Prostitution Is The Third Largest Criminal Enterprise

Prostitution is currently an illegal act that has existed for centuries in the United States of America. Throughout the history of prostitution, this act has been endlessly evolving; however, the basic terms of prostitution in which a person engages in sexual activity with another being for a payment has remained constant. It seems apparent that a stigma is attached to the prostitution industry involving participants from both sides. In fact, people possessing negative judgments toward prostitution are highly accepted and this is where the majority of people stand on this issue. Unfortunately, many people don’t understand the entirety of the prostitution industry, as this business in one of the most complex occupations in the world. According to the FBI, prostitution is the third largest criminal enterprise and is solely the fastest-growing business of organized crime in the country (Hill Walker-Rodriguez, 2011, p. 1). With this being said, a change within the framework of prostitution must be met to combat the dangers presented. Presently, prostitution is illegal in the confines of the United States of America, with the exception of eight counties within the state of Nevada. The current solution to this countrywide problem is placing a ban on prostitution. However, it has been made apparent that outlawing prostitution has nearly no effect on diminishing the presence of this illegal activity. In fact, a grant of $44 million was administered to sixteen citiesShow MoreRelatedHuman Trafficking is Becoming One of the Largest Criminal Enterprises in the US1638 Words   |  7 Pageset al. 2013). When the US government first recognized human trafficking as a crime that occurred within it’s own boarders they passed the Victims of Trafficking and Violence Protection Act (TVPA) of 2000 (Davis et al. 2013). This act created new criminal statuses that addressed human trafficking and also stated that when it came to sex trafficking of a minor, no p roof of fraud, force or coercion was required (Davis et al. 2013). Another legal issue with human trafficking evolved from the TVPA.Read MoreSimilar To Many Successful Enterprises, Terrorist Groups1399 Words   |  6 PagesSimilar to many successful enterprises, terrorist groups have always diversified their revenue stream by relying on various forms of criminal activities to fund their operations. Terrorist groups are being forced to converge with organized crime to integrate local criminal activities in order to fund international terrorism. According to Steven D Alfonso, author of Why Organized Crime and Terror Groups Are Converging, D Alfonso notes that there is â€Å"evidence of Hezbollah establishing a strong baseRead MoreModern Day Slavery : The Second Largest Organized Crime Essay1594 Words   |  7 PagesHuman trafficking, also known as modern day slavery is one of the most profitable organized crimes in the world. As indicated by Farr (2005), human trafficking is the third largest organized crime industry. The United Nations Office on D rugs and Crimes estimate that profits from human trafficking is $32 billion every year. From that figure a little over $15 billion is made in more economically developed countries. Some researchers agree, however, that human trafficking will soon be more profitableRead MoreThe Problem Of Human Trafficking1387 Words   |  6 PagesIntroduction and thesis During the past 10 years’ human trafficking has recognized as major illegal and problematic activity within the criminal justice system throughout the United States and a majority of the world. Although much attention has been paid to the worldwide aspect of human trafficking it is important to realize its domestic prevalence. According to ------------------ and estimated 200,0000 to 300,000 immigrants are trafficked illegally within the United States from impoverished countriesRead MoreHuman Trafficking Is The Third Largest Criminal Industry991 Words   |  4 Pagesof slaves in history and out of all of them, only 108,000 (.4%) are identified and freed from enslavement. The human trafficking industry is the third largest criminal industry falling only behind drug smuggling and arms dealing. (â€Å"10 Facts About Human Trafficking Everyone Should Know†) While the trafficking industry is such a large criminal enterprise, it relies heavily on women and children. Women a re the primary targets of human trafficking, making up around sixty-six percent of the victims forcedRead MoreChanging The Voice Of Child Sex Trafficking1856 Words   |  8 PagesChanging the Voice of Child Sex Trafficking In the US There is a global issue growing and it’s knocking on our own back door here in the United States. It’s a problem that affects millions of women, men, and children. This issue is the third largest global criminal enterprise. So what is the issue? The issue is modern day slavery, better known as human trafficking. Worldwide, there are over 20 million human trafficking victims, and of that 26% are children, and 55% are women and girls. In 2015 it was reportedRead MoreSlavery And The American Civil War2377 Words   |  10 Pagesmost common form of this human trafficking is for sex slavery, or human sex trafficking and has shown to pose a serious threat to the criminal justice system in the United States (Naughton, 2013, p. 42). Not only is human trafficking slavery, but it is big business becoming the fastest-growing business of organized crime and the third-largest criminal enterprise in the world (Naughton, 2013, p. 42). Although the majority of sex trafficking is international, it also occurs within the boundariesRead MoreHuman Trafficking1806 Words   |  8 Pagesunfortunate victims are either lured, sold, or forced against their will into a black-market of human trade known as human trafficking. Human trafficking is a global phenomenon and is the criminal commercial trade of human beings. This act exploits human beings in involuntary acts such as forced labor, prostitution, and psychological and physical abuse. Human trafficking deprives people of their human rights and freedom; it is also a global health risk due to infectious diseases like AIDS and cervicalRead MoreHuman Sex Trafficking1919 Words   |  8 Pagessold by their families when there is nothing left to sell. Children as young as eight and nine can be found in brothels around the world, including those within the United States. There is a great overlap between prostitution and sex trafficking, and many accused instances of prostitution are actually cases in sex trafficking in the U.S. Sexual trafficking affects an outrageous number of people around the world. In 2004, the U.S. State Department reported that 600,000 to 800,000 people are traffickedRead MoreUnderground Economy4900 Words   |  20 Pagesactivity which is not measured by government statistics. This can include a range of different economic activities not measurable by the government, such as: smuggling alcohol, tobacco and fuel,weaponry prostitution, copyrighted media,illegal drugs. It includes: ââ€" ª Selling goods illegally e.g. criminal goods; ââ€" ª Selling goods and services and not declaring income earnt; ââ€" ª Self sufficiency (If a farmer grows his own food, he will not appear to have any income, his sustenance comes from his

