Assess whether ‘God exists’ is a testable hypothesis Essay

Ultimately, God’s existence cannot be classified as a ‘testable’ hypothesis. A hypothesis is a proposal, which can be tested and then either confirmed or rejected. God’s non-physical state makes this virtually impossible, as we are unable to use our senses to confirm his presence or absence. Anthony Flew and Ludwig Wittgenstein’s theories provide a considerable amount of evidence, which suggests that there cannot possibly be a religious hypothesis. Good introduction. Firstly, Anthony Flew’s parable of the gardener is highly vital in the quest to prove that God’s existence is not a testable hypothesis. The scenario includes two explorers, who discover a humanly made clearing, yet evidence suggests that it occurred naturally. Both explorers have contrasting views, one favours natural causes and the other favours human intervention. Subsequently, no evidence of the gardener is present, however is invisible. Flew’s claim hinges on falsification,and if a religious claim cannot be falsified it is essentially meaningless, as the claimant hasn’t allowed themselves to be proven wrong. The hypothesis of God’s existence is relatively similar to this case, as God is ‘transcendent’ and beyond our experiences, which by Flew’s logic makes the religious hypothesis meaningless, as it is not testable. Good. William Paley’s ‘watchmaker analogy’ is instrumental in the argument for the claim that God’s existence is a testable hypothesis. Paley’s analogy consists of a watch, which possesses parts, which ultimately fulfils a purpose. Paley’s bold claims are plausible, as he likens the watch to the universe. Evidently, a watch’s sole purpose is to tell the time. Therefore, there must be a watchmaker. This links together with the human analogy, which implies that human beings must have a creator, who is in this case God. Essentially, Paley’s view is that due to the complexity and order of the universe, it is a requirement that a supremely intelligent being must exist. That being is supposedly God. Critics would say that this is far from the truth, and that we have not empirically witnessed the presence of God and it is safe to presume that we will never be able. Therefore, we can assume that God’s existence cannot be likened to that of a watch, because the process of making a watch is a testable hypothesis, whether the creation of the world is not and never will be. Good use of the analogy. Flew argues that religious believers hold onto God’s existence regardless of any evidence brought forward to suggest otherwise. Subsequently, Flew’s proposal is that the religious hypothesis must be rejected, due to the unfalsifiable nature and the undying support by religious believers, who are unable to allow their religious beliefs to be deemed meaningless. However, Flew’s approach is not widely accepted, and Basil Mitchell is one of many, who expressed their criticisms. Mitchell disagrees with Flew’s view that religious beliefs are unfalsifiable. Mitchell suggests that when religious believers encounter suffering such as evil, they are bound to question their faith, which makes it falsifiable. How plausible is this claim? Also, numerous believers do lose their faith, therefore, Flew is misguided in his attempt to show that believers see their religion through rose tinted glasses.So,while Mitchell may not be claiming that God is indeed a religious hypothesis, he still possesses the belief that religious belief can be falsified via trials of faith. Good. In addition, the verification principle is often used to support both the claim that God exists and that God does not exist. John Hick acknowledged that the religious proposals cannot be falsified, however can be verified therefore making the hypothesis testable.Ultimately,John Hick ‘s suggestion is that in the afterlife, religious statements can be verified, and can prove whether God’s existence is a religious hypothesis. Hick proposes that, an observation is best assessed, if it can be verified, with the removal of rational doubt. Hick accepts that religious propositions cannot be falsified, because if God doesn’t exist, when we die we will be un able to confirm or deny this. Hick uses the parable of the Celestial city to illustrate this. It includes two men, who are travelling to the same destination, yet have contrasting expectations of what they will find. This parable hints towards Eschatological verification, which relates to Hick’s argument that many claims are reliant on the presence of the afterlife. Nevertheless, critics suggest that we will never be able to truly verify our experiences. This essentially applies to the existence of God and heaven if God is a figure beyond our thoughts, it is hard to envisage how we will be able to identify that we are experiencing God and heaven, rather than merely a illusion. Moreover, ‘Logical Positivists’ possess the belief that all knowledge is derived from our senses. Therefore, if knowledge is not empirically gained, it is meaningful. God’s alleged characteristics hint toward him being non-physical, making it impossible to empirically witness his existence. This led to logical positivists claim, that God’s existence is not testable and the claim is meaningless, as it is empirically not verifiable and cannot be tested. Equally, the flaws within the verification argument are highlighted regularly. History and Science exploit the weaknesses for all to see. An example from science is the existence of atoms, which cannot be verified, but almost certainly exists.Therefore,this example highlights the out-dated nature of the verification principle, as issues are more complex than the verification principles allow. Also, the example of Julius Caesar is one which resembles that of God. There are no longer witnesses for the existence of the roman leader and documentary evidence is limited. This leads you to believe that, if Caesar’s existence cannot be verified but still be true, then maybe the same can be said for the existence of God. Strong analysis. Furthermore, Ludwig Wittgenstein, who was one of the most decorated philosophers of his generation, rejected the possibility of a religious hypothesis, basing it on the fact that the meaning of words hinge on the context that they are used in, and whether we are a part of the specific group. Wittgenstein claims that there cannot be a religious hypothesis, because the context will vary depending on whether it’s religion or science. Wittgenstein rejected the single theory of meaning, and all words can be used in a variety of context. Wittgenstein’s claim is that all statements are meaningful as long as they are understood by other language users. Regarding religious statements, we must be a part of the game and share the beliefs in order to understand the religious statements. Therefore, religious statements cannot be a hypothesis as they are too subjective ,unlike, scientific claims. This accounts for why Atheists do not possess the same faith and beliefs, because they do not interpret language in the same way as the religious believers, when it comes to the existence of God. However, Wittgenstein’s theory is far from flawless, and this is evident. A meaningful statement no longer has to be connected to the real world, as it is associated with a language game, which renders the truth of it to be irrelevant. For example, a group of priests could talk meaningfully about non-existent objects, and this wouldn’t affect the meaningfulness of the language game. This sparks anti-realism, which is detrimental ,as to an extent religious claims often involve claims about what exists in reality. The religious language game is applicable to society, and not such members of the religious language game. In addition, Evidentialism is a theory, that suggests it is irrational to believe in something without sufficient reason. Faith allows someone to simply state their belief, without explanation or defence. Kierkegaard’s infamous quote, ‘when I pray, I hear silence, therefore God exists’ Kierkegaard suggests that faith can provide solace in a meaningless world. The supposed silence that Kierkegaard hears would indicate to an atheist that God didn’t exist. But, for Kierkegaard, faith is more important than reason, and belief in God is required, which makes is God’s existence a religious hypothesis a meaningless discussion. How plausible is this claim? Despite this, faith is not without it’s faults. Believers often require a purpose in life, which hey gain from a supernatural being.Ultimately,our faith in God may well stem from our own insecurities and the desire to feel that there is an afterlife waiting for us if we abide by God’s rules. To conclude, ultimately, the existence of God’s is not and will never be a testable hypothesis, for an array of reasons. The main issues arise from the fact that God can not be empirically proven, due to his non-physical state, making it far from testable, which makes it hard to provide support for the case of it being a hypothesis. The case brought forward by Anthony Flew and Ludwig Wittgenstein is compelling to say the least, as they highlight several issues, which back up claims that God’s existence is not a testable hypothesis. The inability to falsify religious claims essentially makes them meaningless, as there is no possibility of the clamant being proved wrong, therefore since God’s presence cannot be empirically know, we cannot test his existence. Wittgenstein highlights the subjective nature of nature, which prevents you defining a term, and he claims that hypothesis are scientists rather than believers. Therefore, we cannot label the God’s existence as a hypothesis, as we’re unable to gain access to it empirically or otherwise. Meaningful conclusion.

