Paper Religion Research

In Cold Blood Analysis

Mandeep Kaur Analysis 3B The film Capote depends on the novel In Cold Blood about the homicide of the Clutter family. The tale does in the profundity about the contracts and the plot yet the film forgets about numerous significant subtleties to leave the viewer’s asking why something occurred. Capote centers around the content and portrayal In Cold Blood, as the film Capote challenges the portrayal of Perry Smith and Dick Hickock. Perry Smith was portrayed in the novel with essential subtleties as in the film they skirt the basic details.Perry grew up under troublesome conditions as expressed in the book â€Å"six of us riding in an old truck, dozing in it, as well, here and there, and living off of mush and Hershey kisses and dense milk. † (131) The film doesn’t’ disclose to Perry’s childhood yet rather jumps to after the homicide and his battle to be free. Being deserted by his family he experienced numerous horrendous encounters and endured extre me maltreatment, â€Å"there was this one nurse†¦ she'd fill a tub with super cold water, put me in it, and hold me under till I was blue.Nearly suffocated. † (128) Smith later builds up a deep rooted repugnance for which is written in the novel yet in the film isn't carried on which leaves the crowd to ask why he acts the manner in which he does. The tale depicts Perry’s reoccurring dream about an enormous feathered creature that spares him from menaces and abusers, â€Å"felt all breath and light leaving me,' he stated, in a resulting portrayal of his sensations. â€Å"The dividers of the cell fell away, the sky descended, and I saw the large yellow flying creature. †(257).While in prison the film shows Perry making some hard memories dozing however ne He is portrayed as a little, strong man whose body is interesting and unproportional â€Å"†¦who would never discover pants to accommodate his shortened lower half, who wore Levis moved up at the bas e and a cowhide jacket. † (32). Perry never passed the third grade yet as a grown-up he has a mind blowing hunger for information, jargon, and writing. His craving to be instructed is well depict in the film when Capote gives him laws books to peruse promotion he begins to discover that he might have the option to escape death.In the book the writer just insights around to his development to learn. This characters leaves an initial introduction that he is quiet and delicate, however we later come to realize that he is the more fierce of the two killings as we read in the novel, â€Å"'But a nigger,' said Perry. ‘That's unique. ‘† (105) When Perry is cited saying the executed an individual for no clear explanation, he is depicted as a relentless executioner. The film centers around just the Clutter murder and not the pervious homicide that Smith has submitted as we have perused in the novel.Dick Hickock, roused via bodily driving forces, for example, desire, covetousness, and vanity, was the other homicide of the Clutter family. He was portrayed as the driving force and instigator of the homicides in the novel. One of his jail companions had enlightened him regarding the Clutter farm and quickly Dick was attracted to what he called a â€Å"big score†, this was expressed in the novel and not in the film Being informed that there was an adolescent young lady living at the Clutter living arrangement names, Nancy, he was additionally spurred by that reality also, â€Å"Before I at any point went to their home I knew there would be a young lady there.I think the principle reason I went there was not to ransack them yet to assault the young lady. Since I contemplated it. That is one motivation behind why I never needed to turn around when we began to. † (270) In the film while meeting with Capote, Perry concedes that Dick was proposing to assault Nancy. While perusing the novel, the creator implies around the possibility of Dick having sexual wants for the honest young person. After the killings had happened Dick shows no regret or enthusiasm for talking about the wrongdoing, he stays concentrated on finding a spot to live, taking, getting cash and women.Once the homicide had occurred Dick returns home and acts like nothing at any point occurred, â€Å"Dick was devouring a Sunday supper. The others at the table†¦ where not aware of anything extraordinary in his manner† (72) The film never gave foundation data on what Dick did or felt like when he murdered the Clutter family. As depicted in the novel Dick is taught road savvy, athletic and enchanting, â€Å"Basketball! Baseball! Football! Dick was consistently the headliner. A really decent understudy, as well, with An imprints in a few subjects. (158) The books goes into profundity of his instruction and his games profession however the film forgets about it to give a sense the Hickock was uneducated and a ghetto. As expressed in the book he c an con retailers and helpless ladies out of cash and property. By conning retailers is the manner by which the two killings were gotten. In the film the show the catch of the two, yet doesn’t show how or when. Testing the portrayal of Perry Smith and Dick Hickock, the film Capote forgets about numerous unmistakable subtleties of the characters and the plot, while the novel In Cold Blood goes well beyond to clarify the characters.