How Ehrhart Was Viewed as a Student Essay examples

In the fall of 1969, Ehrhart attended Swarthmore College at the age of twenty-one. Also during this time the student body of Swarthmore College â€Å"were middle class, academically paranoid, politically aware, and the students were antiwar† (Ehrhart 7). This proposed a problem for Ehrhart because during the spring of 1968, while Ehrhart was still over seas, the college had asked for a picture of him in his Marine uniform. Ehrhart realized that after he sent the photo, it would be used for the school’s Freshman booklet while all the commotion in school existed. He spent most of his days alone to avoid publicity and to keep a â€Å"low profile†. By October, however, the reporter for the campus newspaper Phoenix asked if he could interview†¦show more content†¦One might question why Ehrhart would even would agree to put his story in the school newspaper when his objective was to live a normal life and remain anonymous from the student body. Ehrhart m entions that â€Å"Vietnam veterans weren’t exactly the most popular kids on the block† (Ehrhart 7). That statement contradicts Ehrhart because he is a celebrity and he planned to live a normal life in college. In fact, Ehrhart wanted to live such a normal life that he wasn’t worried about the Freshman photo of him in the Marine uniform because Ehrhart’s appearance was different the first day of college. Ehrhart said, â€Å"fortunately, I didn’t look like that anymore, so a lot of people hadn’t yet figured out who this guy Ehrhart was† (Ehrhart 7). Ehrhart clearly wanted to start a new chapter in his life. As a human being and a scholar, Ehrhart has a right to attend college and live a normal life as he intended to do. The fact that Ehrhart had to really stress over his celebrity is ridiculous. The war played a huge part of Ehrhart’s wanting to remain anonymous during his time in school because he just wanted to erase the past and focus on the present. In fact, Ehrhart mentions some of the trauma that he went through and in his newspaper article it says that nothing else seems as hard as the war. Ehrhart read his section in the paper which stated, â€Å"BecauseShow MoreRelatedEssay about Phd Comprehensive Exam. in Leadership15004 Words   |  61 Pageslabels which are used as artificial creations, whose utility is based upon their convenience as tools for describing, making sense of, and negotiating the external world†(Burrell and Morgan, 1979). For a qualitative researcher â€Å"human behavior depends on how individuals interpret the conditions in which they find themselves† and â€Å"social reality is regarded as the product of processes by which social actors negotiate the meanings for actions and situations† (Blaikie, 1991). â€Å"Meaning is not discovered, butRead MoreStephen P. Robbins Timothy A. Judge (2011) Organizational Behaviour 15th Edition New Jersey: Prentice Hal l393164 Words   |  1573 PagesSaddle River, New Jersey 07458, or you may fax your request to 201-236-3290. Many of the designations by manufacturers and sellers to distinguish their products are claimed as trademarks. Where those designations appear in this book, and the publisher was aware of a trademark claim, the designations have been printed in initial caps or all caps. Library of Congress Cataloging-in-Publication Data Robbins, Stephen P. Organizational behavior / Stephen P. Robbins, Timothy A. Judge. — 15th ed. p. cm. Includes

Measuring Return on Investment (ROI) Free Essays

Before starting to compare and measure the return of investment for an information system, it is better to define terms such as Information Technology and Return of Investment or ROI. Information technology is a field concerned with the production, manipulation, sharing and transfer or information through the use of electronically-based equipments to satisfy man’s needs (Albacea p. 4). We will write a custom essay sample on Measuring Return on Investment (ROI) or any similar topic only for you Order Now Thus, in this definition we are not just referring to information itself but also for the communication aspects of the information system which is of wide use today. The Return of Investment, on the other hand, includes the costs and benefits in putting up a firm. Mainly, it is more focused on maximizing the benefits of the firm. In dealing with information systems, the definition of the return of investment is better to be extended so a to include not only the tangible but also the tangible benefits a firm or an office can derived in establishing their own information system (Grimes). To make a clear measurement of the ROI, let us have only two groups of consideration. Since most of the websites on the internet are focused only on either commercial or information sake, then we shall consider the firms that invests on utilizing information systems for commercial purposes and the other ones are those that utilizes the information system for information sake such as the government. In the first category, measuring the cost of building an information-related investment such as websites for selling or doing e-commerce can be clearly seen. E-commerce is an innovation in the information technology where consumers can transact with sellers using only information system (Albacea p. 256). Since the cost for hiring a programmer, for example, in creating a website for a commercial firm, the hardware and other features such as searching or blog which can be brought