Overview and Criticisms of Andragogy

Andragogy, the art and scientific discipline of learning grownups, is based on a set of nucleus premises about why and how grownups learn. The first premise is that grownups are autonomous ( Knowles, 1984 ) . As a consequence, grownups learn best when their acquisition procedure can be autonomous, instead than centered in a traditional, dependent educational environment. Second, grownups have both a greater figure of experiences from which to larn and a wider assortment of experiences upon which they can pull ( Knowles, 1984 ) . Third, grownup function development plays an of import portion in spurring acquisition in grownups ( Knowles, 1984 ) . For illustration, as a individual ages and takes on new functions such as that of a attention supplier to a kid or an aged parent, that person has the demand to larn new accomplishments. A 4th premise is that, because grownup acquisition is straight related to adult development, grownup acquisition is focused on work outing jobs or executing new undertakings ( Knowles, 1984 ) . Finally, Knowles ( 1984 ) assumes that grownups are chiefly driven by internal incentives and non external forces. Criticisms of Andragogy Both Lee ( 2003 ) and Sandlin ( 2005 ) describe multiple reviews of Knowles ‘ ( 1984 ) five premises. Lee ( 2003 ) challenges andragogy on the footing that it falsely incorporates the importance of context. Harmonizing to Lee ( 2003 ) , andragogy is an individualistic construct, concentrating merely on the context a learner brings from his or her ain experiences. Andragogy fails to see that the person does non be in a vacuity and that persons have many individualities that may â€Å" impact their positions of acquisition and ways of battle in the acquisition procedure † ( Lee, 2003, p. 12 ) . Sandlin ( 2005 ) undertook an integrative literature reappraisal that found that critical theoreticians found andragogy to be missing in five major and interconnected ways. First, andragogy dainties education as a impersonal, nonpolitical activity. Second, the full construct is based on a â€Å" generic † scholar who tends to be white, male, and in-between category. Third, andragogy appears to value merely one manner of knowing and ignores voices that do non suit into the theory. Fourth, the construct is about wholly individualistic, disregarding the importance of context. Finally, andragogy does non dispute the prevalent societal construction, even if that societal construction promotes inequality ( Sandlin, 2005 ) .My PremisesIn developing my ain premises for andragogy, I have incorporated non merely the reviews presented by Lee ( 2003 ) and Sandlin ( 2005 ) but besides those based on my ain experiences as an grownup scholar and as a instructor of grownups. Most of them refl ect the simple fact that worlds are frequently complicated. My first premise is that grownups may be self-directed in their acquisition journeys, but they may besides elect to set about a acquisition procedure because they are directed to make so by an external force. This premise addresses Sandlin ‘s ( 2005 ) review that andragogy is based on the thought that there is a generic scholar. Men and adult females may hold really different grounds for desiring to larn certain things, for illustration. As an pedagogue, it is of import to listen to the voices of your pupils. Second, grownups may hold been about longer but that does non intend they are capable of larning from their experiences. Most people go through life holding experience after experience, but non all of those experiences are capable of supplying a minute of larning. In add-on, non everyone is interested in or capable of believing about their experiences in such a manner as to larn something from them. This premise incorporates the unfavorable judgment that andragogy, as it was originally presented, merely valued one manner of larning – that of larning from experience ( Sandlin, 2005 ) . A 3rd premise is that grownups may larn non merely to develop the accomplishments and cognition needed for a new developmental function but besides to turn to a demand within their community. This premise addresses the concerns of both Lee ( 2003 ) and Sandlin ( 2005 ) that andragogy is excessively focused on the person and non focused plenty on the societal context of the person or on the demand for persons to turn to unfairness in community. At times, our communities may name us to set about a new function for which we need new accomplishments. In other instances, an grownup might see a job within the community and put out to larn what is needed in order to work towards a solution. Andragogy must admit that larning is non merely about the person. A 4th premise is that grownups might desire to larn to work out jobs but they might besides larn merely because larning is merriment. Again, this is a reaction to the unfavorable judgment that andragogy posits a generic scholar ( Sandlin, 2005 ) . Adults learn for many grounds. An grownup who is researching a new avocation or larning a new athletics may non really be trying to work out a job. Rather, they may be larning because it is fun to make. Finally, grownups might hold multiple motives for larning peculiar things at specific times. We may so be driven to larn for a sense of interior accomplishment, but we may besides be driven to larn so that we can conflict our kid ‘s school territory when they deny our kid something he or she needs. Learning can be a extremely political activity and acquisition can take to political activity ( Sandlin, 2005 ) . Andragogy should ne'er presume that grownup motive to larn is entirely driven by internal demands and desires. Using grounds you select from your readings explicate how race, gender and sexual orientation can impact grownup development or acquisition. Please supply CONCRETE illustrations of EACH positionality ( e.g. one illustration for race, one illustration for gender, and one illustration for sexual orientation ) . ( Hint: Narratives from Adult Learning and Development: Multicultural Narratives may be a good topographic point to get down when seeking to reply this inquiry. ) ( 3 points ) Race, gender, and sexual orientation, in add-on to other personal identifiers such as category, can positively and negatively affect both grownup development and acquisition. In this essay, I briefly examine several concrete illustrations of the relationship between development or acquisition and a scholar ‘s race or cultural individuality, gender, and sexual orientation.Race and Ethnic IdentityRace and cultural individuality can impact larning in a assortment of ways. First, race and cultural individuality can act upon what is of import or proper for an person to larn. La Tortillera, a short narrative by Patricia Preciado Martin ( 2000 ) , provides a good illustration of how race and gender intersect in finding what it is proper for, in this instance, a Latina to larn. In this civilization, it is of import for a adult female and a female parent to larn how to do tortillas for her household. Her female parent shows Ms. Martin over and over once more how to do tortillas, even th ough Ms. Martin finds the tortilla doing lessons to be thwarting non merely because she can ne'er acquire them merely right but besides because they are a reminder of her insufficiencies as a Latina adult female and a female parent. How persons of specific races and cultural individualities are treated can besides play a critical function in how persons experience acquisition. Because of racism, minority pupils are less likely to finish postsecondary instruction ( Swail, 2003 ) . Unfortunately, in a racialist and classist system, minorities frequently attend ill funded schools that lack modern equipment and text editions or that are insecure. If they enroll in college or in an big instruction plan, they may still hold to cover with the long-run effects of racism. Over 50 % of Black alumnus pupils, for illustration, reported being the marks of racist actions on campus and experienced â€Å" isolation, solitariness, disjunction, and favoritism † as a consequence ( Johnson-Bailey, Valentine, Cervero, & A ; Bowles, 2009, p. 192 ) . The affect of racism on larning need non be wholly negative, nevertheless. Developing a strong sense of ego in the face of racism can take scholars to reengage with their civilizations and communities. â€Å" Such bitterness can be directed by more deeply prosecuting with and repossessing one ‘s civilization, history, and heritage, and thereby redefining what it means to be ‘me, ‘ instead than defined ( be either oneself or the dominant civilization ) harmonizing to what one is non aˆÂ ¦ â€Å" ( Smith & A ; Taylor, 2010, p. 53 ) .GenderGender can besides present challenges to the development and larning experiences of adult females and work forces. In the acquisition environment she was analyzing, Cain ( 2002 ) described a state of affairs in which a really traditional power moral forces based on gender developed. The adult females attempted to develop consensus among all participants, while a little group of males took over the meetings and ignored the voic es of everyone else in the room. The lessons for all involved were tragic. â€Å" The importance of this for acquisition is that so many of the initial participants, including all the adult females, learned that their parts were non valued and they quit the group † ( Cain, 2000, p. 70 ) . The work forces ‘s developmental procedure had taught them that their voices were the most of import, and, as a consequence, they ignored and alienated other voices that could hold brought a great trade of cognition to the work. Another illustration that shows how gender can act upon the acquisition experiences of work forces and adult females can be seen in Michael Dorris ‘ ( 2000 ) short narrative Groom Service. In the narrative, Bernard and Marie both exhibit behaviours they have learned as the appropriate behaviours for their gender. What Bernard learns, in peculiar, is described in the narrative. Bernard ‘s accomplishments include runing. â€Å" Subsequently he thought about hunting, how he could hold succeeded the times he had failed, how the animate beings behaved, how they smelled and sounded † ( Dorris, 2000, p. 219 ) . Bernard besides learns proper behaviour around his hereafter in-laws, with whom he will populate in this matrilinear society.Sexual OrientationLike race and gender, sexual orientation can both positively and negatively affect development and acquisition. For illustration, if they are non â€Å" out † to their household, friends, or instructors, sapphic, bise xual, homosexual, and transgender ( LGBT ) pupils may endure from anxiousness about their sexual orientation ( Messinger, 2004 ) . They may make up one's mind to remain in the cupboard because they fear that being unfastened about their orientation might take to violence against them ( Messinger, 2004 ) . They may besides fear that their parents will retreat fiscal and emotional support from them ( Freedman, 2009 ) . As with persons who grow stronger by confronting racism, pupils who develop strong self-identities in the face of homophobia can come through the experience stronger. They frequently show a more extremely developed sense of empathy and better critical thought accomplishments than those who have non had to confront the same challenges ( Messinger, 2004 ) . You have taken Howard Gardner ‘s Multiple Intelligence Test online. You are in charge of developing resident hall helpers. Their highest multiple intelligence is one of your underside three intelligences based on your trial consequences. List your group ‘s acquisition manner and supply a class rubric ( .25 point ) Supply one class aim ( see the CAHA 501 class course of study or seek information on the cyberspace to decently word a class nonsubjective if you do non hold experience composing aims ) . ( .75 point ) Describe how you would learn that nonsubjective to your pupils based on their learning manner. Use concrete illustrations ( at least two ) and do a clear and direct connexion between the acquisition manner and accomplishing the instruction of your aim. ( 2 points )Learning Styles and My Training CourseMy underside three intelligences were societal ( 3.14 ) , body motion ( 3.00 ) , and spacial ( 3.00 ) . For the intents of this essay, my resident hall helpers will be strongest in bodily-kinesthetic intelligence. Learners that excel in bodily-kinesthetic intelligence frequently use parts of their organic structure or their full organic structure as they work through the acquisition procedure ( Smith 2002, 2008 ) . As a consequence, they learn best through hands-on exercisings, including edifice things and function playing ( Armstrong, 2009 ) . The class I will be offering them as portion of their preparation is â€Å" Helping the International Student Transition to American Higher Education. † The class aim is to develop empathy among resident hall helpers for the challenges that international pupils face when get downing college in the United States.Training ExercisesArmstrong ( 2009 ) suggests that one method to prosecute pupils with strong kinaesthetic acquisition intelligence is to function drama or move out what you want them to larn. To assist resident hall helpers gain a better apprehension of what it is like to be an international pupil go toing college in the United States for the first clip, I will offer a function playing exercising. In the exercising, the scholars will draw a scenario out of a chapeau. They will hold to function drama either an international pupil confronting a barrier or challenge or a resident hall helper tasked with assisting the pupil work through the state of affairs. An illustratio n of one scenario that the trainees might move out would be that of a South Korean female pupil who has been harassed by other pupils for walking arm in arm with her female friends. While this is a common behaviour for immature adult females in South Korea, in the United States, it can put pupils up