain. In the aftermath of Suez, Britains position became somewhat untenable to act like a superpower, her position as a world power began to decline with the rise of America. The Suez crisis made it very clear to the US that it has to take more prominence in crisis of the Middle East. One could easily wonder if the United States actively developed a strategy to replace Britain as a dominant power in the Middle East or if the US sacrificed its allies with the ambition of gaining total domination of the region. However, there have been recent controversies regarding the existence of the special relationship. According to a recent report by the Commons foreign affairs committee, Americas relationship with Britain is not more special than its relationship with its other main allies, and the term ‘special relationship does not portray the ‘modern Anglo-American relationship. (Times online, 28th March 2010) In this report, a committee of influential MPs state that â€Å"Britains special relationship with the US—forged by Winston Churchill and Franklin Roosevelt in the Second World War—no longer exists† (Times online, 28th March 2010). Does this mean that the relationship is dead? Relying on the traditional model of bilateral partnership will certainly doom this relationship to obscurity. Strengthening Britains leadership within the EU and a renewed partnership within multilateral institutions are essential for a strong and vital special relationship in the 21st century. Burwell (2010) echoed that the fundamental element of the special relationship in the 21st century must be partnerships that surpass the bilateral UK-US relationships. The Anglo-American special relationship should work towards a partnership with multilateral institutions to take on global challenges through diplomacy and political influence.

Aspects of Probation Essay -- essays research papers fc

There are times when almost everyone wonders exactly what the purpose of probation is, what kinds of conditions can be imposed if someone is put on probation, and what roles the probation officer and the court systems play in the scheme of things. If you know someone that is on probation it may not hurt to know a little bit about the way it works and that is exactly what we will be talking about here. Probation is one of the least restrictive penalties among the alternatives confronting a sentencing judge. Probation is the conditional release of an individual by the court after he has been found guilty of the crime charged. In the case of probation then, the individual has not been sentenced to prison, although he may, in fact, have been incarcerated in jail following his arrest and awaiting trial. Probation is in fact a charge and not a dismissal of charges, as many people believe. Many people believe that putting a person on probation is just a â€Å"slap on the wrist† and that it will not stop the person from committing further crimes but the term of probation is supervision and if it is broken punishment will follow for the probationer. Probation is a basic tool of rehabilitation for first time offenders and very few if any person who has more than one offense will receive probation. These offenders are more likely to receive jail or prison time for their offenses. Even first time offenders revert to crime during probation, which in turn embarrasses the court that gave that person probation rather than a jail or prison sentence. One helpful aspect of probation is the indication of a certain trust and confidence placed in the offender by the judicial order or probation officer. Another helpful aspect of probation is that there is actual supervision and guidance by a probation officer.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Probation is an extension of powers of the court over the future behavior and destiny of the convicted person by showing them ways to keep themselves out of trouble later and hope that they will learn their lesson the first time. It helps to avoid the shattering effect upon the individual’s personality which so frequently follows imprisonment. Probation manages to keep the person in his old moorings: it makes no sudden and violent wrench in his daily habits; it does not destroy his family relations, his contact... ...the probationer has not broken his probation. After researching probation to a fairly good extent in my opinion, I believe that it really is an easy way out of being in trouble. This is especially true if the convicted person’s offense was not something that was done intentionally. I feel that probation is also a better way to handle people who are mentally unstable or people that have a drug or alcohol problem rather than just throwing them into the frying pan for a mistake.   Ã‚  Ã‚  Ã‚  Ã‚  Bibliography Weston, Paul B. 1977. Administration of Justice. Englewood Cliffs, New Jersey: Prentice Hall. xiv. 337 pages Pursley, Robert D. 1977. Introduction to Criminal Justice. Encino, California: Glencoe Press. vi. 553 pages Rubin, Sol. 1963. The Law of Criminal Correction. St. Paul, Minnesota: West Publishing Company. xxv. 728 pages United States, Wickersham Commission. 1968. No. 9 Report on Penal Institutions, Probation, and Parole. Montclair, New Jersey: Patterson Smith Publishing Corporation. United States Sentencing Commission. 1990. Policy Statements for Violations of Probation and Supervised Release. Washington, D.C.: The Commission. i. 40 pages

