Tobacco Use Essay Research Paper Comparative forms free essay sample

Tobacco Use Essay, Research Paper Near signifiers of baccy utilization In 1492 local Indians were smoking moved up baccy foliages. In the sixteenth century baccy smoking spread to Europe. By the late 1800 baccy tolled in paper called casket nails were a significant industry with one million millions being sold every twelvemonth. Today there are numerous stocks that contain baccy. Cigarettes and snuff are the most well known available. Cigarettes comprise of baccy abounded in reports that are seasoned, and some with channels. Snuff that comprises of daintily hacked common baccy air stuffed in compartments to chew. Numerous pioneers of the baccy business still can't seem to region that baccy is an irresistible medication. In any case, in the public eye today it is extremely advantageous to purchase baccy. With casket nail s an individual can whiff and breathe in their lungs with smoke, and snuff an individual must place in their oral pits between your underside lip and gum. We will compose a custom article test on Tobacco Use Essay Research Paper Comparative structures or then again any comparable point explicitly for you Don't WasteYour Time Recruit WRITER Just 13.90/page Both are ingested into your circulation system and can affect your natural structure in various manners. The two usages of baccy make unwritten captured advancement to the clients. Such unwritten captured advancements are so instructing they can harm your natural structure. With final resting place nails it influences your lungs and pharynx. With snuff it influences your oral depression, gums and pharynx. Both can do terrible bre ath. Both can recolor your fingers and teeth the shading yellow. Both can do early maturing. Tobacco smoke can take to dangerous neoplastic infection in numerous pieces of the natural structure, yet non shockingly the greater part of the mischief it does to the lungs. Biting baccy can take to dangerous neoplastic ailment of the lips and oral pit. Most casket nail exhaust would wish to accept they could shield themselves from harmful neoplastic malady only by using a holder or by trading to channel tipped cigarrettes, stogie or a funnel. Sadly they cant. Biting baccy is far more atrocious. The clients of this accept simply in light of the fact that they are non breathing in it that they are sheltered as acceptable. They are non. Two picks of baccy use you breathe in smoke or chew baccy the impacts are as yet horrible. Both can do disfiguration to the face, pharynx, and lungs. With casket nail smoking your pharynx can be gravely harmed with the inside dividers of your pharynx being deprived of its covering. Your lungs start to be loaded up with baccy pitch that will smother your outside breath and can do awful hacking. Snuff your oral depression and lower jaw can become dim and will hold to be expelled. Regardless of whether you smoke or bite tobacco both are well long haul unwellness s that lead to reliance. Albeit one can take to expire quicker, the two of them each piece harm your health and natural structure.

All the Glitters R Not Gold free essay sample

Every one of that sparkles isn't gold Ambanis and Mittals are no Buffetts and Gates. Be that as it may, we can’t censure them for the horrifying neediness that wins in India Now that Durga Puja’s child et lumiere has blurred, remark may be allowed on what this yearly exercise of costly serious dramatic skill uncovers of mainstream taste. That no uncertainty clarifies why nobody voices the genuine charge that ought to be leveled at the super-rich who ought to be in the dock not for spending excessively yet for the waste and coarse indecency of their spending. Given its Brahmins and Dalits, India has consistently been a place where there is contrasts. It has additionally consistently encapsulated the grouping of riches. Be that as it may, nobody salivated prior over how rich the rich were, the manner by which they gained their cash or how they spent it. Mr Mukesh Ambani’s 400,000 sq ft house is an argument on the grounds that it’s news in the West and on the grounds that people in general and private spaces are not, at this point discrete. We will compose a custom paper test on All the Glitters R Not Gold or on the other hand any comparative point explicitly for you Don't WasteYour Time Recruit WRITER Just 13.90/page Their covering opens the rich to examination as well as diverts consideration from the Government’s dismissed duties. India falls behind many sub-Saharan nations in practically all the lists of advancement not in view of the Ambanis, Mittals, Mallyas and Modis, but since our lawmakers are eager for advancement and our government workers are accepting kickbacks. It’s their business to make frameworks that empower individuals to increase their expectation of living; it’s not the employment of the individuals who have either gotten away from the rigors of the framework or figured out how to control it to further their potential benefit. The spotlight is on the rich likewise in light of the fact that political vote based system makes its own dreams. Widespread testimonial cultivates the fantasy of participative dynamic. The idea of correspondence under the steady gaze of the law is paid attention to. Tub-pounding government officials prepare populist notion to pander to the exhibition and occupy consideration from their own wrongdoings and luxuries †marble landmarks and sculptures, for example. With the media perpetually keeping watch for titillating titbits, it’s news when Mr Ambani purchases a Rs 642-crore extravagance stream for his wife’s birthday. The data upheaval puts a premium on quickness. The past is another nation. The individuals who boast over the quantity of Indians in the Forbes rundown of tycoons overlook that time was when India involved the Number One worldwide opening. Few asked how His Exalted Highness the Nizam of Hyderabad and Berar, figured the world’s most extravagant man, had collected his riches or addressed how he spent it. Something many refer to as social cognizance and obligation gives the fake avocation to curiosity. The rationale is that boundaries of riches and wealth are grievous and that the rich owe an obligation to poor people. Obvious utilization is censured for the equivalent evident explanation. In any case, whatever elevated good contentions may be conjured, the fundamental explanation behind denouncing extravagant spending is dread: the rich must for the wellbeing of their own take care not to incite the jealousy and hostility of poor people who are consistently the larger part. The French and