for homophobic torment. The function of the occupant hall helper in this scenario would be to assist the South Korean pupil understand why they are being harassed and to speak through schemes for covering with the negative emotions torment can breed and for advancing personal safety. Another function drama might affect moving like an Ethiopian pupil who has enrolled in a northern college without cognizing that winter vesture, like a coat, is needed. This exercising advances the nonsubjective by assisting the pupils function play a state of affairs in which they take on the character of an international pupil confronting a realistic job. As portion of the preparation plan, I would state the occupant helpers that tiffin will be provided to them. The intent of the tiffin, nevertheless, is to offer them another kinaesthetic acquisition chance. Another manner in which to advance improved acquisition by kinaesthetic scholars is to prosecute them in hands-on activities or, in this instance, a oral cavity and stomach-centered activity ( Armstrong, 2009 ) . Our tiffin would be set up like the cafeteria at an American university. The nutrient would non be labeled, and they would stand for assorted nutrients that are eaten around the universe that might be unusual to American pupils. For illustration, there might be nutrients such as curried caprine animal, lingua greaser, stewed okra, natto ( fermented soya beans ) , blood pudding, kifte ( extremely spiced natural beef ) , kim qi ( spicy fermented veggies ) , and bread fruit and drinks like horchata and ginger beer. Sing such a counter might be disorientating to scholars who are steeped in American civilization and who are used to school bill of fares of pizza and beefburgers. This exercising provides pupils with a concrete, hands-on acquisition experience, that of being forced to choose and eat nutrients that are unusual without any anterior experience or counsel ( McKenzie, 1999 ) . It promotes the nonsubjective by leting the occupant hall helper to see what an international pupil might see the first twenty-four hours in the cafeteria. You have taken the Emotional Intelligence Test online. a ) Argue for or against the usage of emotional intelligence trials in engaging. You need to mention at least TWO ( 2 ) beginnings outside class stuffs to back up your reply. ( 2 points ) I find the thought of emotional intelligence to be extremely attractive. â€Å" Emotional intelligence is a set of abilities that includes the abilities to perceive emotions in the ego and in others, usage emotions to ease public presentation, understand emotions and emotional cognition, and modulate emotions in the ego and in others † ( Mayer & A ; Salovey, 1997 ) . Even though the construct of emotional intelligence presently is supported as a â€Å" separate concept of intelligence † by small empirical grounds ( Merriam, Caffarella, & A ; Baumgartner, 2007, p. 383 ) , I find that this theoretical account speaks to me because it argues for the importance of a really of import portion of life that is frequently denigrated or denied. How we interact and perceive the universe is non merely cold and rational, but instead our emotions play an of import portion in how we perceive the universe and how we learn and make significance. Dirkx ( 2008 ) argues that â€Å" emotional issues ne'er seem really far from the surface in grownup acquisition contexts † ( p. 9 ) . Emotions can impact how the pupil reacts to a schoolroom puting. They can besides impact, positively or negatively, how good an single learns, particularly if a scholar is scared or fearful ( Rager, 2009 ) . In add-on, struggles between scholars can make negative emotions that negatively impact the ability to larn ( Dirkx, 2008 ) . Having emotional intelligence can break aid scholars understand non merely their ain acquisition procedure but besides can assist them understand what their fellow scholars are traveling through. The usage of emotional intelligence trials in hiring, nevertheless, is a different affair. Does emotional intelligence play an of import function in an person ‘s ability to be a good employee? Is it perchance to accurately prove an person ‘s emotional intelligence? The usage of emotional intelligence trials in hiring is turning, yet the cogency of the trials is problematic ( Grubb & A ; McDaniel, 2007 ) . There is no uncertainty that emotional intelligence can be helpful in the workplace. Cote and Miners ( 2006 ) found that workers who had low cognitive abilities could be extremely successful workers if they had strong emotional intelligence to counterbalance for their lacks in other countries. However, the ability to accurately prove for emotional intelligence and to happen a trial that could non be â€Å" faked out † continues to be hard. Grubb and McDaniel ( 2007 ) found that, at least with one peculiar emotional intelligence trial, the EQ-i: Second, it was possible to learn trial takers how to â€Å" forge † emotional intelligence. In their experiment, they found that imposters could be identified in merely 31 % of the instances, but â€Å" most of the respondents were able to increase their mark by forging and non be identif ied † ( Grubb & A ; McDaniel, 2007, p. 56 ) . Of what usage is a trial that can be so easy deceived? On the other manus, other research workers have found emotional intelligence trials to be really utile in engaging patterns. In one survey, the research workers found that emotional intelligence trials were advantageous to minority trial takers, as they tended to hit higher in emotional intelligence than Caucasians ( Van Rooy, Alexander, & A ; Chockalingam, 2005 ) . If engaging were based on emotional intelligence trials with the engaging single unaware of the race of the trial taker, minority appliers might be more likely to be hired, whereas in traditional hiring state of affairss they are more likely to non be hired due to racism. When I took the emotional intelligence trial online, I was extremely dismayed by the consequences, which indicated that I had below mean emotional intelligence. I found this distressing because I have spent most of my calling working in places that require a high grade of emotional intelligence ( ability to read people, empathy ) and I have been really successful in my work. Have I been forging emotional intelligence this full clip or did I merely non make good in the proving environment? Or was the trial itself faulty? In the terminal, I believe that the construct of emotional intelligence is of import to see in the workplace. In many places, holding emotional intelligence is cardinal to or supports success. However, emotional intelligence trials remain debatable and should be used merely with great cautiousness. Ultimately, whether or non person has the emotional intelligence needed for any given place will merely be determined by detecting that single ‘s public presentation on the occupation. As the testing instruments are developed and refined, possibly this fact will alter, but for now, to establish a determination on whether or non to engage a given person on the footing of an emotional intelligence trial is non in the best involvements of employer or employee. 5. Situated knowledge is a subject of involvement in big instruction and it has been used in many scenes. Following are inquiries refering located knowledge. Compare ( state the similarities between ) and contrast ( state the differences between ) situated knowledge and experiential acquisition. ( 1 point ) In the narrative â€Å" Talking to the Dead † by Watanabe, explicate what type ( s ) of larning occur for supporter ( e.g. experiential, located knowledge, brooding pattern ) and support your reply by binding it to grounds in your readings. ( 1 point ) Situated knowledge and experiential acquisition are closely related. However, the primary topographic point of societal interaction and societal relationships as a demand of larning in societal knowledge delineates the two theories from each other. It is the importance of the societal interactions in Watanabe ‘s ( 2000 ) narrative, Talking to the Dead, that indicate that the type of larning the supporter experienced falls under the class of located knowledge.Situated Cognition and Experiential LearningOne of the most outstanding theories of grownup instruction, experiential acquisition addresses how grownups make significance or learn from their experiences ( Zepke & A ; Leach, 2002 ) . There are five major schools of idea that autumn under experiential acquisition theory. The first is the constructivist theoretical account, in which scholars participate in a brooding procedure in order to develop new apprehensions ( Merriam et al. , 2007 ) . The situative theoretical account p ostulates that larning happens as the scholar participates in activities, such as larning on the occupation ( Merriam et al. , 2007 ) . The psychoanalytic theoretical account believes that the emotions of the scholar, peculiarly those that inhibit acquisition, must be dealt with in order for larning to happen, and the critical theoretical account believes that larning happens when the scholar challenges the bulk civilization ( Merriam et al. , 2007 ) . Finally, the complexness theoretical account posits that larning happens when persons compare and contrast what multiple experiences teach them ( Merriam et al. , 2007 ) . Like experiential acquisition, situated knowledge involves a scholar deriving new understanding from lived experience. One illustration of located knowledge, the cognitive apprenticeship, makes this clear. In this procedure, larning can ne'er be separated â€Å" from the state of affairs in which the acquisition is presented † ( Merriam et al. , 2007, p. 178 ) . The acquisition happens in the experience. The experience of the topographic point itself is of import to the procedure of acquisition. â€Å" The physical and societal experiences and state of affairss in which scholars find themselves and the tools they use in that experience are built-in to the full acquisition procedure † ( Merriam et al. , 2007, p. 178 ) . Experiential acquisition besides focuses on â€Å" making the undertaking in order to larn it † ( Hansman, 2001, p. 46 ) . Situated knowledge, nevertheless, â€Å" is inherently societal in nature. The nature of the interactions among scholars, the tools they use within these interactions, the activity itself, and the societal context in which the activity takes topographic point form acquisition † ( Hansman, p. 45 ) . Experiential larning theory might affect a societal constituent but does non needfully necessitate it.Learning to Talk to the DeadIn seeking to find what type of larning the supporter of Watanabe ‘s ( 2000 ) narrative Talking to the Dead experienced, I felt it of import to believe about what it was that she was truly larning. On the surface, it appears that she was larning the procedure of fixing the organic structures of the dead. However, at a deeper degree, the supporter is really larning about proper societal relationships – between maestro and learner, between female parents and kids, between co-workers, and between the life and the dead ( Watanabe, 2000 ) . With t his in head, I believe that the supporter participated in located knowledge. Neither her acquisition procedure nor what she learned can be separated for the societal experience ( Hansman, 2001 ) . As in a cognitive apprenticeship, her larning merely came approximately because she learned in a specific state of affairs ( Merriam et al. , 2007 ) . Had she learned to embalm organic structures in another topographic point, she ne'er would hold learned that the proper manner to care for Aunty Talking to the Dead was to cremate her cadaver in the traditional manner ( Watanabe, 2000 ) . Every experience she had in larning about the proper relationships between the life and the dead – from the puting out of Mustard to the Blindman and the Blindman ‘s Dog – every societal context in which she found herself and of all time interaction between herself, Aunty, and others in the community contributed to her larning what she needed to larn in order to come to her minute ( Wata nabe, 2000, p. 279 ) . Application of Gerald Grow ‘s SDL Scale to Instruction: Grow ‘s SDL graduated table is enlightening for all pedagogues. This inquiry asks you to use his graduated table. You are an teacher in whatever context you choose. a ) Create a class rubric and one ( 1 ) aim. ( 1 point ) B ) Describe in item how you would learn this aim ( use 2 concrete illustrations ) to a Level 1 and a Level 4 scholar. ( 2 points ) I have for two old ages taught a class titled â€Å" Female Images of the Divine in the West. † My pupils dearly call it the goddess category. The primary aim of the class is to develop the ability to believe critically about how spiritual symbols and imagery impact people ‘s lives – both in the past and in the present. It is a 200-level undergraduate category, and I frequently find that I have a big group of freshman pupils in my category. I besides tend to hold a important figure of non-traditional-age pupils in my category, largely because it is a dark category. It makes for a really interesting group of pupils, stand foring every phase of Grow ‘s ( 1991 ) SDL Scale to Instruction.Teaching Phase 1 LearnersPhase 1 scholars are really dependent and view the teacher as the ultimate authorization on the capable affair ( Grow, 1991 ) . They feel most comfy in environments in which they receive immediate feedback, and they feel most comfy in an environment in w hich the teacher-master dispenses wisdom to the scholar ( Grow, 1991 ) . In working with this type of pupil, the pedagogue needs to happen a manner to assist the pupil addition assurance and get down to derive command over stuff that might be wholly new to them ( Grow, 1991 ( . The first manner I teach to my aim for my Phase 1 scholars is to assist them acknowledge that they know more about images of goddesses than they might believe they do – even if they do non place with any peculiar religion. We