through licensing are known, then the total cost of establishing this set up can be computed and is just can be known by making a total of all of the expenses and efforts. The other part, which is computing the benefits, is rather the difficult part of it. This may be the reason why business owners and IT leaders are not interested in knowing or having a precise or definite benefit evaluation or effectiveness after they had made a website or an e-commerce page. According to Mary K. Pratt of the Computerworld of US in one of her features, the ROI for a website must be necessarily measured. She justified the ROI is truly measurable, and that those companies that are not measuring it doesn’t really concern of what their money’s worth. She takes, for example, Kia Motors. Kia Motors has for their websites visitor and mostly, what their basis of ranking is on the probability or likelihood of the customer to purchase a motor. They said that those that are downloading their white page are more likely to purchase a motor than those that only browse through their homepage. They can also measure the benefits on how advertisements on the Internet have changed their production and gross profit. If they see that they had made an advertisement on the Internet but has no increase on the sales, assuming all other factors are held constant, then the information-based technique they use is ineffective. Since ROI’s concern is in costs and benefits, we should also take the advantages of having information related systems than not having any. For example, we can measure how we can save money by replacing the paper ads or printed documents by the electronic version. About 18%, according to the analysts, of the printed document of a business firm becomes expired or not updated after just seven days or a week-long of time. Thus, after this period, they must be replaced by the updated ones. On the other hand, updating publications on the web will cost less than updating the printed ones (McGrath). Hence, this is one way of showing how information systems can cause a movement of the computation of the ROI. For the firms that utilizes the information system for commercial purposes, ROI can be measured in this way – the cost or the expenses can be easily calculated by just summing up the expenses made in putting up or establishing an electronic-based project, and the benefits, though not clearly seen, can be calculated by taking into consideration its effect on the business and how it can cut costs for the establishment. Now, let us look at the second category which is the firms or offices that utilizes information system for information-sake. The most common example for this category is the government. Usually, included in their budget is the allocation for having information systems that are helpful for public. If the benefits in the commercial-related are not clearly seen, here in the second category, the benefits are even more difficult to measure. Take United States for example. According to Center for Technology of Government at the University of Albany, even after some years of having information system exclusive for government information, the return of investment for this particular project is uncertain and is very hard to put in numbers (ctg.albany.edu†¦PrintVersion=1). Why is this so? Similar to the first category, the input resources for putting up or for the establishment of the information system to be used by the government can be readily computed for this is only the sum of all the expenses needed in the establishment. This will surely includes the wages or salaries of the personnel involved, the purchases made, and other licensing expenses. Government usually has its websites for its departments to ensure that the public will be well informed of national issues and information that are of public concern or the public can have great use of them. Again, return of investment is concern with the cost and the benefits. Now, how can we measure the benefits? If the members of the first categories’ benefits can be measured by seeing the effect of the system to their business, government’s measurement of the benefits is a lot more different. Remember that the benefits as defined earlier simultaneously with the Return of Investment don’t only include the tangible benefits but also the non-tangible ones. Thus, looking at the example earlier, the government has its own way of measuring the benefits. They had a standard assessment technique that gives results whether their investments or efforts in putting up the information system dedicated to serve the public has a significant effect or just a waste of time, effort and money (Grimes). This assessment technique needs some adjustments as justified by the Center of Technology for Government. This leads them to propose the Public Value Framework (Cresswell). The Public Value Framework emphasizes the role and importance of the public in assessing the performance of the information system used by the government. Unlike the previous system where only the government are responsible for the evaluation done, the second system or the Public Value Framework will give power for the public in assessments. Therefore, for the firms or offices that utilize information system for information sake, like the first one, they had a clear computation for cost but a rather difficult computation for benefits. The ROI can be computed by computing the cost through obtaining the summation of all the expenses and the benefits can be seen on the effects or how their objectives of putting up the system are fulfilled. That is, if the public has more satisfaction in using the system established by the government, then the government’s return of investment is indeed higher. In general, measuring the return of investment for an information system is not an easy task because of the complexity on the non-tangible benefits it has to offer, even if the cost of establishing the information system is clearly and be easily computed. In the end, the basis of the measurement of the return of investment is still in how it would affect the entities it is intended to be useful for or how the goals or objectives of a firm who puts up the system is attained or become more possible. It is recommended that more studies be made to make a standard basis for computation of the return of investment even if it has to involve many factors that are hard to put in numbers. References Pratt, Mary K.( May 28, 2007) â€Å"Measuring Your Website’s Return of Investment.† Business Technology Leadership. 6 July 2007. http://www.cio.com.au/index.php/id;1 315684679. Cresswell, Anthony M, et al. (September 2006). Advancing Return of Investment Analysis for Government IT. 6 July 2007 Grimes, Brad and Joab Jackson. (September 2006). What’s you IT investment worth –really? 6 July 2007 Center for Technology in Government. 6 July 2007 McGrath, George   and Anthony Schneider. Measuring Intranet Return On Investment. 6 July 2007. Albacea, Eliezer A. Information Technology Literacy I. UPLB, Philippines: UPLB Foundation, Inc. 2005. How to cite Measuring Return on Investment (ROI), Essay examples