Russian Revolutions are history’s admonitions against unbridled and indiscreet indulgence. These are Western thoughts and, essentially, a great part of the information about even our own rich that energizes India’s media originates from the West. A general public where the station framework is solidly dug in doesn't draw back with dismay when an import boycott is briefly suspended to profit one polyester mogul. However, the Western media thought the control preposterous and detailed it. Western culture has advanced thoughts of social cognizance and obligation. Western Governments have accomplished a libertarian ethic and contrived a social government assistance net. In the fifties, the Western media got down to business on what it considered corrupt spending like the gem studded 18-carat gold fixtures on Sir Bernard Docker’s 860-ton yacht. Presently the narratives are about also pompous Indians, and India’s media gets them. That is the means by which Indians realize that the most costly home in Britain is the ? 117-million Kensington townhouse that Mr Lakshmi Mittal (who spent ? 34 million on his daughter’s five-day wedding junket at the Palace of Versailles worked by France’s King Louis XIV) purchased for his child. Another head honcho, Mr Bhupendra Kumar Modi, paid about ? 10 million for one of Singapore’s most costly penthouse pads in Marina Bay. Mr Vijay Mallya, who spent ? 1. million a year ago on purchasing five relics of Mahatma Gandhi, supposedly has 26 living arrangements around the globe and is arranging another home in Bangalore that will take off to 30 stories against Mr Ambani’s 27. Such subtleties disclose to us a lot about the nature of India’s well off. Not for them the case of the 38 US very rich people who promised at any rate 50 percent of their riches to goo d cause through a battle began by Mr Warren Buffett and Mr Bill Gates. Not for them the genuineness of the oil speculator, Mr T Boone Picken, who broadly stated, â€Å"I like creation cash more, however parting with it is a nearby second. Riches may not produce mind or shrewdness in India however that doesn’t mean the affluent can be accused for Mumbai’s ghettos or our dishonorable open administrations. The most we can blame them for isn't putting enough in schools, professional preparing, medical clinics and recreational offices. Rather, many want to store their riches abroad. Some salt it away in disguised records. Mr Ratan Tata wants to obtain car and steel organizations in Britain, South Africa and Singapore, and has allegedly given $50 million to Harvard. The arrangement doesn't lie in redistributing the riches previously made yet in urging others to create more while the Government additionally spends more on comforts like consumable water, sanitation, lodging and cleanliness, and viable free and mandatory essential instruction all through the nation. India’s mental self view is that of a superpower however a nation doesn't become one simply because a couple of individuals are ridiculously wealthy. It’s similarly effortless to contend that India isn’t a superpower on the grounds that 800 million Indians make due on around Rs 70 per day. The British average workers lived in wretched dirtiness when Britannia governed the waves. The arrangement lies in releasing the aggregate imagination of the Indian individuals. Deng Xiaoping’s cure was to â€Å"let a few people get rich first and afterward when they get rich, they will move the entire society and the rest will follow. † It became China’s trademark. Maybe it will work in India as well however in the event that it does, it will likewise mean showy sparkle down the line. Taking the totality of Indian culture, the Ambanis, Mittals, Mallyas and Modis are just business as usual. Source : Internet (by Sunanda K Datta-Ray (columist))

How to Ask Stupid Questions (Without Sounding Stupid)

How to Ask Stupid Questions (Without Sounding Stupid) Imagine this situation: You are in a meeting with your company’s top executives and the CEO is presenting the company’s strategic plan for the next financial year.As he winds up his presentation, he talks about how “the top management will touch base offline and come up with strategic action plans that we can run up the flag pole in order to reach some low hanging fruit and improve our ROI”.This stops you in your tracks.What did he mean by that?You want to raise your hand and ask what he meant but you first look around the room and see your colleagues nodding their heads in agreement.It appears to you that the others have perfectly understood everything that was said.Even though you have no clue as to what has been said, you avoid asking the question because you do not want to sound stupid.After the meeting, while having lunch with another colleague who was in the same meeting, she discloses that she has no clue what was said, but she chose to stay quiet because she didn’t want to be sound stupid.No one likes to ask a question and come across as a stupid person. Doing so can cause embarrassment and make you look incompetent.However, in your professional life, you will inevitably come across situations that require you to ask questions and risk sounding dumb.This could be anything from asking for clarification in a meeting to asking your colleague to teach you something that you are expected to know or something that comes easily to others.The weight of not knowing something becomes heavier as you go higher up the corporate ladder, because the higher you are, the more people expect you to be knowledgeable.However, some situations will require you to ask such questions and therefore you will need to master the art of asking seemingly stupid questions without sounding stupid.WHY IT IS ACTUALLY SMART TO ASK STUPID QUESTIONS There is an old saying that “there are no stupid questions”.However, many of us still refrain from asking questions because we do not want to be seen as stupid.While it might seem counterintuitive, asking stupid questions is actually a smart thing to do.Below are some reasons why.Asking Stupid Questions Helps You Acquire New KnowledgeWhen you ask a stupid question, you might sound stupid for a few minutes, but you will learn something.On the other hand, if you refrain from asking the question, others might not realize your ignorance, but you will continue being ignorant.So, it is up to you to choose betweenlooking dumb for a few minutes and being ignorant for the rest of your life.For instance, let us assume you do not know how to use the office coffee machine. If you ask a colleague how to use it, they might think that you are dumb, but they will teach you how to use it.On the other hand, if