do this by speaking about popular civilization word pictures of goddesses. I have discovered that my pupils all seem to adore Xena: Warrior Princess. I have them travel on YouTube and happen cartridge holders from the show that depict the assorted goddesses – Here, Callisto, and Aphrodite to call merely a few. We so read primary texts from the ancient Greeks depicting the goddesses. As a group, we identify similarities and differences between the telecasting word pictures and the word pictures of the ancient Greeks and discourse why the two are frequently different. This treatment frequently leads to a farther treatment about why the goddesses were of import to ancient peoples and starts a semester-long treatment about the topographic point of godd ess imagination in modern times. A 2nd manner I help my Phase 1 pupils is that I give quizzes in category, particularly during the first few hebdomads, and we go over the replies right off. This helps them acquire immediate feedback on their apprehension of the stuff. This activity helps progress the class aim because spiritual symbolism both holds steady and evolves over clip. If they do non derive a solid command of the ancient apprehensions of goddesses, they have great trouble when we begin treatment on whether or non modern figures, such as Princess Diana or Angelina Jolie, serve the same intents in modern society as Artemis or Isis did in antediluvian civilizations.Teaching Phase 4 LearnersPhase 4 scholars are considered to be to the full autonomous ( Grow, 1991 ) . For a autonomous scholar, the pedagogue is person who serves as a adviser, heightening the acquisition work that is delineated and directed by the scholar. Students working at the really highest degrees are frequently autonomous scholars ; surely, a pupil set abouting a major undertaking such as a thesis ought to be able to work as a autonomous scholar ( Grow, 1991 ) . As an teacher of a phase 4 scholar, I personally feel most comfy with the delegator function ( Grow, 1991 ) . In this function, I can work straight with the pupil to detect their involvements and demands, assist them develop a acquisition program, and so run into with them on a regular footing to discourse their advancement and any barriers they have encountered. As portion of their acquisition program, we besides develop together an appraisal program: what will be assessed, what merchandises they are required to bring forth, and by which standard we will measure their advancement ( Zepke & A ; Leach, 2002 ) . Most frequently, the phase 4 pupils I work with and I agree that they will prosecute an independent undertaking that makes a connexion between the antediluvian and the modern. One undertaking involved a pupil who examined the ancient Irish myths of the godly figure Deirdre. She so created an interpretative dance that incorporated environmental, costume, and motion symbols to co nvey the myth to a modern audience. Another pupil undertook a undertaking that looked at the construct of ancient sovereignty goddesses and so used that stuff to analyse the Robert Zemeckis ‘ movie version of Beowulf. When we foremost discussed the undertaking, I suspected she might happen reverberations of sovereignty goddesses in the figure of Grendel ‘s female parent, but she besides, convincingly, found reverberations of the construct in the figure of Wealtheow. I was blown off! My pupil had made an rational find that had wholly escape me. 7. Several writers have constructed theoretical accounts that show autonomous acquisition as a procedure. Construct your ain theoretical account of autonomous acquisition based on your experiences. ( 1 point ) Compare ( state the similarities between ) and contrast ( state the differences between your theoretical account and two of the theoretical accounts found in Merriam, Caffarella and Baumgartner ( 2007 ) ( pp. 110-119 ) . ( 2 points ) Argue for or against the importance of context in the autonomous acquisition procedure utilizing grounds from the literature. ( 1 points ) Specifying autonomous acquisition can be slippery. It is non a self-contained theory of grownup larning but alternatively a group of related constructs and patterns. Among the definitions I most prefer, Caffarella ( 1993 ) defines autonomous acquisition as: a self-initiated procedure of larning that stresses the ability of persons to program and pull off their ain acquisition, an property or feature of scholars with personal liberty as its trademark, and a manner of forming direction in formal scenes that allows for greater scholar control. ( p. 25 ) . Similar to Caffarella ‘s ( 1993 ) definition, Candy ‘s ( 1987 ) definition focuses on the importance of liberty in autonomous acquisition, although the scholar can work in concert with an pedagogue ( as cited in Grow, 1991 ) .My Model of Autonomous LearningMy ain theoretical account of autonomous acquisition is one based on procedure divinity. Process divinity is grounded in alteration, growing, and changeless motion. â€Å" Human and other existences are non things ( substances or kernels ) situated in empty infinite aˆÂ ¦ but are active procedures of all time in relation and passage † ( Christ, 2003, p. 3 ) . Furthermore, as a postmodern divinity, it is structured around the belief that all cognition is contextual and that cognition is shaped and controlled by cultural systems. The ego can ne'er be genuinely independent. â€Å" The individuality of each of us extends over and includes the civilization, society, and civilisation that we participate in. There is no stray, lone ego imprisoned in its ain organic structure † ( Brumbaugh, 1982, p. 3 ) . My theoretical account of autonomous acquisition is one, so, that is based on the thought that worlds, by nature, are spurred to turn and alter. Curiosity is portion of growing and alteration, whether initiated by internal demands and involvements or external demands and forces. Once wonder is sparked, the scholar sees where that wonder takes her or him – either in weaving jets of larning activity or in a sustained acquisition journey. As portion of their autonomous acquisition, the scholar may seek out educational stuffs. The scholar may besides integrate hands-on activities, seting into pattern what has been taken in from the educational stuffs, or take a category to foster reinforce what has been learned from other beginnings. At times, failure may ensue, and the scholar may get down the full procedure once more. If there is success, the scholar may rest for a clip, but be spurred once more subsequently to set about a new acquisition undertaking.Similarities and Differences Between ModelsIn many ways, my theoretical account of autonomous acquisition is non much different from many of the synergistic theoretical accounts described in Merriam et Al. ( 2007 ) . Like those theoretical accounts, my theoretical account is non additive in nature. Curiosity and the acquisition journey will take the scholar where the scholar wants or needs to travel. My theoretical account has the most in common with Spear ‘s theoretical account. First, Spear identifies three elements that spur autonomous acquisition, all of which work with my theoretical account: environmental chance, opportunity, and personal cognition ( as cited in Merriam et al. , 2007 ) . Second, Spear ‘s theoretical account incorporates the thought that autonomous acquisition is non a steady, controlled procedure, but instead one that can go on in tantrums and starts, one that can halt and get down once more, and one that can integrate room for both failure and success ( Merriam et al. , 2007 ) . My theoretical account is least like those proposed by Tough and Knowles. In Tough ‘s theoretical account, autonomous acquisition is calculated and focused on achieving a specific piece of cognition or a accomplishment ( Merriam et al. , 2007 ) . In Knowles ‘ theoretical account, autonomous acquisition is a bit-by-bit procedure focused on work outing a particular job ( Merriam et al. , 2007 ) . My larning theoretical account acknowledges that certain scholars may elect to set about a additive autonomous acquisition procedure focused on work outing a peculiar job, but it does non presume that all autonomous acquisition will follow a similar way. My theoretical account has room for larning for the interest of acquisition and for fulfilling wonder, for the joy of merely being able to state â€Å" Well, you learn something new every twenty-four hours. †Importance of ContextIn all of the theoretical accounts I have examined here, including my ain, context plays a critic al function. First, a scholar ‘s context may find whether or non she or he is interested in or capable of take parting in a autonomous acquisition procedure ( Grow, 1991 ; Zepke & A ; Leach, 2002 ) . Second, context can find the type of resources available to assist with acquisition. For illustration, interior metropolis scholars of colour may non hold entree to all the rich acquisition resources that can be obtained through the Internet. Not merely is the monetary value of a computing machine prohibitive, but the scholar, as the consequence of life in a context, an environment, that is unsupportive, may non hold the computing machine literacy needed to utilize the Internet to seek out information as portion of his or her autonomous acquisition procedure ( Norris & A ; Conceicao, 2004 ) . All in all, context should be a core constituent of autonomous acquisition. 8. Experiential acquisition, autonomous acquisition, and transformative acquisition are three theories of grownup acquisition. What is the â€Å" best † larning theory? Why? Supply grounds from your readings ( and beyond if you so choose ) to back up your points. ( 3 points ) This essay will briefly analyze the chief renters of experiential acquisition, autonomous acquisition, and transformative acquisition. While all three theories have both positive and negative facets, I argue that experiential acquisition is the most flexible and hence the most utile of the three theories for the work of big pedagogues.The Three TheoriesExperiential larning â€Å" is a procedure of doing intending from all experiences-cognitive, emotional, physical, societal and religious † ( Zepke & A ; Leach, 2002, p. 206 ) . Harmonizing to Zepke and Leach ( 2002 ) , experiential acquisition is possibly the most dominant construct in the grownup instruction field, but theoreticians have different thoughts of how the procedure works. Learners can either reflect on experience in order to larn ( constructivist lens ) , learn through take parting in experiences ( situative lens ) , learn by linking with and get the better ofing frights and other emotional barriers ( psychoanalyti c lens ) , learn by challenge the dominate ethos ( critical lens ) , or larn by developing an apprehension of how assorted experiences relate to each other ( complexness lens ) ( Merriam et al. , 2007 ) . Harmonizing to Grow ( 1991 ) , the â€Å" end of the educational procedure is to bring forth autonomous, womb-to-tomb scholars † ( p. 127 ) . Although autonomous acquisition can be hard to specify, Candy ( 1987 ) delineated three features that can be used to set up whether or non learning is autonomous: the scholar possesses autonomy, the acquisition can go on outside of a formal acquisition environment, and the acquisition is directed chiefly by the pupil even if a instructor is involved ( as cited in Grow, 1991 ) . Mezirow ‘s theory of transformational larning postulates that adults see a minute when their beliefs turn out inadequate in understanding the state of affairs in which they find themselves ( Elias & A ; Merriam, 2005 ) . This disorienting quandary forces them to reevaluate their cognition and develop new apprehensions. As a consequence, a transmutation happens, and the single learns and grows ( Elias & A ; Merriam, 2005 ) . Transformative acquisition is an emancipatory procedure in which self-reflection leads to critical consciousness ( Cranton, 2002 ) .The â€Å" Best † TheoryAll of these larning theories have countries of concern. For illustration, scholars may non really have the ability to larn from experience, or they may non hold had experiences that are meaningful ( Brookfield, 1998 ) . On the other manus, scholars may non hold the desire or the ability to direct their ain acquisition procedures ( Zepke & A ; Leach, 2002 ) . Transformative acquisition can be ethic ally disputing. First of wholly, the terminal consequence of transformative acquisition could be a major crisis for the scholar. â€Å" Despite an pedagogue ‘s best purposes, a procedure of transformative acquisition can take to unpredictable and unwilled events † ( Moore, 2005, p. 83 ) . The power derived function between scholar and pedagogue can take to indoctrination ( Moore, 2005 ) . Ultimately, the best acquisition theory is whichever theory best helps the scholar run into his or her educational ends. However, transmutation of the scholar is non a demand of either autonomous or experiential acquisition ; hence, they both may advance greater flexibleness in grownup instruction ( Zepke & A ; Leach, 2002 ) . Autonomous acquisition is less an grownup larning theory and more a related group of patterns and thoughts ( Caffarella, 1993 ) ; as a consequence, it is slightly mussy. It besides does non see as many issues as experiential larning theory does. Experiential acquisition, on the other manus, addresses the procedure of larning non merely from reflecting on and in experience but besides from larning through engagement in experiences ( Zepke & A ; Leach, 2002 ) . It besides addresses of import issues around emotions, cultural context and the scholar ‘s relationship to society, and doing sense of a broad assortment of experiences that may either reinforce or dispute each other ( Merriam et al. , 2007 ) . All in all, experiential acquisition addresses more issues that might impact a scholar ‘s larning experience than the other two theories, and hence, it is the most utile of the theories for grownup pedagogues.