Feildwork Example

Feildwork Example Feildwork â€" Assignment Example > Mid placement report (presentation script)Introduction: Women Shelter Armidale is for homeless women or at risk of homelessness, and for women who experience domestic violence or have housing difficulties. Women Shelter Armidale provide support services for women and children to find accommodation. And support them under any circumstances. WSA is non-government organization. It funded by NSW government. WSA conceived by local women. The Women Shelter Armidale support women with different services such as brokerage, food, transport, adult, and children support and short-term accommodation. The aim of Women Shelter Armidale is to support women who suffer from domestic violence by running educational program on domestic violence and raise the awareness about DV. Besides, Women Shelter running support groups for women who face domestic violence and isolation. The adult support workers also work with their clients to addressing the issues about domestic violence and making them aware o f behaviors surrounding domestic violence. Worked I have done: At the beginning of my placement, I learned about the way of work by shadowing other workers to get an idea of how they work in the organization and how they collaborate with other organizations. I have done some general work such as translating sign sheets, answering the phone, organize and tidying child support room, helping the workers with support groups. Then I joined some meetings with the support workers when they met the clients, and I learned about how they assess the clients by asking them several questions about their situation and how they are completing an assessment form, and I have seen the initial assessment process as well. Also, I have observed some of the support workers while addressing their clients’ needs, for example, how they help their clients to find a house, and how they are providing transport and assistant with food. I went to the food pantry with the support worker to take some food for free to provide it to the clients. I was not able to provide transport for clients because I do not have driving licenses, but I went with other workers while they provide it for their clients. Also, I attended training group with the organization members to train us about how to set car seat which can help us to ensure the safety of children like it is a part of organization duty of care. Besides, I discussed the safety in the workplace with the agency supervisor; she explained the policy and procedures in the organization. I engaged in several groups for women and children to help me to have an idea about how to planning and creating groups, and I observed their way of working with the group and their way of undertaken an assessment. There are several groups such as Creative Playing, Children Support Group and Young Women Support Group (Walcha). Creative Playing Group is for children who are under school age; it runs every Friday from 10-11:30 am. Children Support Group is for c hildren who are in school age, and it is run every Tuesday from 4-5:30 pm. Young Women Support Group is for school girls in Walcha; it is run every Tuesday from 2-3 pm. Sometimes I helped the support workers in the groups we run in the organization by organized the materials and prepared for morning or afternoon tea for the group members, also I participated in the group activities such as, playing with children, reading stories, coloring and making some craft.

Complementary And Alternative Methods Of A Family Member...

Case File Interview Norma Valdez-Rosa South University Online Complementary Alternative Methods â€Å"There is an Indian proverb that says that everyone is a house with four rooms; a physical, a mental, an emotional and a spiritual. Most of us tend to live in one room most of the time but unless we go into every room every day, even if only to keep it aired, we are not a complete person.† ~Rumer Godden Case File For this assignment, I chose to interview a family member and compile a case file. ï‚ § Initials: ALV ï‚ § Age: 83 years old, Hispanic female ï‚ § Health status (past and present): Diabetes Mellitus, Hypertension, Hypothyroid, CHF ï‚ § Present concerns: Blood glucose levels go from really high one day to really low the next ï‚ § Coping patterns (past and present): Praying the rosary daily, sewing, visiting with family ï‚ § Healing beliefs: Follows the traditional Hispanic culture health beliefs and healing practices of home remedies with herbs and teas before seeing the doctors and taking prescribed medications ï‚ § Health values: To be able to take care of myself, for example: bathing, dressing, taking my medications and feeding myself ï‚ § Social support: My children, my siblings and lots of friends ï‚ § Religious/spiritual practices: Catholic, attends church every Sunday and prays the rosary daily ï‚ § Personal Health goals: same as my Health values, I don’t want to be a burden to my family Introduction Knowing the patient as a whole person, not only a disease willShow MoreRelatedThe Marketing Research of Brainquiry33782 Words   |  136 Pagesfor promotional needs as well as selling. 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Reliability Factors Food Truck Logistics - 1664 Words