The Great Moom Hoax Essay Example

The Great Moom Hoax Essay On July 20, 1969 thefirst dusty footprints left by men on the moon were also indelible footprints left on the hearts and imaginations of the human race. No other adventure was shared by more people. No other quest has meant more to our species as a standard by which we measure our incredible potential. This was one of the most famous days in the history of our planet from the various points of view of people who lived it, right here on Earth. It is One Day in the Life of Earth -late 20th century preserved in the reflection of an extraordinary achievement. Or was it Astronomers, specialists, and amateurs alike have come to several conclusive discoveries that play contrary to thefirst acclaimed, lunar landing. In the following document, arguments and examples will be introduced with liable resources, disregarding all past support on Apollo 11s final destination. It backs up the theory that the exploration and expedition of the lunar landing was an utter fraud, call it as you may, The Great Moon Hoax.Therefore, do to resent study and factual proof, the 1969 lunar landing never actually occurred the way America perceived it to through pictures, video footage, and detailed explanations. While this paper deals with the theory that man indeed never did reach the moon, all readers must understand that not everyone agrees with this.Most of Americas population ignorantly feels that Apollo 11, with Neil Armstrong, Michael Collins and Edwin Aldrin was thefirst Apollo flight to land on the Moon, on July 20, 1969. While Collins flew in orbit around the Moon in the command module, Armstrong and Aldrin descended in the lunar module, landing in the Sea of Tranquillity.Some of their back up for attacks against the unlikely hood of the hoax are as follows: In regards to the unseen stars, they support it by stating the stars are there! We will write a custom essay sample on The Great Moom Hoax specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on The Great Moom Hoax specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on The Great Moom Hoax specifically for you FOR ONLY $16.38 $13.9/page Hire Writer

Aspects of Differentiation within Subject Specialisms Essays

Aspects of Differentiation within Subject Specialisms Essays Aspects of Differentiation within Subject Specialisms Essay Aspects of Differentiation within Subject Specialisms Essay The aim of this essay is to analyse the main strategies of differentiation employed within secondary science to aid effective pupil learning and to reflect upon its ability to achieve intended learning outcomes. The main focus of this study will be to evaluate the mode of differentiation by grouping and its interplay with various other forms of separation due to differences. Secondary data will be used to gain an overall perspective of methods of grouping and its implementation, attitudes towards the variety of grouping strategies and outcomes of the various approaches. Primary data will give an insight into various strategies in action and will aim to take an in depth look at aspects of differentiation within the science department of a mixed comprehensive school (school X). Research for this study includes primary data obtained during placement at school X, and secondary data from a variety of reference sources. We can define differentiation as any process which divides pupils into subgroups which are then exposed to different educational experiences. Differentiation then covers a great range of phenomena from the allocation of pupils to different classes, subjects, sets, streams, bands or tracks within the same school, to the different treatment of pupils in the same classroom. (Smith 1981). Differentiation by ability grouping has had a long history as a key practice within UK schools. The definition above points to a number of methods which have been employed in education over more than half a century. Streaming was the favoured practice of the 1950s, and continued to dominate into the 1960s spreading beyond the realms of the secondary school into junior schools. Equality in education became the dominating policy of the 1970s and 1980s and thus a surge in the adoption of a mixed-ability grouping strategy was seen at this time. Ability grouping reappeared in the 1990s with government policy stating setting as a preferable approach (Boaler et al 2000). Unless a school can demonstrate that it is getting better than expected results through a different approach, we do make the presumption that setting should be the norm in secondary schools. (DfEE 1997) Streaming involves placing pupils in a class within their year group with regard to ability. It encompasses all subjects, thus those deemed to be most able are placed in the top stream and will remain in this grouping for all subject areas and the opposite is true for those considered to be least able they will be placed in bottom streams for all subjects. Mixed-ability grouping is a complete contradiction to streaming, as the name suggests it is the formation of classes containing pupils of a varied mixture of aptitudes. Setting like streaming is also a form of ability grouping but involves allocation to the most appropriate class with regard to ability within a particular subject specialism. The 1990s evolution of grouping from mixed-ability to sets may have occurred for a number of reasons, suggestions include; schools perception of the 1988 Education Reform Act as constraining, teachers views that mixed-ability teaching became incompatible with the tightening grip of the national curriculum, the