you choose not to ask, no one will be aware that you do not know how to use it.However, you will always have to wait for someone else to make the coffee since you cannot make it on your own.Therefore, if you find yoursel f in a situation where you need to ask a stupid question, you should treat it as a learning opportunity.Only by learning can you become smarter.Remember, this might be your only chance to learn that thing.For instance, if you are in a networking event and you find yourself talking to an expert in a certain field, it is better to ask the questions you have in your mind about the subject, even if they seem might seem dumb to them.The person might think you are dumb, but you will gain some knowledge about the subject.On the other hand, if you keep your questions to yourself, you might not get any other opportunity of learning from the person.Asking Questions Shows You Are Actually Paying AttentionIf meetings form a huge part of your weekly schedule, you will have noticed one annoying trait in meetings â€" people who pay zero attention to the proceedings of the meeting.They will either be sneaking peeks at their phones every two minutes, answering emails on their computer or just starin g off into space, lost in their thoughts.This is very rude and disrespectful to the presenter.It shows that their ideas and contribution is worthless.People love being listened to and seeing that their contributions matter. One way to show them that you are actually paying attention is by asking questions.When someone explains something that you do not understand, ask them questions for clarification. Even if your questions might come off as stupid, you are far off better than the colleague who pretends to have understood everything yet they weren’t even paying attention.It shows the presenter that you are actually listening to what they have to say and are eager to know more.Asking Questions Is an Indicator ofan Inquisitive MindSmart people ask questions, even if they risk appearing dumb. A question might appear stupid on the surface, but it can uncover a new way of thinking or lead to better solutions to a problem.Asking questions shows you are an inquisitive person who is open to new ways of looking at things and is not afraid of trying unconventional approaches.Asking questions even in situations where you are expected to be knowledgeable also shows that you are more committed to the outcome than to how others view you.Remember, it is easier to ask a stupid question than to correct a stupid mistake.Asking Stupid Questions Helps Reveal Hidden Ambiguity and Erroneous AssumptionsStupid questions can help you learn a lot. They help uncover any prejudices and assumptions that people might have when discussing a particular topic. They help reveal the complexity of things that initially seem to be obvious.For instance, let’s assume your organization wants to make its operations digital and you are in a meeting to discuss whether you should build a website or a mobile app for the organization.The debate is heated as your colleagues discuss the advantages and disadvantages of one against the other.In the midst of the debate, one colleague raises their hand and asks this:“Why are we going digital anyway?”Initially, this might seem like a pretty stupid question. The assumption is that in today’s world, every business needs to go digital.However, answering that question helps uncover the real objectives the organization wants to achieve by making its operations digital.This makes it easier to choose between a website and a mobile app, based on what the organization wants to achieve.Asking Stupid Questions Ensures Everyone Is on the Same PageThis is related to the previous point.Sometimes, a person with great knowledge on a subject might assume that everyone has a clear understanding of the basics of the subject.Such a person might discuss the topic from their own perspective, leaving others in the dark.Asking a seemingly dumb questions shows the person that everyone does not have the same understanding of the subject as them.While the question might sound dumb to them, it will help place this person on the same page as the people he is addressing.For instance, if you are talking to a web consultant about how to improve your online sales, he might casually mention that your website needs some SEO (a common term in the online and web industry). To them, this is a daily term that everyone should be aware of.So, asking what SEO is might sound dumb.However, it helps remind them that you are not an expert in their industry, and therefore makes it easier for them to explain everything to you clearly.While it is clear that asking stupid questions can actually be smart, the secret lies in knowing how to ask these questions.Without the proper strategy, asking these questions will make you sound stupid and leave others silently questioning your competence.So, how do you ask stupid questions without sounding stupid?THE PROPER WAY TO ASK STUPID QUESTIONSObserve FirstIt makes no sense asking a stupid question if it something you can learn through observation. This is especially relevant to things that are done almost every day and that everyone is naturally expected to know.Instead of actually showing that you do not know how to do it, chat up a colleague as they perform the task while you subtly watch what they are doing.You can then try to replicate what they did on your own.While not all your questions will be based on simple things that you can easily learn through observation, it is always good to try and learn something by yourself before you decide to ask.Practical Example: If you do not know how to use the office coffee machine, asking a fellow colleague might make you look dumb. If you want to avoid coming across as a dumb person, you can walk up to a colleague and chat them up as they brew their coffee. As you chat, subtly observe what they are doing and then return to the coffee machine later to try it yourself.Think Before You AskSome questions are not inherently stupid. What makes them stupid is that they show that you did not give them any thought before you asked the question, and this nat urally makes you sound stupid.Do not simply blurt out a question the moment it pops into your head.Instead, give it some thought and consider whether it is worth asking, and whether it will help you (or others) gain some extra knowledge.Follow the Google RuleDo not ask a stupid question if you think can find the answer on Google.For instance, if your CEO is talking about the new ERP system the company wants to implement, do not raise your hand and ask what ERP means.Instead, if you can