Reliability Factors: Food Truck Logistics Reliability Factors in a logistics system are key to the overall health and success of the process. Many aspects of Logistics are equally as critical in terms of importance however, when it comes to reliability it is hard to argue this factor consumes much emotion from those working in as well as benefiting from a system. While reliability factors play a role in many aspects of life, when dealing with logistics it is often an unseen issue until it actually surfaces as a problem. Food trucks in recent years spread with mass popularity, convinces being a driving factor. Despite the surface appearance of a simple logistical process, reliability factors play a huge role in the logistics of operating a food truck. Measuring reliability factors in the food truck industry requires first understanding the system of measure when analyzing reliability. 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Lecturer’s Personality Free Essays

NATIONAL FORUM OF TEACHER EDUCATION JOURNAL-ELECTRONIC VOLUME 16 NUMBER 3E, 2005-2006 EFFECTIVE TEACHER STUDY Max Malikow Assistant Professor Le Moyne College ABSTRACT The purpose of this study is to quantify student evaluated teacher effectiveness in order to ascertain the grade level, subject, and characteristics of exceptionally effective teachers as reported by 361 Le Moyne College students. In this study the students were provide with the following definition of exceptionally effective: showing the ability to go beyond the ordinary in producing desired results. The students were instructed that they could select one of their teachers from any grade level or subject. We will write a custom essay sample on Lecturer’s Personality or any similar topic only for you Order Now The distribution of selected teachers is as follows: 315 secondar5y teachers, 34 primary teachers, 11 college professors, and 1 parish priest. Subject areas of frequently selected secondary teachers are: social studies (89), English (89), mathematics (55), foreign language (33), and science (27). Personality characteristics most often cited by the students were: challenging/had reasonably high expectations (82), sense of humor (59), enthusiastic (56), creative (39), caring (39), explains complicated material well (39), and flexible instructional style (33). 1 NATIONAL FORUM OF TEACHER EDUCATION JOURNAL-ELECTRONIC 2___________________________________________________________ _______________________________ Who are exceptionally effective teachers and what are their characteristics? This is a study conducted at Le Moyne College from 1998-2004. I. Introduction A. Statement of the Research Question The purpose of this study is to quantify student evaluated teacher effectiveness in order to ascertain the grade level, subject, and characteristics of exceptionally effective teachers as reported by 361 Le Moyne College students. In this study the students were provided with the following definition of exceptionally effective: showing the ability to go beyond the ordinary in producing desired results. Teacher preparation programs, as part of their accreditation process, are increasingly attentive to any information to assist in making adjustments and modifications to improve the outcome. Formal evaluations of graduates and students are useful. I have attempted to undertake a continual form of information gathering from classes I teach that ultimately may be useful for this purpose. B. Rationale for the Research The value of this study is that the accomplishment of the research question would make a contribution to the Le Moyne College teacher education program. The goal of this department is to prepare effective teachers for tomorrow’s schools† (Le Moyne College Catalog 2004-2005, p. 91). The result of having identified the grade levels, subjects, and common characteristics of over 350 teachers assessed by their students as exceptionally effective serves to better inform the Education Department faculty of the qualities that make teachers memorable as instructors who are effective in their work. Therefore the department members will be better equipped to evaluate their own program in the light of this information. MAX MALIKOW ____________________________________________________________ ______________________________3 II. Methodology A. EDU 215 Writing Assignment EDU 215: Learning in a Sociocultural Context is a required course for Le Moyne College education majors who are preparing to teach at the secondary level (grades 7-12). â€Å"It involves students in examining, analyzing, and developing theories of how students learn within a social, cultural, and political context †¦Ã¢â‚¬  (Le Moyne College Catalog 2004-2005, p. 97). One requirement of the EDU 215 classes I teach is a reflective paper. I encourage the students not to begin this writing assignment early in the course. I explain that they would find the paper easier to write if they first experience at least half of the fifteen weeks of the material. The learning outcome associated with this assignment is for students to organize and articulate their thoughts and experiences concerning the characteristics and behaviors of exceptionally effective teachers. The students are required to select one of their own teachers from any grade or subject who could be described as an exceptionally effective teacher. An in-class presentation to the students elucidates an exceptionally effective teacher as one who demonstrates extraordinary ability in the following areas of teaching: 1. 2. 3. 4. 5. 