assertion that setting is a popular ideology with middle class parents and the DfEE consensus that mixed-ability grouping was failing to address the needs of every child (Boaler et al 2000). Regardless of the origins of the change ability grouping is now widespread within secondary education in accordance with the White Paper Excellence in Schools (DfEE 1997) which stated that by 2002 we will have all schools setting pupils by ability. In practice it was noted by the Key Stage 3 National Strategy (2002) that, setting in Key Stage 3 science varies across schools although they did indicate that, most organise Year 9 pupils in ability sets and also that, more than half of all secondary schools organise Year 8 into ability sets. The science department at school X appears to follow the approach of the majority of schools its grouping policy is one of ability setting at the Year 8 level (Appendix 1). Even though setting is now customary practice within mainstream secondary schools it must be pointed out that the process by which it occurs is of great diversity (Ireson et al 2002). Ireson et al point to a number of practices associated with pupil placement with the most common being the use of internal school tests and examinations. In addition to these sources of information teacher judgement, pupil behaviour, motivation and social relationships were also influential factors. Observations and discussions with staff at school X reveal that it uses similar practices to those pointed out in the study by Ireson et al. Internal school tests are carried out at the end of each module and this in association with classwork, homework and teacher judgement form the predominant basis for grouping. Appendix 2 a-c gives an indication of assessed work within a mixed-ability Year 7 group before setting. The sample shows the degree of variation in ability within a class before placement, pupil A who obtained the highest mark on the internal test attained a place in the top set, pupil B with a mid range mark was placed in a middle set and pupil C who obtained a low mark was placed in a low set. The setting procedure at school X is constantly under review, assessments are commonplace after each module and continued evaluation allows for regular re-examination of the attribution of pupils to particular sets. Appendix 2 also highlights one of the major difficulties of mixed-ability grouping and advantages of setting. The degree of variation in ability observed within the provided sample gives an indication as to the difficulty faced by a teacher attempting to teach pupils at either end of the ability spectrum within the same class. A recent study of teachers opinions towards ability grouping indicated that there was an overwhelming consensus that teaching and classroom management were aided by setting (Hallam et al 2003). The DfEE stated in 1997 that, mixed-ability grouping has not proved capable of playing to the strengths of every child. (DfEE 1997). Setting at that time was seen as the answer to raising levels of achievement (Capel et al 1995). Although more recently with the setting policy very much in place it has been found that, There is no clear statistical link between the extent of setting in schools and the attainment of pupils (OfSTED 2001). Research is drawing attention to the possibility that setting not unlike mixed-ability grouping is besieged by its own concoction of intricate problems. There is a question mark over the ability of schools to accurately place pupils in the correct set, it has been indicated that factors other than ability and attainment may be influencing the procedure and creating room for error. These additional levering factors have also been indicated as contributory to the formation of unbalanced groups with regard to social class, ethnicity and gender (Ireson et al 2002). Tomlinson (1987:106) reports that, Factors related to class, gender, ethnicity and behaviour can be shown to affect the placement of pupils at option time, even those of similar ability. Compounding the concern that pupils are being placed in the wrong sets is the worry that once attributed to a particular set there is little scope for movement. It has been asserted that there can be practical difficulties accompanying group movement, constraints such as group size and curriculum organisation may factor. Also a lack of general in school assessment may contribute. The lack of scope for movement is thought to be of major concern when considering pupil motivation, the opportunity to advance to a higher set is thought to be a considerable motivational factor to those within the lower sets (Ireson et al 2002). In addition to the effect on motivation concerns have been raised as to the effect setting may have on self-esteem and general school self concept. Much research has focused on the inequities of ability grouping especially for the students within the low sets increasing awareness of the inadequacies of the system and its perpetuation of low self esteem and poor general school self concept for these pupils. This has for a long time been seen as an unfortunate symptom of the ability grouping process and has generally been brushed aside for the more favourable view that setting is advantageous and enhances the experiences of top set pupils. Recent research however has begun to bring to light what has been described as the top set effect; this has been accredited to negative effects of pressure causing anxiety and unhappiness for some pupils placed in high groups (Boaler 1997). Teachers opinions were found to be in agreement with the view of low self-esteem developing in those of low attainment they also believed that these pupils were in danger of being alienated and this situation cultivating difficult behaviour. They were nevertheless in disagreement as to the affects on high achieving pupils they retained the view that grouping was beneficial for these pupils and maximised their attainment also shielding them from negative peer pressure (Hallam et al 2003). There appears to be the risk of considerable problems with both mixed-ability grouping and setting. The DfEEs concerns that mixed-ability grouping was failing to address the needs of every child (Boaler et al 2000) would not be misplaced if also attributed to setting. Certain areas in both methods of grouping need addressing to ensure optimum success. The