Mystery Man of Stonehenge

Archeologists were finishing excavating in Amesbury (planned development of housing) in spring, 2002. It is necessary to admit that Amesbury is situated in the southwest of England. During excavation the small Roman cemetery was uncovered by archeologists and thus that finding was considered fairly common. Nevertheless, two skeletons were discovered and one of them was important as it was interred in grave made up of timber. The position of a mystery skeleton was rather common for burials in Bronze Age – skeleton’s legs were in a fetal position. Furthermore, skeleton had a hole in a jawbone proving that he had an abscess. The mystery man also sustained an injury as he had heavy limp as well as bone infection. That mystery skeleton was Amesbury Archer. Mystery man appeared to be a wealthy dweller of cool region in Central Europe having relation to vanguard. (Stone 2005) Firstly, it is necessary to claim that a mystery man was rather wealthy archer. According to archeologists he was between 35-45 years old and was buried â€Å"with a black stone wrist guard on his forearm of the kind used to protect archers from the snap of a bowstring†.   (Stone 2005) Sixteen flint arrowheads were scattered across his body and it was assumed that mystery man had certain relation to Stonehenge. The evidence was that massive stone monument was near the burial place. Furthermore, it was apparent that archer was wealthy, because the grave was filled with wrist guards, arrowheads, copper knives, a cache of flint tools as well as metalworking tools. Additionally the grave was arranged with stone shaped like a sofa serving as an anvil. The next evidence of wealth was a pair of gold ornaments, clay pot. Indeed the archer died rich.(Rubinstein 2005) Secondly, archer was born in a cool region in Central Europe. This fact was revealed due to archers’ mouth. Archeologists stated that tooth enamel of a person was the best way to point out his place of birth. Tooth enamel consists of oxygen, calcium and phosphorous and other elements. Actually â€Å"the composition of the oxygen molecules in apatite depends on the water a person drank as a child, and that, in turn, can reveal a great deal about where he grew up—from the temperature of rain or snow to the distance from a coast and the area’s altitude†.   (Stone 2005) The makeup of the oxygen found in archer’s teeth was scanned and thus it was determined by geoscientist Chenery (British Geological Survey) that archer was born in a cool region in Central Europe. Possibly, the archer encountered â€Å"a rural setting of round timber houses with conical thatched roofs†. (Stone 2005) Thirdly it was stated that the archer had certain relations to trade and metalworking. In those times metalworking was the most important skill. And in about 2300 B.C metal implements completely replaced stone weapons and tools which defined the era of Stone Age. The Bronze Age started in the southwest of Europe in about the 4th century B.C. as it was mentioned the grave was filled with different copper knives being used as a weapon and for eating. Cushion stone proved that archer knew how to use and why to use metal instruments. There were some suggestions that the archer belonged to the vanguard of the flashy trade producing metal items used in different shows. (Rubinstein 2005) According to archeologists the metal tool found had to be buried only with his owner. Therefore archer was skillful to move from one community to another having his knowledge in his head. It is possible to suggest that he had unique and exceptional skill for those times, because archer was similar to magician. It was revealed that the arrival of the archer completely coincided with the arrival of the metal implements to the British Isles. Thus the archer is likely to be a pioneer in the new Bronze Age. In conclusion it is necessary to outline that the mystery men was considered to be the archer who lived in the Central Europe and was busy with producing metal tools and instruments for shows. Furthermore, the time of his arrival was the beginning of the Bronze Age.   (Archaeologists Figure out Mystery 2005) References Archaeologists Figure out Mystery of Stonehenge Bluestones. (2005, June 24). Western Mail, 16. Stone, Richard. (2005, August). The Mystery Man of Stonehenge. Retrieved October, 26, 2006, from http://www.kidscastle.si.edu/issues/2005/august/stonehenge.htm Rubinstein, William. (2005, November). Mystery Identities. History Today, 55, 11, 28-34.      