Network Sevens situational comedy Will and Grace and romantic drama Essay

Network Sevens situational comedy Will and Grace and romantic drama The L word have both garnered critical and public praise for their use of significant homos - Essay Example l and Grace, and day-soap romantic drama in the case of The L Word, has a lot to do with the success of these shows and helping to make the lifestyles of gays and lesbians less suspicious, less mysterious, less threatening and have served to increase the gay and lesbian community’s base of heterosexual support for individual choice in same-sex relationships. Will and Grace follow on the success of shows like Mad About You, where the relationships were situational and the public at large, across gender identities, could relate to the events on a comedic level. More importantly, Will and Grace captured the â€Å"formula† for good humor. With its characters, like Karen (played by Megan Mullolly) the show is able to create a balance with peripheral characters so that the focus and expectation is not constantly on Will and Grace (Debra Messing) as characters in the show. There are the lives of the people in their lives going on about them, and this is important so that the show does not over-focus on the dating aspect of a single gay man and a heterosexual woman living in New York City. Drama, like comedy, requires a strength in the actor to the extent that the actor can successfully carry the character (Ulea, 2002, p. 3). Researcher V. Ulea describes drama this way: â€Å"A type of dramatic drama that represents main protagonists with average or above average and strong potential (2002, p. 4): The dramatic character is responsible for connecting with the viewer in a way that draws the viewer into the character’s space, and to react to the circumstances of the situation in a way that most of the viewing audience would react, or in a way with which the viewing audience can be understanding of or sympathetic of. According to Ulea, there can be cross-over between the genres, and it might yield something called â€Å"dramedy (2002, p. 5). This is when the ending is â€Å"assigned for cheerful, sad, or drama. Accordingly, the combination of powerful potential combined

Comparing the New Immigrants Essay Example | Topics and Well Written Essays - 750 words

Comparing the New Immigrants - Essay Example This has led to history books propagating biased information as viewed from a point of view of a certain group, which may have been exaggerating the information to make it more enticing and interesting. This is usually at the detriment of the minority groups, whose sides of the stories are barely heard, hence reconstruction of history to suit the tellers’ views. This can be attributed to the fact that human beings are prone to error, though not an excusable response. The new immigrants’ stories are an example of how a situation is experienced differently by different people, yet the consideration of only one part of the story leads to an incomplete picture of what really transpired in the various situations. New immigrants are described as people from eastern and southern Europe who moved to America. This migration was led by a number of factors, including the advent of the industrialization era which meant there was less land for the populations, urbanization and need for laborers and sources of raw materials for growing industries, as well as escaping political and religious repression in their countries of origin (Chafetz and Ebaugh 11- 55) . However, these immigrants faced a number of challenges coming into the USA. Apart from speaking in different languages, being thrust in a new world where they did not know anybody, these immigrants were faced with other challenges such as poverty. In ‘The Free Vacation House’, A. Yezierska tells the story of a young, poor overburdened mother who gets a chance to live in a vacation house, only to get way from her daily burdens. Unfortunately, the vacation house is so strict that she decides it was better to live in poverty than in the house. In ‘My Own People’ Yezierska depicts a young immigrant writer who decides to turn the suffering of her people into writing in order to help them and herself cope with the hardships of being in a new strange country, with very little support fro m authorities. In ‘How I found America’, we meet different characters who have realized that the grass really is not green in the USA, as their dreams got quashed and poverty follows them everywhere. However, each of these characters faces a difficult challenge that propels each one of them to rediscover themselves and work hard to pull themselves out of poverty. Apart from physical challenges which dog these immigrants, they are forced to abandon some of their cultures in order to cope. However, most of these cultures give hope to the immigrants, so they seek to keep them alive by practicing them and teaching them to their children. Poverty is a big challenge to all these immigrants as they work for long hours with little pay and they are constantly evicted for not paying rent. However, older immigrants come to the aid of these new immigrants by setting up charities and homes where the new immigrants could get their basic necessities. With determination, these new immi grants work very hard by doing several jobs for longer hours in order to get out of poverty and start living better lives. The old immigrants are prompted to help the newer ones due to cultural ties and also the fact that they have been in those positions and have faced challenges that the new immigrants face. Yezierska believed that the new immigrants would not only provide much needed labor for industries, but also bring rich cultures that would be beneficial to America as a whole. In Kayo Hatta’s film, Picture Bride, the storyline revolves around Riyo, a

Make me a Millionaire Coursework Example | Topics and Well Written Essays - 750 words

Make me a Millionaire - Coursework Example My fast goal as a financial advisor is to commend your financial achievement by having an income is an excellent start for a young person of this age. My other advice will be to look at your spending tied to this income. As a coach, I will advise that set money goals by financially planning your present and future spending? This applies to all sphere of life. Those who become financially independence clear their debts. As time elapsed, it will be accruing interest which will tie money needed for investment. Set a paying mechanism of the loan by paying $6,450 every year including interest for ten years. This is because the loan has a low-interest rate no need to rush paying it. After paying this loan at $2,150 yearly. This money freed for saving for 21 years will go to a fixed deposit account and the money, which, use to pay the loan, should also be tied to mutual fund $4,300 including and the 10% saving been saving for ten years. The remaining $19,970 after paying the 401k pension pr ogram. The 4% on 401k will help gain 50% match put aside $4,464 to pay the credit card for five years. After the five years, assume the payment still continues and channel the fund to savings account for 26 years that will total $116,064 when turning 55 years. Purchase personal life insurance cover by paying a premium of $750 from the remaining $15,506. The insurance cover will help in any uncertainty of ill health and personal accident which can render one an unemployable. If you want to become financially independent - spend wisely!

Midterm Essay Example | Topics and Well Written Essays - 500 words - 9

Midterm - Essay Example Although it is clear that Abraham moved from Canaan, there is no historical evidence that he ended up in Egypt. Consequently, there is no archaeological evidence of Abraham’s exodus from Egypt. Efron, Weitzman, & Lehmann (58) report archaeological evidence to support that indeed David killed Goliath. A piece of pottery was discovered in early 2008 at a site where one of the cities of Israel was located south-west of Jerusalem and evidence from the writings found on the pottery indicates that David killed Goliath. The Assyrian conquest of Israel and Judah can equally be termed as a real historical event according to evidence from a clay prism that is currently displayed at Oriental Institute Museum of Chicago. The prism gives an account of Sennacerib’s invasion of Judah and confirms a similar account given in second Kings 18:13-15. On the prism, King Sennacerib accounts how King Hezekiah, fearing his greatness, sent him gold, silver, precious stones, ivory and even women from his palace. This archaeological evidence is proof that indeed the Assyrians attacked Israel and Judah. The main reason why scholars question the divine origins of the bible is the fact that its content does not reflect the events and attitudes of the periods they purport to describe (Efron, Weitzman, & Lehmann 61). Scholars point to the various events described in the bible which do not go in hand with the archaeological evidence been discovered. Scholars stress on the need to support the biblical text with an independent source. The text in Genesis, for instance, has not been supported by archaeological discoveries that indicate that the events in the book could have happened later. Archaeological evidence has further indicated that David and Solomon could have been minor rulers who ruled around Jerusalem rather than the whole of Israel as it is described in the bible. The early Israel was an oral society. Religious leaders taught through word of mouth.