Key Stage 3 National Strategy 2002 highlights factors which may encourage greater success for setting they include, close teamwork, cooperative planning and careful monitoring by science staff to make sure that pupils can move from set to set as their progress demands and that expectations for all pupils are suitably high (www. tandards. dfes. gov. uk). It may be pointed out that to address the needs of every child a more individualistic approach may be required whatever the adopted grouping strategy (Postlethwaite 1993). Ireson et al 2002 also points to this fact and stresses that, Teachers may need to be reminded that sets are not homogenous. Thus in addition to differentiation by grouping other forms of differentiation with a more in depth regard for the individual must take place. If it is to be taken into account that even in a setting environment groups are not homogenous (Ireson et al 2002) then consideration as to whether or not a pupil may need to be given a separate task or if a different outcome needs to be expected should be taken into account. This problem was highlighted by OFSTED, secondary schools need to give attention to matching work more effectively to the knowledge and skills of pupils of different abilities (OFSTED 1993). Differentiation by task involves students within the same classroom either receiving different tasks or using different routes to complete the same task (Hall 1997). This strategy was observed in practice at school X, separate worksheets were used to provide the same learning outcome for all pupils and were mainly used as an aid to pupils of lower ability, those with literacy problems or those who were struggling to keep up with the pace of work of the rest of the class. This form of differentiation by task was employed both within a class and between sets. The use of such worksheets was observed in a year 8 middle ability set (Appendix 3a,b,c and d). It was a single period lesson and was an addition to the national curriculum scheme of work: unit 8L: Light, the lesson involved learning the parts of the eye and how light travels through the eye. The lesson began with closed questions regarding the work that had been carried out in the previous lesson, all pupils responded well and were keen to answer questions. A model of the eye was then used to demonstrate the appearance of the inner eye and to indicate the names of the different parts. The model was also utilised in explaining the path light takes through the eye, how and where an image is focused and how the information passes to the brain. Worksheets were then handed to the class by the teacher, appendices 3a and b were handed to the majority of the class with the exception of two pupils who had difficulties with literacy and were given appendices 3c and d. From looking at the worksheets the differences are obvious, 3a provides detailed descriptions of the different parts of the eye this sheet is coupled with 3b where detailed labels are expected on the diagram. Alternatively 3c has a much more basic layout with word cues already in place, the crossword that follows has descriptions in a simpler form using basic language. The same learning outcome is intended regardless of the worksheet received. When closed questions were used as a plenary successful learning outcomes appeared to have been achieved for all pupils. Differentiation by task appeared to be successful in the situation described at school X although there is a lack of provision with regard to worksheets for pupils at the more able end of the ability spectrum. After several weeks observations at school X the opportunity arose to teach the aforementioned year 8 group a similar lesson to the one described above. It was a single period lesson from the national curriculum scheme of work: Unit 8L: Sound and Hearing (Appendix 4), the lesson involved learning the parts of the ear and how sound is conveyed through the ear and transferred to the brain (Appendix 5). A starter of closed questions was used to review the work of the previous lesson on how sound travels through different substances. This was followed by a description of the anatomy of the ear using a model and this was built on using a PowerPoint slide to describe how sound vibrations pass through the ear and transmit to the brain. Worksheets were then distributed using the same protocol as the observed teacher; designated worksheets with more basic language were given to the pupils with literacy difficulties. In addition to these sheets extension question sheets were prepared for the more able pupils in the group who were working at a faster pace (Appendix 6). As in the observed lesson questions were used as a plenary exercise to review the work covered, all pupils were willing to impart answers to these questions and it was therefore concluded that objectives had been met (Appendix 7). Differentiation by task appears to work as a successful strategy at school X no problems were encountered in either the observed or taught lessons. A greater use of extension sheets for more able students may need to be addressed if their needs are to be fully catered for. This positive outcome however is in contradiction to a number of research studies, such as Hall (1997) that found this method of differentiation caused, students to become demotivated and even damaged as they appeared to perceive themselves as different from their peers. The perception of being different and being labelled within the class as being of lower ability was seen to not only demotivate but have a strong effect on self-esteem, this was proposed as a possible cause of declining behavioural standards (Hall 1997). The same study also made suggestions that differentiation by task should where possible be replaced by a mode of peer collaboration to alleviate problems encountered. This suggestion was also made by Turner and DiMarco (1998), the focus of much science work on group activity allows some pupils who are weak in certain skills to be supported by their friends. Differentiation is not simply about providing an extension worksheet for the faster pupils and a different worksheet for the slower pupils (Turner and DiMarco 1998). Neither is it solely a matter of grouping pupils with regard to ability, as stated by Postlethwaite (1993), children differ from one another in a great variety of ways, many of which are relevant