6. Communication of material Motivation of students Provision of an environment conducive to learning Maintenance of student interest Classroom management (discipline) Appropriate relationships with students The following is the assignment’s specifications as they appeared in the EDU 215 syllabus. An Exceptionally Effective Teacher The instructions provided to the students is fairly standard, with the paper no less than four and no more than six pages in length, typed, double-spaced, and compositionally flawless. It must include all of the following: 1. 2. 3. 4. The teacher’s name and subject/grade level A synecdoche His/her methodologies (repertoire of instructional strategies) His/her means of testing and evaluation NATIONAL FORUM OF TEACHER EDUCATION JOURNAL-ELECTRONIC 4___________________________________________________________ _______________________________ 5. 6. . 8. 9. 10. 11. 12. His/her teaching environment (physical and psychological-emotional) His/her administration of discipline His/her personality (including a sense-of-humor) Scholarship (i. e. evaluate the selected teacher as a scholar) His/her use of relevancy in instruction His/her preparedness for class (i. e. organization) His/her ability to motivate students An interview with this teacher or someone who is familiar with this teacher (optional) I explain to the students that a synecdoche (specification number 2) is a figure of speech in which a part is used for a whole. The example I use is the phrase to break bread in which bread is used but an entire meal is understood. In the context of this assignment, the students are required to describe one incident featuring the selected teacher that would communicate a substantial understanding of the teacher’s style and philosophy of teaching. A colloquial way of expressing the rationale for the synecdoche is: it is one story that communicates what this teacher is all about. B. Description of the Sample The number of the students in the sample is 361 (n = 361). Since the sample consists of students from classes taught by me this is a convenience sample. Specifically, the students are from sixteen EDU 215 sections ranging from the fall semester of 1998 to the spring semester of 2004. As previously stated, EDU 215 students are preparing for careers in secondary teaching. With few exceptions, the students are sophomores. Also, as previously stated, the writing assignment is a course requirement. Consequently, all students who complete EDU 215 for credit accomplish the assigned paper. In the sample, all of the students addressed the assignment’s specifications sufficiently to have earned a grade of C or better. C. Procedure for Analysis of Archival Data From the fall semester of 1998 to the spring semester of 2004 a total of 361 essays were written by the students in the EDU 215 classes taught by me. This archival was organized by first categorizing teachers by grade level (if K-6) or subject (if 7-12). College teachers were grouped in one category. This distinction is made to accommodate for selected secondary and college MAX MALIKOW ____________________________________________________________ ______________________________5 teachers who students had more than once. For example, some science teachers taught the students in both biology and chemistry. The categorization of the teachers in this manner resulted in a total of 21 subcategories of teachers: seven primary grade subcategories, ten secondary subject categories, three subcategories of college professors, and one parish priest. This data answers the following research question: Of the 361 selected teachers, what is their distribution according to grade level or subject? In-class discussions with the students on the day the assignment is turned in includes the following question: From the assignment’s specifications or your own thoughts, what are the two characteristics that most contributed to your selected teacher’s effectiveness? All students are asked the question with their responses recorded by me. Nine characteristics were possibilities from the assignment. Due to 16 student absences on the days of these discussions, 690 responses were recorded rather than the 722 responses that would have resulted from perfect attendance. The record of the student responses provides the answer to the following research question: What are the characteristics of exceptionally effective teachers most frequently cited by the students in this study? III. Presentation of the Findings A. Textual Presentation The teacher category most frequently selected is an equal number of students (89) who selected either a social studies or English teacher. These two categories combined for 49. 3 percent of the exceptionally effective teachers in this study. Other secondary teachers selected are in the disciplines of mathematics (15. percent), foreign language (9. 1 percent), science (7. 5 percent), physical education (2. 4 percent), health (1. 7 percent), technology (1. 1 percent), art (. 5 percent), and music (. 3 percent). In total, elementary teachers represent 9. 4 percent of the selections. The two grade levels with the highest representation are third and fifth (8). The 11 college professors chosen constitute 3 percent of the sele ctions. The college professors are in the disciplines of English (7), history (3), and mathematics (1). One student selected a parish priest who taught a confirmation class. For a tabular presentation of the distribution of the selected teachers see Table 3. 