Reflective Journal free essay sample

What I have pro-actively tried to do is participate in the discussions regarding student groups and what other peers do to motivate, engage and ensure differentiation within their sessions. Avis et al in â€Å"Teaching in Lifelong Learning† was a useful book which has provided me with practical teaching guidance on classroom sessions and what I can do to improve my delivery to students. I have drawn on this resource and it has assisted me with discussing with my peers in the PGCE sessions about what is beneficial to learners and what can be detrimental within a classroom environment. By engaging in these types of debates within PGCE it has given me additional confidence to contribute when in the Higher Education arena with colleagues. In year 1, due to my lack of experience I felt reticent to share comments about how I felt I could inspire learners and contribute to their enthusiasm. In contrast this year I have felt a more active part of the team. We will write a custom essay sample on Reflective Journal or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page This has been further evidenced by me trying to insert new teaching assessments and techniques for example: the snowball event which has been referred to in PDP4. The observations which I undertook to assist with PDP2 have demonstrated further how a tutor should take risks with their delivery and be encouraged to try new approaches. When observing the HND class, although many of the techniques may have been considered basic, the students clearly enjoyed the interaction and the opportunity to be integrated in the session. Feedback from my second teaching observation this year, was I had not interpreted a model correctly to students. I subsequently sought advice from my tutor to ask to discuss my interpretation of the model and how this could be rectified with the students. This was a steep learning curve for myself, asking for help and support should not be seen as detrimental. Reviewing what happened, realistically I need to ensure I review all models and seek advice from colleagues if I am not sure how to approach them. I have taken on board Schon’s reflective model on how you learn from experience and your teaching can improve from ensuring you develop from these action points and improve your practice. One of the modules which I taught this academic year was a lecture as a guest speaker, followed by a seminar and the students were split into two seminar groups. I therefore had to co-teach the seminar group with a colleague. The same lecturer had taught the â€Å"People and Organisation† module previously. I found this situation quite difficult, as although I was preparing the material for both seminar groups the other lecturer did provide feedback, comments on how things could have been done differently. The feedback was not constructive on lesson techniques instead was more a personal opinion on what he would have included in sessions etc. I took this feedback on board and ensured I acted professionally in the meetings; however I did discuss this with my mentor to get feedback on whether I handled it correctly and what way I could approach it in the future. Initially, I began to doubt if I had the confidence and ability to teach the module and evaluated this situation after the first four sessions. I then applied Egan’s model of Explore, Understand and Act and began to discuss with the lecturer what would he do differently, understand what his views were and then act on that. I moved the situation by evaluating my performance, discussing it with a peer and then identifying what is best for the students. In addition, my mentor and I discussed the issue and I explained I was keen to learn from any errors I had made, however I did review the situation that both the colleague and I should be working together to ensure a consistent delivery package and should not be competing as â€Å"us and them†. Roffey-Barentsen amp; Malthouse (2009) (p7) in their model helped me to evaluate and take the necessary relevant action of â€Å"reading about what I was going to deliver† â€Å"planning† for the seminar, â€Å"doing it†, taking time to â€Å"reflect† on it and then the cycle can be undertaken again. By using an academic model it has helped me to understand the process of reflection and how I can move a situation forward in an academic situation. Although I recognise the support of peers and the importance of sharing best practice as a professional I do understand how I need to undertake my own personal development to ensure I maintain my standards. By doing this, it will encourage colleagues to seek support from myself and guidance when requiring information about my subject specialist area. Currently within my department I am the only colleague who is CIPD qualified. I take this qualification seriously and want to ensure my colleagues can draw upon my professional experience to assist them in the workplace. Within the limitations of teaching reduced hours I do aim to try to provide additional support to my colleagues by providing journal articles or other relevant Employment Law information. In addition on three occasions this year I have facilitated on the BA programme as a guest speaker. Based on this delivery, in preparation for next year I have been asked to facilitate on the course next year. A further contribution which I have made to the Higher Education department was a new colleague joined the team. As he was allocated a module which I had previously facilitated on, I provided my entire lesson plans to him, DVD resources etc for the whole module. In addition, we discussed his facilitation during 1:1’s and I explained I recognised he would want to change, amend and update how the resources were his to utilise as he felt appropriate. In summary I feel it is important to work as a co-operative team member to ensure best practice is shared and to provide support and guidance to colleagues. As Belbin’s teamwork theory illustrates the team will include a variety of different personalities and it is essential an effective work practice is undertaken. By working as a team this will benefit the students which should be the priority for all of the teaching staff.