to their work as pupils in school. The 1988 Education Reform Act highlighted the need for use of various teaching approaches to encompass the variety of learning styles. Differentiation of pupils by learning styles is a popular conception with educationalists and is strongly linked with the modality theory of learning styles and Gardners theory of multiple intelligences (Klein 2003). The modality theory suggests that there are differences in the perceptual channels through which pupils learn and that different groups learn through different channels and this needs to be accommodated for to maximise learning. Gardners theory is broader than this and suggests there are eight cognitive modules or eight different intelligences an individual is thought to possess a unique profile of intelligence with differing strengths and weakness in the different modules (Klein 2003). The eight intelligences laid down by Gardner are: logical-mathematical, linguistic, musical, spatial, bodily-kinaesthetic, interpersonal, intrapersonal and naturalist. His theory was not originally developed to become an educational framework but has nonetheless become an influential educational tool (Hopper and Hurry 2000). Gardner himself stated in the Times Educational Supplement (March 1995) that, the best possibility is when teachers use MI theory as a way of looking at kids more carefully. Im interested in whether it helps people notice differences they havent seen before. In utilising multiple intelligence theory to realise the individual and the individuals needs emphasis must then be placed on encompassing the variety of learning styles within set teaching strategies. This is emphasised by Bourdillon and Storey (2002) who suggest that Gardners theory, reminds us that a one size fits all method of teaching and learning is unlikely to produce uniformly high learning gains in classrooms. Although a one size fits all method may not be a successful strategy in practical terms devising a lesson to envelop eight different intelligence modalities is stretching the realms of even the most inventive teacher. This limitation was taken on board by Keogh and Naylor (2002), although teachers may not be able to plan to meet individual preferences, offering a broad range of learning styles will be helpful to all pupils. A survey carried out among year 8 pupils at school X gave an indication of learning styles through choice of activity (Appendix 8). A choice of activities covering a range of multiple intelligence modalities were included on the survey and pupils were asked to put activities in order of preference. Pupils within set 1 gave a high priority to practical and computer work, those in set 3 also favoured practicals but also placed poster creation as a preferable activity, set 5 had slightly different preferences moving away from practical work to select posters, videos and computer work (Appendix 9a-c). The results indicate a high priority for kinaesthetic and visual tasks rather than linguistic activities. However the survey is but a brief snapshot to give an indication of the variety of learning styles which can be found within any one year group. The investigation has taken into consideration a number of methods of differentiation namely grouping, task setting and learning styles. With regard to grouping, extensive discussion and evaluation of the research available fails to appropriate a clear preferable technique of group organisation. The general consensus from the point of view of teachers is that setting provides a preferable environment to achieve learning goals (Hallam et al 2003). This is however purely based upon what is perceived as a more congenial teaching situation and fails to take into account other issues raised such as the creation of low self-esteem for low ability pupils and anxiety for high achieving students (Boaler 1997). Differentiation by task setting appeared successful within the confines of limited practical research secondary studies viewed this method with a greater air of caution gathering worrying findings as to the effects on low ability pupils (Hall 1997). Focusing on individual differences with regard to learning style appears to attract considerable praise and seems to be a method that can only enhance the quality of education within the classroom although it may have its limitations within the stringent framework of the national curriculum. In overview differentiation is summed eloquently by Turner and DiMarco (1998:110), Adopting a differentiated approach to teaching is a matter of being on the lookout for opportunities to guide, encourage and support your pupils in as many ways as possible, using whatever resources, processes and tactics seem appropriate.

Definition and Examples of Interior Monologues

Definition and Examples of Interior Monologues In both fiction and nonfiction, an interior monologue is the expression of a characters thoughts, feelings, and impressions in a narrative. An interior monologue may be either direct or indirect: direct, in which the author seems not to exist and the interior self of the character is given directly, as though the reader were overhearing an articulation of the stream of thought and feeling flowing through the characters mind;indirect, in which the author serves as selector, presenter, guide, and commentator. (W. Harmon and H. Holman, A Handbook to Literature, 2006) Interior Monologues in Fiction   I looked into the reception room. It was empty of everything but the smell of dust. I threw up another window, unlocked the communicating door and went into the room beyond. Three hard chairs and a swivel chair, flat desk with a glass top, five green filing cases, three of them full of nothing, a calendar and a framed license bond on the wall, a phone, a washbowl in a stained wood cupboard, a hatrack, a carpet that was just something on the floor, and two open windows with net curtains that puckered in and out like the lips of a toothless old man sleeping.The same stuff I had had last year, and the year before that. Not beautiful, not gay, but better than a tent on the beach.