Exploring General Types of Research Design and Approaches Essay

Exploring General Types of Research Design and Approaches - Essay Example Hence, the concern for Corporate Social Responsibility (CSR) is rising. Businesses are concentrating towards the progress of a sense of CSR as well as focusing on their basic values to promote their products and sustain their consumers (Enquist, Johnson and Skalen, 2005). Despite the extensive development of the CSR concept, there is an ongoing debate since long that the basic goal of a business is to maximize the profit for its stakeholders while the promotion of CSR increases stockholder’s investment (Friedman, 1962). Nevertheless, numerous past studies have established that CSR really augments the businesses’ financial performance in the long run. The topic has a lot of scope of research and development since the association between the CSR and the firm’s financial performance has been very controversial and had been argued by many scholars, for instance Pava and Krausz (1996) related CSR to company’s performance while Ullmann (1985) does not relate the se two together. Since any of the company’s actions some how or the other influences its performance thus it can be said that the performance of a company does depend over its CSR actions. Primary Research Question The primary research question formulated for the above mentioned research problem is: How does the financial performance of a business relates to it CSR activities? Secondary Research Question In order to investigate the above mentioned primary research question, I have formulated the following secondary research questions that will be helpful for a quantitative investigation of the study. How CSR activities of a business influence the perceptions of its customers for its brand? How the identified customer perceptions influence the business’s performance? Methodology I intend to use a quantitative research method, which basically focuses on the facts and practicalities of the subject under consideration. The basic objective of selecting this design approach is the nature of this study that leads towards the evaluation or quantification of the company’s performance on the basis of its customers’ perceptions about the brand that is, in turn, influenced by its CSR activities. It is necessary to acquire the on-ground knowledge of businesses’ performances and their strategies so as to determine the impact of Corporate Social Responsibility over the financial performance of a business. Keeping in view the objective of the study, I thought it to be the best to acquire the data related to the CSR and the turn-over of various businesses and then assess the collected information to reach to the conclusion of the study. The post-positivistic principle is the philosophical research approach that underpins this investigation. The post-positivistic research philosophy will help us to find out the Do s and Don’ts of a business. This approach is dependent over different philosophies such like social contract theory, virtue ethics, post modernism and Habermasian critical theory. I intend to adopt the post positivistic philosophical design in this study since it will provide the contextual dimension of reality to the investigation that will lead us to challenge and re-invent scientific theories through empirical research. I will

Organizational Behavior Factors Affecting the Criminal Justice Essay

Organizational Behavior Factors Affecting the Criminal Justice - Essay Example When the upper management makes good decisions they ensure that the community has an effective justice system and also the lower managements are able to imitate their business behaviors, but a corrupt upper management system will negatively affect the lower management and the community. Culture may also be one of the biggest factors that affect the criminal justice system in the police department whereby diversity in the department reveals that there is less likelihood of disagreements between both the officers and the suspect or victims when there is a language barrier. Diversity in the police department has an advantage since individuals who may be witnesses or victims may feel more obliged to give information to the police officer. Law goes hand in hand with the criminal justice work place since the officers are expected to uphold the law at all times. However, there are officers who think that since they are the law enforcers they are above the law which is an issue, but in accor dance to the law when the officer commits an offence he or she should be treated in the same way as an individual who broke the law and was not an enforcement agent of the law. Stakeholders play an important role too as they determine how the internal and external relations of the system function. The influence of this factor in the criminal justice workplace mainly leadership creates a working pattern which ensures the accomplishment of the departments goals and objectives. There are three influential stakeholders’ namely political bodies, community groups and employees who affect the criminal justice system in the work place. Political bodies, who are external stakeholders, have more of a negative influence on the police department since they use it mostly to practice illegal acts unlike community groups, which may work with the police department to fight crime though community policing. They help combat crime by giving police lads to offenders, and this increases the effic iency of the criminal justice system in combating crime. Employees who may be officers are very influential stakeholders in the criminal justice system since when they adequately give information to their bosses on various issue in the organization and are accountable for the daily operations, and this implies that they increase the chances of finding solutions rather rapidly by working together to find the most viable solutions to existing problems. The system factor in the criminal justice work place is usually created by the management, which in regards to the police department determines whether the police force will be effective or not. A good and effective system will ensure that justice is served to all who need it since officers will do what   the system requires of them and also officers employed in the system will find it more comfortable working in the department. The structure in the police department determines each and every role played by an officer and their effect iveness in the department.

English Language Article Comparison Essay Example for Free

English Language Article Comparison Essay In this piece of work I will be comparing two articles from newspapers. Both the articles are about the same story and were printed on the same day (Tuesday October 13th 1998), however they are from two different newspapers. One of them is from The Sun and the other from The Telegraph, the main difference between these two papers is that The Sun is a tabloid and The Telegraph is a broadsheet. Throughout this piece of work I will try to examine the difference in their attitudes towards writing news due to this variation in category of newspaper. The article concerns dogs that were at a police dog training unit, the instructor allegedly forced a handler to kick and hang the dogs, one of the dogs involved died. The first and most distinctive thing you realise about these two stories is the difference in headlines. Firstly in The Telegraph the height of the letters involved is only approximately 1cm where as in The Sun it is 2. 6cm. This clearly shows that The Sun wants to make a larger impact and draw your attention to that particular story. Other points about the headlines that back this up are the style of writing. In The Telegraph the headline has been written in serif, this means that the editor has decided to use a font which includes small decorative lines at the ends of letters, however The Suns headline is in sans serif and so doesnt have these lines. This makes the letters much more sharp, and right-angled this gives a hard feel to the words and helps attract readers. Another way the editor has used the headline to attract the reader in The Sun is by using block capitals, this instantly makes the letters bigger, stand out and coupled with the words being in bold black and sans serif gives a real shock effect. A similarity between these two headlines though is that they both use quotes, this makes it sound and feel more real to a reader because it says exactly what actual people said and after having read the subheadline, probably what they said in court. However, I personally feel that the main difference is the actual words that have been used. The Suns headline is much more emotive, it uses words such as cruel, kick and death. These words will instantly capture people and conjure up images that will stir their imagination and make them want to read on. Not only this but the headline also reads kick his own dog to death, this makes it seem even worse because it wasnt a dog belonging to the police but his own family pet. It makes the whole thing seem even more cruel and will once again make people more interested in the story, especially for people who have pet dogs. However, The Telegraph is much more informative and factual, it makes a statement about what happened without going into detail about the emotions of it. It says; Police told to kick and punch dogs, although it does uses words such as kick and punch it uses them in a way to inform what the police had been told to do and doesnt go into detail about what the trainer was like. I also feel an interesting thing to also look at is the use of made and told in these two headlines. When The Sun says made cop kick his own god to death it uses made to incriminate the trainers, it makes it sound like the policemen didnt have a choice and that the whole incident was the trainers fault. Whereas The Telegraph uses told, this is much more informative and is simply saying what happened, there is no emotional influence in the way The Telegraph have written this headline. The subheadlines are also quite interesting, firstly their placing, The Telegraph has decided to place the subheadline before the main headline and in The Sun it has been placed after the headline. This may have been done for a number of reasons. In The Telegraph the subheadline reads; German Shepard died after punishment, court told this subheadline has probably been used to give the reader a bit more information about the story before they read on like the type of dog involved and the fact that the dog died. In The Sun they have decided to put the information that the dog died in their headline and the fact it was a German Shepard isnt mentioned in The Sun at all. On to The Suns subheadline and it simply reads Jury told of punishment this has been put after the headline to inform the reader of where the quote of the headline came from. As well as this in The Sun not only does it have a subheadline after the headline, it also has other subheadlines throughout the story to introduce new parts of the article and to split it into three parts; the extra subheadlines are Warned and Shaking. These words are actually used in the section of the article they introduce so that the reader will want to continue. You notice these words and they stand out because they are very expressive and they give you information about what is going to happen in the article even if you dont read on. I also feel that The Sun has used these particular words to good use, if you didnt have time to read the whole article and only read the headline and these subheadlines you would leave with a very strong feeling of hatred towards the trainers. Not only with words like made which I have already explained, but when it is followed by a subheadline of warned it makes you feel as though the police were threatened by the trainers and were warned by them to do nothing wrong. I personally feel that The Telegraph has a more hard-hitting headline for a particular reason. The Sun has made its main headline strike out of the page and really make you read on, this means they have put a simple subheadline so as not to overshadow the headline. Whereas The Telegraph has done it the other way around, their headline is not so hard-hitting so the editor has decided to include an emotive subheadline to aid the reader in being interested in the story and to red on. After having seen the headlines and been attracted to the story you begin to read the main text. Straight away in the hook paragraph you can see differences in the papers attitudes. Firstly, and most obviously the fact that in The Sun the first paragraph has been written in bold, and simply written normally in The Telegraph. Once again it seems that The Sun has been much more emotive in its approach. Words such as forced and kicked it are used, not only this but the word DIED is written in block capitals, this is to emphasise the word and everything it means and the horror of what happened to the dogs. Words used in The Telegraph are very interesting. The first line explains that the dogs were chastised, it is interesting they should use this word because although it is hard hitting it probably doesnt have the same effect on you as kicking (which is in The Sun). However The Telegraph does say that dogs were hung helplessly from a wall by their leads this is then followed by a court was told yesterday it is as though The Telegraph wants to remain on the fence by simply stating what was said but at the same time drumming up emotion in the reader and making them read on, all in all The Sun is more opinionated and The Telegraph is trying as best it can to stay factual. A similarity between the two stories is the use of quotation. Both articles have many quotes from the police officers and trainers in question and almost all of the quotes were said in court. This could well be because on the day these two articles were published the case was still in court and they had little else to go on than this. Also the writer of the article in The Sun has done something slightly unusual in that he has decided to put some paragraphs into italics. This is almost certainly to draw the readers attention to that part of the story and make them read and think about it a different way. There are three paragraphs throughout the article that are in italics and out of these two of them focus on the cruelty to the animals, they go into detail about the way in which this happened and how the dogs reacted to it. The third paragraph describes how two of the handlers left in protest to what was going on before the dog died. Both these points are quite significant to the overall story and you can see why the writer may well have wanted the reader to be more aware of these facts that perhaps other points. Another point that I have found very interesting is sentence type used in both articles. It is normal for newspapers to use a lot of declarative sentences, these help the reporter to get across to the reader all the important information quickly and easily. An example from The Sun would be; PC James English told the court his dog Tazz had been hanged for growling and The Telegraph; Trainers at the police dog unit, based at Sandon, Chelmsford, Essex. However, differences occur between the newspapers when you look at the use of complex sentences, these are more rarely used in papers as they are longer and are not so dramatic. However, as you would except it is The Telegraph that has used a couple but The Sun has used a lot fewer. As I have already described, The Telegraph is a more up-market paper and is aimed towards a sector of society who appreciate this sort of writing whereas The Sun is not. In fact a complex sentence has been used in The Telegraph to say the same as my last quotation of a declarative sentence from The Sun; PC James English said his dog, Tazz was twice subjected to the hanging method after he had growled during training.