Deception in Research A Critical Analysis

Deception in Research A Critical Analysis Introduction The Stanford prison experiment was a psychological research on the impacts of being a prison guard or a prisoner. As the name suggests, the test was carried out at Stanford University between August 14 and August 20, 1971. It was conducted by a group of renowned researchers in the psychology field, led by Phillip Zimbardo. The latter was a well known professor of psychology.Advertising We will write a custom essay sample on Deception in Research: A Critical Analysis specifically for you for only $16.05 $11/page Learn More The research was funded by the US Office of Naval Research. The research attracted the interest of both the Marine Corps and the US Navy. It was conducted to investigate, and possibly explain, the discrepancies between the prisoners and the military guards. Zimbardo and his research team came with a hypothesis to conduct the study. The scholars hypothesized that the intrinsic personality traits of the prisoners and the guards w ere the key source of abusive behavior in prison. Consequences of Deception There are several advantages and disadvantages associated with the use of deception in research. The costs and benefits of deception can be traced in the Zimbardo’s study. According to the scholars, the prisoners had internalized their responsibilities, although some indicated that they would acknowledge â€Å"parole† even if it would entail forfeiting their pay. The prisoners, however, acted to the contrary. They continued to participate in the study even after their requests for parole rejected. Zimbardo held that the prisoners did not have any reasons for continuous contribution in the research after losing all their monetary compensation. But they did continue with their contribution, possibly because they had internalized the ‘prisoner’ identity. Zimbardo noted that, out of the more than fifty individuals who had participated in the experiment, only one person questioned its m orality (Zimbardo, 1973). The results of the study indicated the obedience and impersonality of the individuals when presented with a legitimizing ideology. The results also addressed the issue of institutional and social support. The scholars used two theories in the study. The first was applied cognitive dissension theory (Nier, 2010). The second was the power of influence theory. The outcome of the research supported the situational attribution of behavior. The results refuted the dispositional attribution (Nier, 2010). The actions of the participants were attributed to the situation. Individual personalities did not play a significant role in this case. The findings of this research were compatible with those made in Milgram’s study.Advertising Looking for essay on psychology? Let's see if we can help you! Get your first paper with 15% OFF Learn More In the latter experiment, ordinary individuals obeyed orders to administer distressing and hazardou s electric shocks to another individual (Haney Banks, 1973).  After the research, there were uprisings in some penitentiary facilities. They included Attica and San Quentin correctional institutions (Haney Banks, 1973). The uprising raised concerns over the methodology adopted in the study and findings made. The prisoners and the guards embraced their respective obligations, something that was not anticipated. The parties went beyond what the researchers had projected. The situation gave rise to dangerous and psychologically destructive conditions in the prisons. A third of the prison guards were believed to have displayed authentic sadistic behavior (Zimbardo, 2007). The lead researcher was forced to admit the fact that he had inactively allowed for immoral actions, which were conducted under his watch. The scholar concluded that both the guards and the prisoners were engrossed in their obligations. He also realized that he had immersed himself too deeply his own study. As a re sult, he was forced to terminate it. The Stanford prison study was widely regarded as an alarming academic undertaking. It bared the participants to the risks associated with the exposure of the dark side of human nature (Fiske, 2010). What If Deception was not used? The findings of the study may have been significantly different if the researchers had not used deception at all. Some critics of the study hold that the participants were just involved in role-playing. To this end, the participants were structuring their behavior depending on how they were expected to act. They were believed to reproduce their acts according to the stereotypes revolving around the behavior of guards and prisoners. Such behaviors could not have been exhibited if the researchers did not engage in deception.  The experiment came out as an examination of the impacts of oppressive leadership. Because of this, several ambitious guards changed their behavior to match the patterns that the scholars were tryi ng to deduce (Zimbardo, 1973). The change in behavior was one of the major impacts of using deception in the study. Furthermore, the study was condemned on environmental validity basis.Advertising We will write a custom essay sample on Deception in Research: A Critical Analysis specifically for you for only $16.05 $11/page Learn More Several conditions established in the study were subjective. The conditions were not connected to real-life situations. A case in point is the blindfolding of new prisoners. The prisoners were prohibited from wearing underwear or looking out of the window. Conclusion In summary, the study (which was intended to establish whether or not the intrinsic personality traits of prisoners and guards were the key sources of abusive behavior in prison) did not get the desired results. The main reason for this was the use of deception. The results obtained were not in line with what the researchers had anticipated. The researchers conduct ed the study under unfavorable conditions. If deception had not been used, then both prisoners and guards would have behaved as anticipated. Therefore, the use of deception in social-psychological research produces undesired results. References Fiske, S.T. (2010). Social beings: Core motives in social psychology. London: Wiley. Haney, C., Banks, W. C. (1973). Interpersonal dynamics in a simulated prison. International Journal of Criminology and Penology, 1, 69-97. Nier, J. (2010). Taking sides: Clashing views in social psychology. London: McGraw-Hill Higher Education. Zimbardo, P. (1973). The mind is a formidable jailer: A Pirandellian prison. New York: Free Press.Advertising Looking for essay on psychology? Let's see if we can help you! Get your first paper with 15% OFF Learn More Zimbardo, P. (2007). The Lucifer effect: Understanding how good people turn evil. New York: Random House.