(Raymond Chandler, The High Window, 1942)How much better is silence; the coffee cup, the table. How much better to sit by myself like the solitary sea-bird that opens its wings on the stake. Let me sit here for ever with bare things, this coffee cup, this knife, this fork, things in themselves, myself being m yself. Do not come and worry me with your hints that it is time to shut the shop and be gone. I would willingly give all my money that you should not disturb me but let me sit on and on, silent, alone. (Virginia Woolf, The Waves, 1931) Interior Monologue in Tom Wolfe's Nonfiction [I]nterior monologue is appropriate with nonfiction, provided theres fact to back it up. We cant get into a characters head because we suppose, or imagine, or deduce thats what he or she would be thinking. We have to know!See how Tom Wolfe does it in his book about the space program, The Right Stuff. At the outset he explained that his style was developed to grab the readers attention, to absorb them. . . . He wanted to get into the heads of his characters, even if this was nonfiction. And so, at an astronauts press conference, he quotes a reporters question on who was confident about coming back from space. He describe the astronauts looking at one another and hoisting their hands in the air. Then, hes into their heads: It really made you feel like an idiot, raising your hand this way. If you didnt think you were coming back, then you would really have to be a fool or a nut to have volunteered at all. . . . He goes on for a full page, and in writing this way Wolfe has transcended usual nonfiction style; hes offered characterization and motivation, two fiction writing techniques that can bring the reader in lockstep with the writer. Interior monologue provides a chance to see inside the heads of characters, and we know that the more familiar a reader is with a character, the more the reader embraces that character. (William Noble, Writing Nonfiction- Using Fiction. The Portable Writers Conference, 2nd ed., ed. by Stephen Blake Mettee. Quill Driver, 2007) Stylistic Characteristics of Interior Monologue Sentence fragments may be treated as interior monologue (direct speech) or regarded as part of an adjoining stretch of free  indirect speech.Interior monologue may also contain traces of non-verbal thought. While more formal interior monologue uses the first-person pronoun and finite verbs in the present tense, He [Stephen] lifted his feet up from the suck [of the sand] and turned back by the mole of boulders. Take all, keep all. My soul walks with me, form of forms. [. . .] The flood is following me. I can watch it flow past from here. (Ulysses iii; Joyce 1993: 37; my emphasis) In Ulysses James Joyce conducts more radical experiments with the form of the interior monologue, especially in his representation of the thoughts of Leopold Bloom and his wife, Molly. He eschews full sentences with finite verbs in favour of incomplete, often verbless syntagms which simulate Blooms mental leaps as he associates ideas: Hymes jotting down something in his notebook. Ah, the names. But he knows them all. No: coming to me. - I am just taking the names, Hynes said below his breath. What is your christian name? Im not sure. In this example, Blooms impressions and speculations are confirmed by Hynes remarks. (Monika Fludernik, An Introduction to Narratology. Routledge, 2009) Stream of Consciousness and Interior Monologue Although stream of consciousness and interior monologue are often used interchangeably, the former is the more general term. Interior monologue, strictly defined, is a type of stream of consciousness. As such, it presents a characters thoughts, emotions, and fleeting sensations to the reader. Unlike stream of consciousness more generally, however, the ebb and flow of the psyche revealed by interior monologue typically exists at a pre- or sublinguistic level, where images and the connotations they evoke supplant the literal denotative meanings of words. (Ross Murfin and Supryia M. Ray, The Bedford Glossary of Critical and Literary Terms, 2nd ed. Bedford/St. Martins, 2003)

The Ginge Industry Essay Example | Topics and Well Written Essays - 1500 words

The Ginge Industry - Essay Example The demand for space has driven exploration and globalization. Its value has not just been recognized economically but also socially as an element of culture and scientifically for its potential in pharmacology and medicine. Considering the Europe naval race for the Asian spice islands which laid the foundation for imperialism in the 14th and 15th century, there is no doubt that it is an industry of world importance. One of the spices that have figured well in the spice trade is ginger, a spice that seems inconsequential today but was once considered as an indication of class and culture (Hutton & Cassio 2003). Estimates of the global spice industry have been generally positive, growing by about 5% since 1998 (Food and Agricultural Organization [FAO] 2005). The industry is dominated by India followed by Indonesia and China, which is exhibiting the most significant growth in recent years (see Appendix A). Spice production in Thailand from 1998 to 2001 list garlic, ginger, hot pepper, chili pepper, shallot, clove and pepper as key products (â€Å"Ginger† 2003). In previous years, there has been a focus on peppers because of rising in world prices. However, subsequent declines in global indices have also been credited for the deceleration of the industry. Appendix A also documents the 2001 standing of the Thai spice industry worldwide. Based on estimates done by the Thai Ministry of Agriculture and Cooperatives (MAC), it estimates the value of the industry to US$19.36 million in 2001 (FAO 2005). As seen in Appendix B, pepper cultivation represents the bulk of spice production in country. Thus, though there has been decline in the price of the commodity, the size of its market supports its role as primary spice commodity for the country. The bulk of revenues from the trade of spices are supported significant domestic consumption but the main motivation for players in the Thai spice industry is to supply international demand. As seen in Appendix C, Thai spice exports make up the majority of total production. Ginger Cultivation and Trade China holds market leadership in the ginger category, 25% of the total world production, eclipsing spice trade leader India ("Ginger", 2003). However, though China ranks as the world's leader in production, export of ginger has been dominated by Japan. This is because much of China's production has been directed to its domestic markets (FAO 2005). Cultivation of ginger was