discreetly type the term on Google to understand what they are talking about.Even if you are talking to them face to face and you do not have the opportunity to Google the term, make a mental note of the term and Google it up once you get back to your desk.If you find information on Google that you do not understand, you can then ask more specific questions from a more knowledgeable point of view.The key thing here is to avoid asking questions that could be answered with “make Google your friend”. Practical example: Instead of asking your boss how to incorporate Excel graphs into your PowerPoint presentation, you can easily learn how to do that on the internet.Ask Dumb Questions EarlyWhen you start a new job or move into a new industry, it is expected that you might not know a lot about the new job or industry.Therefore, you stupid questions will be more tolerated and people will be more willing to help you out.However, they expect you to learn the longer you stay there, so if you ask some seemingly stupid questions a year after joining the company, they are more likely to view you as a dumb and incompetent person.You should ask your dumb questions early and often to help you learn things faster.Start With What You KnowThe fastest way to look totally stupid is to have absolutely no clue about whatever you are asking.Therefore, if you do not want to sound stupid, do your own research into the topic before asking the question. You might even find the answers you are looking for .Even if you are unable to find the answer, you will have a better understanding of the subject, which will allow you to ask questions from a more knowledgeable point of view.When asking your question, you should then start by mentioning what you know about the topic, and then ask for clarification on what you do not understand.This shows the other person that you actually put in some effort into the subject and makes them more willing to help you out.A good way to show what you do know is to preface your question with statements such as “I’ve read that…” or “When preparing for our meeting, I noted that…” before moving on to the question.Practical example: If you are a marketer who just moved from the automobile industry to the tech industry, you won’t be well versed with everything about marketing in the tech industry. When asking a question that might sound obvious to those who have been in the tech industry, do not say “I have no clue how to handle this situatio n. Could you please show me?” Instead, show what you know by saying, “I have previously worked in the automobile industry, and this is the approach we used for such scenarios. However, I understand things are a little bit different in the tech industry, so could you enlighten me on the best approach for this scenario from a tech industry perspective?”Make a Solid SuggestionSometimes, your questions make you look stupid because they show that you have absolutely no clue about what you are asking.They show that you have not given the slightest thought to whatever you are asking.To avoid sounding clueless, you need to give a solid suggestion to show that you have actually thought about you are asking and that you only need some little guidance.It also makes it easier for the other person to answer your question.Even if your suggestion is not the best, it shows some effort on your part.Practical example: Let’s say your company has just created a digital marketing department, and you have been tasked with conceptualizing and implementing the first digital marketing campaign. This is the first time you are handling digital marketing, and you will definitely have some questions. Do not go to the marketing manager and ask “Where should I start?” Instead, do some research and find out what digital marketing entails. Once you are armed with some knowledge, you can say something like, “I think we should start by creating social media pages for the business and hiring an agency to develop a website for us. Do you agree or is there a better starting point?” This asks the same question â€" “where should I start?” â€" but in a better way that makes you look competent instead of sounding dumb.Don’t Concede Your DumbnessOne of the major mistakes people make when asking a stupid question is to acknowledge that they are asking a stupid question, which makes them sound even more stupid.Do not start your question with a statement like, “I know this is a stu pid question, but…”Do not apologize for asking the question by prefacing the question with a statement like, “I’m sorry, but I wanted to ask…”Doing any of these portrays you as an incompetent person and sets you up for a dismissive answer from the very start. Even when asking a stupid question, ask it with confidence.Ask the question in a straightforward way, without being apologetic. Look the person in the eye and ask your question without fumbling or wavering.Practical example: Let’s say you need to pull a client report from the newly implemented CRM, but you cannot recall how to go about it. You need to ask a colleague (or your boss) to remind you how to do it. Do not go to them and say, “Excuse me George, I know it’s silly of me to have forgotten, but can you remind me how to pull a client report from the new CRM?” Instead, walk confidently to their desk and say, “Hi George, could you kindly remind me the process of pulling a client report from the new CRM? ”Seek Clarification through DetailsSometimes, we ask stupid questions because we have not clearly understood something.If someone has just explained something but you did not clearly understand them, do not concede that you did not understand a thing they said.This will only make you sound stupid. Instead, you can ask for details that would clarify their explanation without showing that you did not understand the explanation.A good way of doing this is to ask them to give you a real-life example of whatever they just explained.Another good alternative of seeking clarification through details is asking open ended questions that encourage longer answers.For instance, you can as questions like “What factors do you think drive XYZ?” or “What do you think about XYZ?”Seek Out Supporting OpinionsLike I mentioned above, sometimes our stupid questions arise from the fact that we did not understand someone’s explanation of something.While we might not have understood their explana tion, perhaps someone else might have a better explanation that we will find easier to understand.You can encourage such a person to voice their explanation by asking questions such as, “Has someone else here ever encountered such a problem before? How did you deal with