Cause and Effects of Stress in Children Essay Example for Free

Cause and Effects of Stress in Children Essay Stress is a response to a factor or situation that negatively affects the physical, emotional, or psychological existence of a person. Stress is good in small quantities as it motivates a person making him/her more productive. However, too much stress is detrimental to a person. Stress can interfere with the general life of a person. Most people assume that stress only affects adults. However, statistics indicate that stress also affects children. Children face intense pressure from their environment. Continuous stress in children is harmful to their activities, health, and development. There are a number of causes and effects of toxic stress in children. Stress can be caused by both negative and positive situations. Children living in abusive environments, both physical and emotional, experience stress. Arnold wrote that children who are bullied are in continuous state of depression. They, therefore, alienate themselves from their colleagues. Parents who constantly beat their children are also causes of stress. The fear that is manifested in children disorients them. They will not be able to talk about what they feel to anybody but rather keep to themselves. Events such as accidents, loss of loved ones, and rejection are also causes of stress in children. Social change patterns in children cause many stressful situations. Children at puberty yearn for freedom. This creates tension between them and the parents, who are constantly monitoring and regulating their activities. In the same stage, children will constantly be in need of money. Lack of money causes stress in children as they are not always able to buy whatever they may need. They will compare themselves with other children who are in comfortable financial positions. Such children are always anxious and worried of where and how they will get money. Stress in children is not only caused by what happens in their own lives but also by what happens in their parents’ lives. The greatest effects of stress are experienced by the brain. The brain controls all the stress mechanism in the body making it the primary stress organ. Johnson stated that the vulnerability of children’s brain is caused  by the fact that they are constantly growing and developing. Constant stress in children disrupts brain development and compromises its normal function. Research has indicated that children experiencing stress have smaller brains. Toxic stress impairs the connection of brain circuits resulting in development of a smaller brain. Prolonged period of stress in children affects their nervous and immune system. Stress hormones are released when a child is exposed to stress. Cortisol hormones, which are released as a result of stress, suppress the body immune system. This leaves a person vulnerable to diseases and infections. Depression, alcoholism, eating disorders, and chronic diseases are also linked to childhood stress. Psychological effects of stress include changes in personality, aggressiveness, and irritability. Children under stress are likely to experience frustrations and isolation from friends and family. They spend more time on their own and lack motivation. Children may also have difficulty in concentration thereby affecting their academic performance. Children under extreme stress exhibit change in behavior. They may be more disobedient, fight often, stutter, and cry often. In conclusion, stress in children has many causes and effects. The notion that stress only affects adults is wrong. Too much stress, often referred to as toxic stress, is detrimental to the life of a child. Toxic stress affects the physical, emotional, psychological, and social aspects of a child. Even though every child reacts differently under stress, it is clear that stress affects the neural system and the health of a child. Children under stress tend to develop negative characteristics like irritability and disobedience. Research has indicated that there are number of causes of childhood stress which are interrelated. Social change patterns, abusive environment, and stress in parents are just some of the cause of childhood stress.

A Creative Society Helps the Development of a Country

A Creative Society Helps the Development of a Country Jonathan Alberto Hermenejildo Bello Suneeta Williams    Abstract The next pages focus on an investigation of how creativity can become a great tool, which helps the development the country with the creation of new things. The methodology that was used to carry out the research was through the collection of data of articles, documentaries, videos on YouTube, and dictionaries. Creativity needs to be cultivated in children between four and five years old at school to create efficient people by changing the model of education in the country. Moreover, with inclusion of creativity in the educational system can generate breakthroughs in the society of a country. This way can change the world and help to have a better society. Whats done to children, they will do to society. -Karl A. Menninger (2001) Creativity is the capacity to generate new interesting ideas. These ideas might be applied to real life, and this is called innovation. Also, creativity is another way of seeing things compared to other people. According to Ossola (2014) creativity is innate because each person thinks in different ways. Nowadays creativity is being lost and one of the most important reasons is that students do not have motivation to improve their capacity to think or develop imagination. The way students learn and what they need to learn is rapidly changing. The antiquated model of education used in Ecuador does not develop good creativity in students. Creativity needs to be cultivated in children between four and five years old at school to create efficient people by changing the model of education in the country. First, historically the Ecuadorian educational system was guided by republican governments and religion, specifically Catholicism. Ecuador is funding has given priority to invest resources in other areas as the construction of roads or other public works; neglecting thus the process education in the country. Vicente Rocafuerte founded schools and colleges in the country. The general direction of studies, which, although they provided guidelines to meet the requirement in Quito and Guayaquil were targeting other governments in Ecuador remained insufficient education for many years. (Eval, 2016) Kofi Annan said that Knowledge is power. Information is liberating. Education is the premise of progress, in every society, in every family. As it has been creativity and innovation are important factors in developing countries and have to put special attention in the education as the way in which people can get more creativity and innovation and expand it. Every country has their own education system managed and directed by a government. A system education well managed and organized will have positive effects on teaching-learning of their students. For this reason is important to renew the educational model to develop creativity and imagination in students. Hence the Ecuadorian educational system has been progressing for many years. Second, society needs to stimulate creativity from an early age. According to Robinson (2012) we have to rethink the fundamental principles on which we are educating our children, because of early age they are developing their abilities. The Ecuadorian educational system needs to promote critical thinkers, innovators, and excellent citizens. The professor cannot just focus on theory in class. The educational model of Finland is leaving aside the memorization of concepts and emphasizes the development of curiosity, creativity and experimentation. To finish, people, matter of transmitting information is not the only important thing, where it is most important to learn to think. In a study UNICEF (2008), the range of ages where a person develops the capacity the capacity to reason and communicate is from four to six years of age. This period of time a child devoted all their energy and all their interest to learn and playing, which some of the activities necessary for the development of life. Where each person that is around him is responsible of his education principally the family, teachers and friends. Those people contribute to teaching that this child will develop and practice for their life. Third, the children have the need of exploring, know and act on the world that it surrounds and is starting from there build and develop their expertise. According Juscelina is the Director of Ananda Marga said that We are going to focus on their balance, boundaries, education and values. We involve the entire learning process; cognitive, intellectual, physical, and creative. (Zoomin TV World News, 2016) A child needs to make decisions and take action to control the environment that surrounds it. For this reason is important to stimulate the mind and body of the child from an early age. For instance the language of a child is poor and this is learning all the words that this listening around him. On the other hand, the movements of a child of six years are more complex than them from one of two. Therefore, Schools must take a more holistic approach to education and centering mindfulness as a component of instruction. Thus, the set of changes that experiences the child with the increa se of its age is called development, which helps him to future life. Another clear example is the Cedarsong Nature School in U.S. is defined as unstructured free time in nature resulting in an intimate, deep and personal connection to the natural world. (Kenny, 2011) This educational center focuses on children between two and six years age. The focus of this school is that children need to be outdoors to get stimulation of their brains through interacting with nature. That practical learning is the best educational approach for children. Also the teachers arouse the curiosity in the children, besides fomenting confidence in them. In times of crisis, only imagination is more important than knowledge. Albert Einstein said it because he knew that an idea might be more useful than a mathematical calculation or a chemical formula. Many characteristics of talent that a human being comes from a well-worked childhood where in areas such as art, music, sports and reading are part of parenting, as a mechanism to complement learning and understanding of exact sciences. I think we take for granted that we rely heavily on scientific creativity, whether we realize it or not, said Rex Jung (cited in Ossola), a professor of neurosurgery at the University of New Mexico in Albuquerque. Whether we use the advanced technology for to create new methods of communication and thus shorten distances. Also in the medical field as vaccines for any disease or simply facilitate the resolution of the problems of daily life, creativity and innovation is incredibly important to our quality of life, Jung said (cited in Ossola). Creativity is fundamental in the development of a country and social welfare of this. The capacity we have to change things and people through the creation of unimaginable things. While creativity is the meeting point between imagination and reality, the door to both our emotions and our knowledge; is a fundamental right of children and a human responsibility. Creativity is a great motivator because it makes people interested in what they are doing. Creativity gives hope that there can be a worthwhile idea. Creativity gives the possibility of some sort of achievement to everyone. Creativity makes life more fun and more interesting. Edward de Bono said. A good school does not only mean having the best grades or competing to be the best without assimilating what has been learned and without coherence between to teach and learning. For a good education you need to instruct the children on a path to love what they do. While a child is at ease with himself and his surroundings can build things that change the world towards comfort. Nowadays, education in Ecuador must development approach in the creativity of its infants. Children need principles that help them be reflective and interpret the information that teachers teach them. In addition to having knowledge in an area specifies for example, mathematical or physical, the professor must also have a preparation of as educate. Thus, that master also will have the tools necessary to mold of the best way to a student. These teachers will get the best potential of their directed and place them in the route of creativity and innovation. On the other hand, the family also has an important role in the development of creativity of sons. The parents can achieve it through the game where he proposes to the child is what experiment. It is to say to prove your potential to a problem to make you think that there are many ways to solve it and any solutions, is correct. Because this do not try to annoy child, but this tries that child travels for himself, his personal tastes and his character. So the child can motivate himself and learn as much as he wants without any limitation. So the child will be able to develop with the necessary tools to be able to face any difficulty that is presented around him. Specifically, the role of educators and parents is to be close, not wanting to eliminate their creativity in children. Also, understand that as much as children and adults, we are wrong. The mistakes the child makes will teach him not to repeat them again. In the other hand, if the child feels permanently criticized, this will generate insecurity in itself. All this will take the child to leave that use his imagining. Therefore, the child will not think that there are other ways to solve problems and he will agree what society dictates. I truly believe that everything that we do and everyone that we meet is put in our path for a purpose. According Marla Gibbs said There are no accidents; were all teachers if were willing to pay attention to the lessons we learn, trust our positive instincts and not be afraid to take risks or wait for some miracle to come knocking at our door. Finally, Ecuador cannot fail to recognize the role of the professors in education, since it is true that their role is changing in response to new demands of the knowledge society. It can be referred to an inspirational role. Furthermore, the role of government, which would be invested in the education of the country is pivotal. A good model of education helps to improve, prepare, develop virtues, and promote autonomy. The government needs to concern their effort in improving the quality of education and giving the necessary tools to children from an early age. Those people can develop things to improve not just the world, but also a tenacious society that is unafraid. Thus, those future thinkers will change their current situation in Ecuador with creativity and innovation. Works cited BrainyQuote, 2016 (2001) Marla Gibbs quotes. Available at: https://www.brainyquote.com/quotes/quotes/m/marlagibbs499846.html (Accessed: 12 December 2016). Childress, S. (2007) A Young Tinkerer builds a windmill, electrifying a nation. Available at: http://www.wsj.com/articles/SB119742696302722641 (Accessed: 20 November 2016). Education (2008) Available at: https://www.unicef.org/education/ (Accessed: 20 November 2016). Eval, N. (2016) Ecuador educational System-overview. Available at: http://education.stateuniversity.com/pages/400/Ecuador-EDUCATIONAL-SYSTEM-OVERVIEW.html (Accessed: 8 December 2016). Hamblin, J., Ossola, A., Brannen, P., Smith, E.E., Stern, J.E., Cooper, M., Graham, D.A., Prestowitz, C., Bodenner, C., Beinart, P., Gilbert, S., Green, E., Ajaka, N., Skurie, J. and Pollock, N. (2014) Scientists are more creative than you might imagine. Available at: http://www.theatlantic.com/education/archive/2014/11/the-creative-scientist/382633/ (Accessed: 13 December 2016). Jaime (2012) The Finland phenomenon: El mejor Sistema Educativo del mundo. Available at: https://www.youtube.com/watch?v=c2JGeGNxlh4 (Accessed: 20 November 2016). Kenny, E. (2011) Cedarsong nature school. Available at: http://cedarsongnatureschool.org/forestkindergarten/forest-kindergarten/ (Accessed: 8 December 2016). In-text citations: Kelley, T., Bodenner, C., Fallows, J., Kitfield, J., Rosengren, J., McGill, A., Ossola, A., McAdams, D.P., Green, A., Mokyr, J., Goldberg, J., Bigelsen, J., Varjacques, L., Ajaka, N., Hamblin, J., Pollock, N. and Skurie, J. (2014) Scientists are more creative than you might imagine. Available at: http://www.theatlantic.com/education/archive/2014/11/the-creative-scientist/382633/ (Accessed: 20 November 2016). Menninger, K.A. (2001) Karl A. Menninger quotes. Available at: https://www.brainyquote.com/quotes/authors/k/karl_a_menninger.html (Accessed: 20 November 2016). Thomson, S. (2016) World economic forum on Latin America 2016. Available at: https://www.weforum.org/events/world-economic-forum-on-latin-america-2016 (Accessed: 20 November 2016). Zoomin TV World News (2016) Zen preschool: Wellness parenting brazil style. Available at: https://www.youtube.com/watch?v=3-45C9kvv7A (Accessed: 8 December 2016).