Differences between .edu, .org, .com, and .gov Websites

A generic top-level domain (gTLD) is the last part of a domain name that usually consists of three or more letters. There were originally six gTLD namely . edu . org . com . gov . net and . mil. Among these, . com is the most widely used. This can be attributed to the timing when . com use became unrestricted and when the internet gained popularity. The use of . com was primarily intended for commercial units or bodies. The . edu gTLD on the other hand was implemented for the use of any educational institutions.Presently, the .edu gTLD is now restricted to post secondary institutions only. A gTLD was also implemented for organizations that are not covered by other gTLDs. Back then the . org gTLD was restricted, but now anybody can freely register a . org domain. Lastly, the . gov gTLD was put into operation for the exclusive use of the US government. This gTLD is regulated and operated by the US General Services Administration. Today, any institution around the world that has proper authorization can use a particular gTLD in conjunction with a country code top-level domain (ccTLD).ccTLDs are only two letters long and specific to a certain country. It is now common to see domain names ending with . edu. uk, . gov. jp and . com. tw. Knowing the background of four of the most popular gTLDs, one can now expect what a website offers based only on its domain name. For example, the site www. mit. edu will probably offer information about a certain educational institution with an acronym of MIT. Upon visiting this site, one will find information about one of the best if not the best engineering school worldwide, the Massachusetts Institute of Technology.www. fbi. gov will probably be the site of a particular department or bureau of the government. Looking it up on the internet, fbi. gov is actually the official site of the United State’s main investigation bureau. At first, the site unicef. org will probably be a site of a certain organization. Entering this sit e, one will be enlightened to see that unicef. org is about UNICEF, the arm of the United Nations that looks after the welfare of children worldwide.

Age Essays - Learning, Education, Behavior Modification, Teaching

Age Essays - Learning, Education, Behavior Modification, Teaching Age: Preschool Subject: Science Topic : Four Seasons Time + Pacing Central Focus of Lesson: At the end of the lesson, students should recognize at there are four different seasons and give characteristics of each of the seasons. Students will be able to make observations about the seasons based on their own experiences. Part 2: Content Objectives Differentiate between the four seasons. Give characteristics of the four seasons. Give examples of events/activities that happen in the four seasons. Students will use previous experiences to come up with these examples. Key Vocabulary Season Winter Spring Summer Fall Prior Academic Learning and Prerequisite Skills: Students will be using examples from their own life to come up with a working definition for winter, spring, summer and fall. They will be using previous experiences to share activities that happen in the four seasons. Using examples from what they already know and see in the world helps them to build schema. Students should also have a prior knowledge of how to use markers/crayons/colored pencils, and put art supplies away. Materials Needed Markers/Crayons/Colored Pencils Paper with 4 categories (one for each child) Board Changing Seasons By: Sian Smith Projector Computer If this book is not available other books on this topic may be used to help children continue to learn about the seasons. Part 3: Lesson Introduction Begin by gathering students and listing the four seasons (winter, spring, summer, and fall) on the board. Ask them questions about each of the seasons. Examples of questions to ask: "How many different seasons are there?" "Does anyone know what season we are in now?" "What is the weather like in winter/spring/summer/fall?" "What are some things that you do in winter/spring/summer/fall?" "How are these different from each other?" Come up with a working definition for each of the seasons. These definitions can be written as bullet points of characteristics of each season. 5-10 min Introduction of New Information Show video: Seasons Song for Children | Learn Four Seasons | Preschool, Kindergarten, Learn English ( https://www.youtube.com/watch?v=TBLFMXU8FLI) Ask comprehension questions about the video EX: "What season do the flowers bloom in?" "What season is really hot?" "What do the leaves do in fall?" "Is winter col d or hot?" After this go around the room and each student wi ll share their favorite season. This will allow children to use their previous experiences in each of the seasons to make their decision. Read Changing Seasons by Sian Smith. Ask comprehension questions and add to or take away things from the working definition of the four seasons. Make sure the children are the ones that are saying whether to add to or take away the characteristics/activities. This book discusses the typical weather of each season and also includes activities that are common for each season. This will give children more ideas for activities for the next portion of the lesson. 15-20 mins Learning Activities Children will receive a piece of paper with four categories: winter, spring, summer and fall. They will also receive markers/crayons/colored pencils. Children will be asked to draw one activity that they do in each season or something that happens in each season. EXAMPLES: Swimming in Summer Snowballs in Winter Falling leaves in Fall Rain in Spring 20 min (more time can be added if necessary) Closure (Presentation/Recap): Use this time to make any concepts more clear or answer any questions. Each child will be given the opportunity to share their artwork, but sharing will not be required at this time. 5-10 min Necessity of Art Components This art project will help students to visualize the four seasons. If the students can connect their ideas of activities that they do in each season or something that happens in each season it may help them to remember more information about this topic and differentiate between the four seasons. Informal Assessments The teacher will go around while each student is working on their artwork and listen to the conversations between students. The teacher will take this time to help any struggling students and give them prompts, but not any specific ideas. The teacher will be able to address misconceptions and steer students in the right direction if needed. Students will be given the opportunity to share their artwork with the class. Each student will not be required to talk, but this will give the teacher an idea of which students are more comfortable with this subject and then also which students may need