it?”This makes it easier for you to encourage someone else to explain the concept to you without acknowledging that you did not understand the first explanation.Ask For Feedback from Subject ExpertsSometimes, you might be in a meeting and someone raises a point that you do understand clearly.Acknowledging that you have no understanding of the point being discussed might make you look dumb, especially when everyone else in the room seems (or pretends) to understand it clearly.At the same time, choosing to downplay your ignorance is a risky affair as well. It might backfire on you in case you are asked to give your opinion on the issue.So, how do you get yourself from this catch-22 without displaying your ignorance ?A good way of doing this is by asking for feedback from people who have in-depth knowledge on the matter.For instance, you could say, “That sounds like a great idea, but I would like to hear the COO’s opinion on the matter before we proceed. She is quite knowledgeable in this area and might provide some great insights we might have overlooked.”By doing this, you are asking the subject matter expert to explain the concept without actually acknowledging that you do not have a clear understanding of the matter.Ask Specific Questions Instead of Broad QuestionsBroad questions show that you do not have a clue about what you are asking about, which makes you appear dumb.For instance, if you are holding discussions with the agency you hired to build your new website, saying “I saw that PHP is better in terms of XYZ, but what makes it the best choice for our project in particular?” is a lot better than saying “What is PHP?”However, for you to be able to ask more specific quest ions, you need to have done your own research beforehand to give you a better understanding of the subject.Ask Them to Explain To a ChildIf someone has presented something but you did not understand it, you can hide your ignorance but still ask for clarification by asking the presenter to explain the concept to an imaginary person.Asking them to explain it to a child is a good option.This is because explaining something to a child requires them to explain it in the simplest possible language.You could do this by saying, “To make sure that everyone clearly understands this, can you pretend you are explaining it to an eight year old?”Remain Quiet If You Can Afford ToWhile I started by saying that asking stupid questions can actually be a smart thing to do, there are situations in which it is a lot better to remain quiet.If you feel with absolute certainty that asking a question will lead to others perceiving you in negative light, it is a lot better to research the question later or gain some insight into the subject before asking your question.Assess the situation before asking your question, and if you feel that the situation calls for it, it is better to remain silent and hide your ignorance instead of blurting out and becoming the laughing stock of the company.CONCLUSIONIn the course of your day to day life, you will inevitably find yourselves in situations that require you to ask stupid questions. In some instances, asking stupid questions is actually a smart thing.However, you need to have the right approach in order to ask stupid questions without sounding stupid.Before asking a stupid question, always take the time to think it through and observe. You should not ask questions if the answer can be found on Google.However, if it is an absolute must for you to ask, ask stupid questions early and start by showing what you know.Accompany them with solid suggestions and ask the questions confidently, without acknowledging your ignorance. You can hide your ignorance by seeking clarification through details, seeking out supporting opinions and asking for feedback from subject matter experts.However, always assess a situation before asking a stupid question, and if it is not an absolute must for you to ask the question, it is much better for you to remain silent.

Positive Effects of Entertainment Technology on Human...

In: Rene Jacquart (Ed.) Building the Information Society.  © IFIP, Kluwer Academic Press, 2004, pp. 51-58 51 POSITIVE EFFECTS OF ENTERTAINMENT TECHNOLOGY ON HUMAN BEHAVIOUR Matthias Rauterberg Technical University Eindhoven (The Netherlands) Abstract: Worldwide the pros and cons of games and social behaviour are discussed. In Western countries the discussion is focussing on violent game and media content; in Japan on intensive game usage and the impact on the intellectual development of children. A lot is already discussed on the harmful and negative effects of entertainment technology on human behaviour, therefore we decided to focus primarily on the positive effects. Based on an online document search we could find and select†¦show more content†¦General development: Games require the use of logic, memory, problem solving and critical thinking skills, visualization and discovery [34]. Their use requires that players manipulate objects using electronic tools and develop an understanding of the game as a complex system. Play is an effective teaching strategy both inside and outside school. According to Goldstein â€Å"more than 40 studies concludes that play enhances early development by at least 33%† [36 ]. Play with games and toys are an important part of child development to acquire a variety of skills for life, such as motor-coordination, social and cognitive skills [15]. As societies become increasingly concerned about the physical and psychological well-being of children, the value of playing and learning is getting crucial [22]. Players can progress from newcomer to expert, in particular in belonging to a social system [11]. Teaching: If computer games are to become part of educational settings, it is crucial to question existing stereotypes and to ensure that the culture of games players in education conforms to neither [13]. It is teachers’ stereotypes that resist change and not people; therefore, by interrogating conceptions of these stereotypes it is possible to avoid falling into the error of believing them to be exclusive descriptors of games players [11]. Academic performance: In a research program the use of electronic communication and games with children was i nvestigated in both classroom andShow MoreRelatedWhat Impact Does Entertainment Technology Have on Child Behavior?1116 Words   |  5 Pagesproliferation of technology within entertainment has had detrimental effects on those children exposed to them, with many youngsters forgoing the more traditional pursuits in favour of digital interaction with online acquaintances or artificial intelligence. Entertainment now contains a wide variety of technologies including television (standard or interactive), music, computers, games consoles, toys and the internet, to name but a few. 