A Helping Hand for College :: Expository Classification Essays

A Helping Hand for College    Approximately 60% of all students enrolled in higher education receive some type of financial assistance. Financial aid is provided to students for many reasons. The primary reason is to increase the accessibility for families that are unable to afford the full cost of higher education. Scholarships, loans, and federal work studies are categories of financial aid given to help students further their education.    A scholarship is a financial award given to students in recognition of achievement, such as academics or athletics. Other scholarships are awarded to minorities and women to increase their access to higher education. In many cases, the qualifications for a scholarship include financial need as well. A scholarship does not require repayment. Most scholarships are given to students who attend business schools, technical and vocational schools, nursing schools and 2-year colleges.    A loan is an award offered by various government and private agencies. The interest rates are lower than those of regular bank loans, and in most cases interest is not charged while a student is enrolled in college; repayment is also extended over a long period of time. There are loans for students and parents. Student loans are the most common form of financial assistance to students. They are available for both undergraduate and graduate studies. They are issued by commercial banks and state student loan authorities at an interest rate considerably lower than the current market level and guaranteed by the federal government. The loan must be repaid within a ten-year period beginning six months after the student's graduation.    Federal work study is another type of student financial aid. It is a part-time job co- financed by the government and a college to allow students to earn money to help pay educational expenses. The program encourages community service work and work related to a student's course of study. The salary will be at least minimum wage, but it may be higher, depending on the type of work and skills required. The total federal work study awarded depends on when a student applies, the level of need, and the funding level of a college. An undergraduate student is paid by the hour. A graduate student may be paid by the hour or receive a salary.

The Clinic :: essays research papers

The Clinic The Clinic is one of a series of Alex Delaware novels written by Jonathan Kellerman. Alex Delaware is a psychology doctor who is often employed by the Los Angeles Police Department (LAPD) to provide psychological profiles of both victims and killers. The book is 465 pages long. In this novel Dr. Delaware has been asked to provide a psychological profile of the victim of a particularly gruesome murder. The victim is Professor Hope Devane, who was found murdered under a large elm tree in front of her home. She was stabbed three times; once in the heart; once in the groin; and once in the back. The only clue was a bicycle track left at the scene. The murder had occurred three months ago and the case had been turned over to a different detective, Milo Sturgis, due to the lack of progress in solving the case. Milo Sturgis is a personal friend of Dr. Alex Delaware and requested his assistance. Very little was known about Professor Hope Devane and Detective Sturgis asked Dr. Delaware to compile a psychological profile of her. Professor Devane had written a male-bashing book entitled â€Å"Wolves and Sheep.† The book had created quite a controversy and Professor Devane had appeared on numerous talk shows. Dr. Delaware discovered that Professor Devane had set up a committee at the university where she was employed. This committee was established to assist students who claimed to have been sexually harassed by other students. There were only three cases handled by the committee before the head of the university dissolved it. Detective Sturgis and Dr. Delaware decide that it would be a good idea for Dr. Delaware to locate and interview both the members of the committee and the individuals involved in the three cases. There were only three members of the committee. The members were Professor Hope Devane, another professor at the university, and a student named Casey Locking. The professor who served on the committee told Dr. Delaware that she only sat in on two of the cases and then dropped out because she felt the committee was too radical. She also said that Professor Devane exhibited signs of someone who might have been abused herself. Dr. Delaware interviewed the students involved in the three cases, with the exception of one young woman who seemed terrified. This girl claimed to have been raped by a fellow student who was a drama major. The Clinic :: essays research papers The Clinic The Clinic is one of a series of Alex Delaware novels written by Jonathan Kellerman. Alex Delaware is a psychology doctor who is often employed by the Los Angeles Police Department (LAPD) to provide psychological profiles of both victims and killers. The book is 465 pages long. In this novel Dr. Delaware has been asked to provide a psychological profile of the victim of a particularly gruesome murder. The victim is Professor Hope Devane, who was found murdered under a large elm tree in front of her home. She was stabbed three times; once in the heart; once in the groin; and once in the back. The only clue was a bicycle track left at the scene. The murder had occurred three months ago and the case had been turned over to a different detective, Milo Sturgis, due to the lack of progress in solving the case. Milo Sturgis is a personal friend of Dr. Alex Delaware and requested his assistance. Very little was known about Professor Hope Devane and Detective Sturgis asked Dr. Delaware to compile a psychological profile of her. Professor Devane had written a male-bashing book entitled â€Å"Wolves and Sheep.† The book had created quite a controversy and Professor Devane had appeared on numerous talk shows. Dr. Delaware discovered that Professor Devane had set up a committee at the university where she was employed. This committee was established to assist students who claimed to have been sexually harassed by other students. There were only three cases handled by the committee before the head of the university dissolved it. Detective Sturgis and Dr. Delaware decide that it would be a good idea for Dr. Delaware to locate and interview both the members of the committee and the individuals involved in the three cases. There were only three members of the committee. The members were Professor Hope Devane, another professor at the university, and a student named Casey Locking. The professor who served on the committee told Dr. Delaware that she only sat in on two of the cases and then dropped out because she felt the committee was too radical. She also said that Professor Devane exhibited signs of someone who might have been abused herself. Dr. Delaware interviewed the students involved in the three cases, with the exception of one young woman who seemed terrified. This girl claimed to have been raped by a fellow student who was a drama major.