1. The total number of characteristics cited by the sample was 36. The exceptionally effective teacher trait most frequently expressed by the students was challenging with reasonable expectations (11. 9 percent). The percentage of response was computed by dividing the number of citations for this trait (82) by the total citations in the study (690). Sense of humor is the NATIONAL FORUM OF TEACHER EDUCATION JOURNAL-ELECTRONIC 6___________________________________________________________ _______________________________ second most frequently cited characteristic (8. 5 percent). Three characteristics are tied for third place in the frequency standings: explains complicated material well, caring, and creative (each 5. 6 percent). Other frequently cited traits are: flexible instructional style (4. 8 percent), approachable, available, interested in students, and organized (each 4. 2 percent). For a tabular presentation of the selected characteristics data see Table 3. . B. Tabular Presentation Table 3. 1: Distribution of Selected Teachers Kindergarten First Grade Second Grade Third Grade Fourth Grade Fifth Grade Sixth Grade Grades 7-12 Social Studies English Mathematics Foreign Language Science Physical Education Health Technology Art Music College English History Mathematics Other Priest 5 1 1 8 4 8 7 89 89 55 33 27 9 6 4 2 1 6 3 2 1 MAX MALIKOW __________ __________________________________________________ ______________________________7 Table 3. 2: Cited Characteristics 1. 2. 3. 4. 5. 6. Challenging/Had Reasonably High Expectations Sense of Humor Enthusiastic Creative Caring Explains Complicated Material Well Flexible Instructional Style Approachable Available Interested in Students Organized Flexible to Classroom Situations Dedicated Inspiring Practical Made Material Relevant Optimistic About Students Energetic Engaging Exciting Learned/Brilliant/Scholarly Warm Humble Good Listener Patient Authentic/Real/Appropriately Autobiographical Confident Empathic Encouraging Fair Professional Honest Insightful Moral Nonjudgmental Optimistic About Life Protective 82 59 56 39 39 39 33 29 29 29 29 23 21 21 17 13 10 10 10 10 10 9 9 9 5 5 5 5 5 5 4 3 2 2 1 1 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. NATIONAL FORUM OF TEACHER EDUCATION JOURNAL-ELECTRONIC 8___________________________________________________________ _______________________________ IV. Analysis of the Findings A. Limitations of the Study and Implications for Future Research As previously stated, the sample is drawn from a course that consisted entirely of students preparing for a career in secondary teaching. If the sample had been drawn from a comparable course for prospective elementary school teachers the distribution of exceptionally effective teachers might have been different. It would be interesting to see if a sample of students preparing for teaching at the primary level would select more primary teachers as exceptionally effective. The study did not include a reckoning of the intended teaching area of the students and their selected teacher. For example, there may have been a high representation of prospective social studies and English teachers in the sample. It would require an interview with the students to determine if their intended subject influenced their teacher selection. An examination of the cited characteristics demonstrates redundancies. For example, caring is a characteristic cited 39 times and interested in students 29 times. Arguably these two traits constitute a verbal distinction without a meaningful difference. My decision to record the words and phrases actually used by the students’ accounts for perceived redundancies. As with any study that employs a convenience sample, this study’s results cannot be taken as representative of nonparticipating individuals. However, this limitation does not render this study inconsequential. The sample size is substantial and a methodology for future studies has been formulated and tested. Six students in this study stated that their selected teachers are responsible for their decision to pursue a teaching career. These statements were not solicited either as a requirement of the writing assignment or in the class discussions. This implies that there may be more than six students who were so influenced. It would be interesting to know how many students opted for a career in teaching because of a teacher. A future quantitative study could generate the data to address this curiosity. As with many studies, while this study answered questions it gave rise to others: Why were so many social studies and English teachers selected? Is there something about the content of these subjects that accounts for the perceived effectiveness of those who teach social studies and English? Do social studies and English attract individuals with personalities that are conducive to the work of teaching? Is there a gender correlation between the students and selected teachers? MAX MALIKOW ____________________________________________________________ ______________________________9 B. Value and Application of the Study A well known psycho-lexical study reveals that there are 17,953 words in an unabridged English dictionary describing personality characteristics (Allport and Odbert, 1936). Individuals involved in teacher training, hiring, and mentoring are beneficiaries of studies that document the personality traits that correlate with teacher effectiveness. These individuals are engaged in significant work. An awareness of the characteristics that correlate with and contribute to effective teaching should be nurtured in training and mentoring as well as recognized in hiring. Concerning employment, an implication of this study is the use of personality assessment instruments like the M. M. P. I. (Minnesota Multiphasic Personality Inventory) as part of the employment process. REFERENCES Allport, G. W. Odbert, H. (1936):Trait-names: A Psycho-lexical Study. Psychological Monographs: General and Applied, 47, 171-220. (1, whole number 211). How to cite Lecturer’s Personality, Papers