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By the 1940s (1930-1940), at least 83% of homes possessed a radio(Smith, 2014,paragraph 23, Radio: The Internet of the 1930 s). The negativity of certain broadcasting posed as a concern, even in the early years. As Smith explained, But the new technology also raised anxieties. Observers worried about the propriety andRead MoreThe Impact Of Internet On Our Society Today Essay1502 Words   |  7 Pagesmedia in the world today. With technologies becoming better and better after time, the number of new internet users increase daily. Many societies have been formed such as the Internet Society to foster growth and the access of internet through the globe by bringing information and partnerships to people and communities. With every country thriving to increase internet penetration, the internet has a great impact in our daily lives, affecting us in both a positive and negative way. Some users may

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The Impact of the Stamp Act on the American Revolution Free Essays

The Impact of the Stamp Act on the American Revolution The Stamp Act was essentially a tax on all printed materials and commercial documents. This also included newspapers, pamphlets, bills, legal documents, licenses, almanacs, dice, and playing cards. These materials had to carry a special stamp which needed to be purchased. We will write a custom essay sample on The Impact of the Stamp Act on the American Revolution or any similar topic only for you Order Now This tax, along with the Boston Port Act, Massachusetts Government Act, Administration of Justice Act, Quartering Act, and the Quebec Act, made up the Intolerable Acts. The Stamp Act was created to help cover the 10,000 soldiers left in the colonies after the French and Indian War. The war had put Britain over ? 130,000,000 by 1764. It was created by George Grenville and went into effect on November 1, 1765. This was the first direct tax imposed on the colonists by the British. When news of the Stamp Act reached the colonies in May, the Virginia House of Burgesses stayed in session to pass a set of resolutions protesting the tax. More newspapers throughout the colonies circulated Virginia’s Resolves. As it made its way around the colonies, resolutions grew more numerous and radical. Massachusetts’s legislature circulated a call for a unified response. In October 1765, 27 delegates from 9 colonies met in New York City. This group came to be known as the Stamp Act Congress. On October 19th, the congress adopted 14 resolutions. These resolutions were then forwarded on to the King and the Parliament. It was repealed on March 18, 1766. This was the same day the Declaratory Act passes. This act gave Parliament the right to make any law for the colonies. Unrest in the colonies died down after the Stamp Act was repealed, but the committees that it had created remained. These committees included the Committees of Correpondence, Sons of Liberty, and the boycotts were refined and used later to protest future British taxes. These acts along with the issue of taxation without representation led to the American Revolution. How to cite The Impact of the Stamp Act on the American Revolution, Papers

Systematic Sythnthetic Phonics free essay sample

The National Literacy Strategy has been in place since 1998 and since this time there has been a significant increase in the teaching of phonics in literacy, and there have been substantial changes and improvements in the teaching. Although the teaching of phonics has been increased and an improvement has been seen, children were still failing to meet the standards expected in literacy, which means teachers needed to review and improve the way they teach phonics in the literacy hour. Here in the UK we live in a print dependent society, so it is important that, as far as is possible, all children become effective readers and writers, people who are both functionally literate and who enjoy engaging with print. In March 2006 the Secretary of State for Education for England, commissioned the Rose Report which recommended that synthetic phonics must be included in the early reading instruction (Styles. M, 2007). The Rose review provided a simple model of reading which basically states that skilled reading requires two processes: the reader recognises and understands the words on the page (word recognition and decoding) and the development of language comprehension ( that is written texts as well as spoken language are understood and interpreted). Both processes are required, but one without the other is not sufficient (Ofsted, Getting them reading early, 2011) There has always been a debate regarding the teaching of reading, relating to published schemes or a whole language approach, and it had been said that â€Å"understanding the particular demands made by a language like English is crucial for the successful early teaching of reading in English†. Joyce Morris (1984) believed that synthetic phonics was the only way to teach reading and described it as teaching students to convert letters into sounds to form recognisable words, compared to Analytic phonics which introduces children to whole words before teaching them to analyse these into their component part (Styles. M, 2007). Personal teaching practice has seen Jolly Phonics, Letters and Sounds and more recently Read, Write Inc (appendix 1) being used to teach and learn English, throughout Foundation stage and Key Stage 1. These schemes work alongside the principle that children will learn a new sound and then be able to blend sounds together to form a word, they are not literally reciting a word from memory. Whichever programme is delivered, it has been emphasised how importance it is to remain consistent, systematic and delivery being regular, else there is a high chance of the programme being floundered, which is referred to as â€Å"fidelity to the programme†. Through own teaching practice it has been seen where a child memorises words on sight within a book, or literally remembers the story from having it read to them, and then when they read it to a teacher they are believed to have read it fluently so are just given the next book, and before long the child is moved up the reading scheme without having any knowledge of reading at all, and this sometimes is not picked up for some time, and so has a detrimental effect on the child’s reading. Parents do not always have the knowledge to realise when their