The Environment Essays - Climate Change Policy, Carbon Finance

The Environment - The Environment The impact of people on their environment can be devastating. This is where the respective role of governments can make decisions that shape environmental policy and responsibilities. These governments can be broken up into four different levels: local, state, federal and international. Air quality and biodiversity are two current issues that can be related to the role of governments. Global warming is also another implication that has a devastating effect on the environment. Current examples include the rise in sea levels, polar meltdowns, the melting of ice sheets and glaciers and human deaths due to disease from the effects of global warming. Firstly the environment can be defined as the natural features of our surroundings such as plant and animal life and their habitats, water, soils and the atmosphere. A local government named Rockdale Municipal Council has implemented certain actions to deal with the quality in that region. They have recognized that the main source of poor air quality originates from air pollution sources such as motor vehicles, industrial premises and aircraft emissions. The solutions to these problems include improvements to Ryde and Botany Bay cycle way, integration of land use and transport planning strategies, production of Air Quality - the Facts booklet for community, investigation of complaints regarding odours and dust, tree planting and preparation of a Local Air Quality Management Plan in 1999. Air quality is a major issue in most states within Australia that affects our greenhouse, to tackle the implications state governments have created policies and responsibilities. For instance Cities for Climate Protection (CCP) is a program that enables mainly state governments to take action on greenhouse. CCP provides these state governments with a strategic framework to diminish greenhouse gas emissions by helping them identify and recognize the emissions of their council and community, set a reduction goal and develop and utilize an action plan to reach that goal. State actions include: capturing the methane from landfill sites and public and non-car transport into urban planning. On a federal or national basis Australia has employed policies to increase the air quality. For example the Commonwealth Government will guarantee that Australia carries its fair-share of the burden in worldwide efforts to combat global air pollution through policy development and implementation. They have also supported the National Greenhouse Strategy (NGS) which began in late 1996. The government will also support the development of a national strategy to observe and manage air toxics. The air toxics strategy will monitor, establish the levels of community exposure to, and manage emissions of selected air toxics. The federal government will even consider the inclusion of air toxics in a future National Environmental Protection Measure. Further measures include the leading of the development of national ambient air quality standards through the National Environmental Protection Council and the assistance of the establishment of a National Pollutant Inventory which will require larg e companies to publicly report their emission of 90 pollutants. Local government Rockdale Municipal Council has introduced responsibilities and policies to reduce the loss of biodiversity. This local government has learned that the cause involves the introduction of species, pollution of land and water, weed invasion and urban encroachment. Their solutions to these problems comprise of the planting of over 3,500 plants and shrubs in Bardwell Valley and Scotts Reserve, bush regeneration and planting in Scarborough Reserve, involvement in Cooks River Foreshores Working Party and preparation of a flora and fauna study in 2000. Policies towards the community include controlling noxious weeds on your property, planting native trees indigenous to the area and applying to the council prior to removing any trees. The Labor Tasmanian Government has created a new Environment Policy on biodiversity that hopes to preserve native plants and animals. The policies commit the government to encourage community involvement in biological diversity programs, proclaim the Tasman National Park, establish a State Biodiversity Committee with community representation to arrange a Tasmanian Biodiversity Strategy, support the development of a State Policy on the protection of remnant native vegetation, examine the possibility of incorporating the Biodiversity Strategy into legislation and seeking the co-operation of local government and the community in including and enforcing biological diversity guidelines in development criteria. The federal government has enabled several