child is just reciting what they have heard, so foremost it is the responsibility of the teacher to ensure the children do have the strategies provided to them to allow them to read accurately, so therefore the Rose Review may help in preventing this from happening. Previous research into the teaching of reading and writing led to the findings that numerous children were not reaching the expected level 4 at age 11 in English, and the proportion stalled to 80%. It was said that the best primary schools in England teach children to read, however this could be argued when children are still starting Secondary School below National expectation. Research has found that children are taught to read when a school sets the foundations for a very rigorous and sequential approach to developing speaking and listening and teaching reading, writing and spelling through systematic phonics, and if schools focus on this objective, adopt a consistent approach and make every minute of every lesson count, then they can achieve high standards in reading (Ofsted, Report summary, reading by six, how the best schools do it, 2010). This obviously requires teachers to eliver a highly structured approach to teaching phonic knowledge and skills, which includes a fast pace, praise and reinforcement, perceptive responses, active participation by all children and evidence of progress, all of which personal teaching practice has witnessed daily (appendix 1). If teachers are going to prevent these statistics of failing children to read and write, then assessment needs to be top priority, as this enables pupils to be quickly identified if they are falli ng behind (Ofsted, Report summary, reading by six, how the best schools do it, 2010). The government’s white paper, the importance of teaching, in November 2010 stated its case for phonics. It said it would ensure all children have the chance to follow an enriching curriculum by getting them reading early, this means supporting the teaching of systematic synthetic phonics and introducing a simple reading check at age six to guarantee that children have mastered the basic skills of early reading and also ensure children are identified with learning difficulties, and this is now reflected in the new teacher standards, under the heading ‘Developing good subject and curriculum knowledge’. Teachers delivering early reading must now demonstrate a clear understanding of systematic synthetic phonics. It was also made clear that Ofsted would enhance its inspector’s expertise in assessing the teaching of reading, so that their judgements reflect appropriate expectations and recognise particular features of systematic synthetic phonics teaching. The reason being for this so that if reading and writing are not good at the end of year 2 and 6 then Inspectors have the sufficient knowledge to allow them to ask questions relating to the unsatisfactory progress children have made. The development of the new phonics screening test for six year olds means that inspectors are even more likely to encounter phonics. (Ofsted, Getting them reading early, 2011) The findings of the Rose Report has provided many discussions for schools, and have subsequently made schools review and improve their provisions, particularly the frequency and pace of their phonics sessions. Teachers have now begun to see the importance of teaching the phonemes and graphemes in a specific order, so are delivering the programmes through the correct structure, to enable the children to progress successfully. To allow this success to continue, it is important that all staff be allowed access to regular high quality training, which will be provided by the local authority. (Ofsted, Responding to the Rose Review: schools approaches to the systematic teaching of phonics, 2008). Another impact that the Rose Review has had on schools is the introduction of the year 1 phonics screening check, and this has been used in all mainstream schools in England since 2012, and the purpose of it is to identify pupils who need extra support and ensure that they receive help, children who do not reach the required standard in year 1 then retake the screening check in year 2, which inspectors will then follow up looking at data providing information about the impact of any interventions that the school has put in place and the speed in which children were able to catch up with their peers, the focus of the test is simply to ensure that children have mastered the basic skills of early reading. This obviously has put pressure on schools to make sure that the way they are delivering the systematic synthetic phonics is correct and that every member of staff responsible for it has been given sufficient training and guidance to enable them to achieve the results expected from the m, or be prepared to answer questions about why their pupils are underachieving. Schools which have already undertaken the screen check have already said that they found it helpful in identifying children who are struggling with phonic decoding, and need intervention and pinpointing particular aspects of phonics that numerous children are finding difficult. One area of the test which some schools had issues with was the inclusion of nonsense words, and through personal teaching practice it has been found that some higher ability children do struggle with the concept of nonsense words, because they understand it does not make sense, so refuse to sound it out, however these children must be taught to overcome this as it had been found that children need to have a strategy for working out words that they have not come across else once again you risk the chance that children are just remembering words on sight (Ofsted, Getting them reading early, 2011). Because of the screening check, teachers have to ensure that they make themselves very familiar with the relevant sections as only they are able to administer it, and it has to be administered correctly, and the materials have to be stored securely for the duration of the check week and until the last check has been administered, to ensure no child has an unfair advantage, once the check is complete it has to be reported to the local authority.. Research has been undertaken to address questions such as â€Å"does systematic phonics instruction help children learn to read more effectively than non-systematic phonics instruction or instruction teaching no phonics? †, and â€Å"are some types of phonics instruction more effective than others? †. It was concluded by the National Reading Panel that ‘specific systematic phonics programs are all significantly more effective than non-phonics programmes, however they do not appear to differ significantly from each other in their effectiveness although more evidence is needed to verify this. Rose wrote, ‘analytic phonics is good, but synthetic phonics is better’ (Wyse. D, 2008), for this statement to qualify then the amount of children leaving primary school at the age related level 4 should definitely start to improve and more so now since the introduction of the screening check, as this should prevent children slipping through the system. Since the Rose Report was introduced schools have emphasised that the impact of the systematic approach to teaching phonics had raised their expectations of how quickly and well children could learn to read and write, and subsequently schools have now been forced to look at other aspects of their practice, like the transition from the foundation stage to year 1, the use of tracking data, the grouping of children, and the teaching of writing (Ofsted, Responding to the Rose Review: schools approaches to the systematic teaching of phonics, 2008). It is clear from research that the majority of schools have welcomed the programmes clear structure and believe that it will assist planning and consistency. Evidence is showing that children are enjoying their phonics lessons, due to the fact that they can actually put letters and sounds together in a meaningful way, some schools have actually noticed an improvement in boys enjoyment at learning to read which could be a subsequent improvement in relation to current educational issues relating to the underachievement of boys in English, particularly writing. Personal teaching practice has shown that Read, Write Inc never gives a child a book that they cannot phonetically decode for themselves (as seen in appendix 1) so therefore children are never faced with the daunting worry that they are going to have to read something that they can’t, instead they are full of confidence and actually enjoy reading their books, which then in turn transmits into their writing. The Rose Review enforced a dramatic change in the content and method of teaching children to read. The National Literacy Strategy needed to change before even more children failed to meet the expected standard of Literacy, and were therefore being let down by professional teachers during the most important years of their life. Teaching and learning of reading are human processes, subject to the uncertainties, and unpredictability that comes with human kind. The ability to read is the key to educational achievement, without a basic foundation in literacy children cannot gain access to a rich and diverse curriculum. Poor literacy limits opportunities not only at school, but throughout life. By introducing systematic synthetic phonics throughout all the schools in England it can only be hoped that children are now receiving the delivery of Literacy at the expected level to enable them to become fluent independent readers with the capability to express themselves with words and writing. This way of teaching phonics is always going to come across some barriers, and of course there will be some children that cant process this level of education, but hopefully those children will be in the minority, and will quickly be identified through constant assessment and then through intervention will be able to have their misconceptions corrected and catch up with their peers. Bibliography Morris, J. (1984). Phonics 44 for initial literacy in English. Reading, 18. 1. Ofsted. (2008). Responding to the Rose Review: schools approaches to the systematic teaching of phonics. Retrieved February 12, 2013, from www. ofsted. gov. uk/resources/responding-rose-review-schools-approaches-systematic-teaching-of-phonics. Ofsted. (2010, November 14). Report summary, reading by six, how the best schools do it. Retrieved February 12, 2013, from www. ofsted. gov. uk/publications/100197. Ofsted. (2011). Getting them reading early. Retrieved february 12, 2013, from http://www. ofsted. gov. uk/resources/getting-them-reading-early. Styles. M, W. a. (2007). Synthetic phonics and the teaching of reading: the debate surrounding Englands Rose Report . Literacy, 35 42. Wyse, D. a. (2008). Synthetic phonics and the teaching of reading. British Educational Research journal, 34 (6), 691 710. Wyse. D, G. (2008). Synthetic phonics and the teaching of reading. British Educational research Journal,, 691 710. Appendix 1 An overview of one school’s approach to the teaching of systematic synthetic phonics St Thomas Primary School, Boston, Lincolnshire Read, Write Inc Read, write Inc is a rapid learn to read programme to enable children to read to learn for the rest of their lives. It was designed for children four years plus, for older children who need to catch up, and for children who are new to English. It works by teaching children 44 sounds and matching letters/letter groups, and teaches them to blend sounds to read words. Children read lots of specially written books, which only contain the phonemes which they have learnt, therefore a child is never presented with a book that they can’t actually read. Children are constantly praised throughout the teaching, and always work with a partner to allow them to be a teacher as well, and to learn to give praise back. This approach is relatively new to this school, and has been incorporated by all members of foundation stage and KS1 members of staff, through 2 days of Read, Write INC training. Phonic Lead observes and provides in house/1:1 training and coaching, or team teaching sessions. Some staff are required to have outside training as a top up, or support with their misconceptions. Children’s progress is tracked by assessing them every 6 weeks and then the phonics co-ordinator analyses the data to see if the children are making progress, and then the children are regrouped accordingly to what sounds they know, this prevents children working at the wrong level and having gaps in their knowledge, when this assessment takes place it also gives the Phonics lead the opportunity to identify any children that need intervention. Teachers have Phonic displays in KS1 which link sounds, and words that are continuously linked to all learning. Alphabet freezes to support recognition and formations. Teachers will have flash cards/ words in pocket/apron to show children throughout the day. In Reception and KS1 teachers encourage children to use phonics when reading and writing during carpet session, adult directed activities and independent work. Phonic Lead also delivers phonic training to parents at the beginning of the year, to support learning at home. EYFS lead ob serves children in preschools and