A History of the Palace of Versailles, the Jewel of the Sun King

A History of the Palace of Versailles, the Jewel of the Sun King Beginning as a humble hunting lodge, the Palace of Versailles grew to encompass the permanent residence of the French monarchy and the seat of political power in France. The royal family was forcibly removed from the palace at the onset of the French Revolution, though subsequent political leaders, including Napoleon and the Bourbon kings, spent time in the palace before it was transformed into a public museum.   Key Takeaways The Palace of Versailles was originally constructed in 1624 as a simple, two-story hunting lodge. King Louis XIV, the Sun King, spent nearly 50 years expanding the palace, and in1682, he moved both the royal residence and French seat of government to Versailles. The French central government remained in Versailles until the beginning of the French Revolution, when Marie-Antoinette and King Louis XVI were forced from the estate. In 1837, the estate was refurbished and inaugurated as a museum. Today, more than 10 million people visit the Palace of Versailles annually.   Though the main function of the contemporary Palace of Versailles is as a museum, it also plays host to important political and social events throughout the year, including presidential addresses, state dinners, and concerts.   A Royal Hunting Lodge (1624 -1643) In 1624, King Louis XIII ordered the construction of a simple, two-story hunting lodge in dense woodlands about 12 miles outside of Paris. By 1634, the simple lodge had been replaced by a more regal stone and brick chateau, though it still maintained its purpose as a hunting lodge until King Louis XIV took the throne. Versailles and the Sun King (1643-1715) Louis XIII died in 1643, leaving the monarchy in the hands of the four-year-old Louis XIV. When he came of age, Louis began work on the family hunting lodge, ordered the addition of kitchens, stables, gardens, and residential apartments. By 1677, Louis XIV had begun to lay the foundation for a more permanent move, and in 1682, he transferred both the royal residence and the French government to Versailles. King Louis XIV, pictured here arriving at Versailles, commissioned most of the expansion on Versailles during his 72-year reign. adoc-photos / Getty Images  Ã‚   By removing government from Paris, Louis XIV solidified his omnipotent power as a monarch. From this point forward, all gatherings of nobility, courtiers, and government officials happened under the watchful eye of the Sun King in his Palace of Versailles. King Louis XIV’s 72-year reign, the longest of any European monarch, afforded him the ability to spend more than 50 years adding to and renovating the chateau at Versailles, where he died at the age of 76. Below are the elements of the Palace of Versailles that were added during the reign of King Louis XIV. The King’s Apartments (1701) Built as the private residence for the king within the Palace of Versailles, the kings apartments featured gold and marble detailing as well as Greek and Roman artwork intended to represent the king’s divinity. In 1701, King Louis XIV moved his bedchamber to the centermost point of the royal apartments, making his room the focal point of the palace. He died in this room in 1715. King Louis XIV moved his bedchamber, making it the focal point of the palace both inside and out. Pictured here is the outside of the king’s bedchamber, flanked by two wings of the Palace of Versailles. Jacques Morell / Getty Images   The Queen’s Apartments (1682) The first queen to reside in these apartments was Maria Theresa, wife of King Louis XIV, but she died in 1683 soon after arriving in Versailles. The apartments were later dramatically altered first by King Louis XIV, who annexed several rooms in the palace to create his royal bedchamber, and later by Marie-Antoinette. The Hall of Mirrors (1684) The Hall of Mirrors is the central gallery of the Palace of Versailles, named for 17 ornate arches fitted with 21 mirrors each. These mirrors reflect the 17 arched windows that look out onto the dramatic gardens of Versailles. The Hall of Mirrors represents the enormous wealth of the French monarchy, as mirrors were among the most expensive belongings during the 17th century. The hall was originally constructed of two lateral enclosed wings, linked by an open-air terrace, in the style of an Italian baroque villa. However, the temperamental French climate made the terrace impractical, so it was swiftly replaced by the enclosed Hall of Mirrors. The Hall of Mirrors, Versailles.   Jacques Morell / Getty Images The Royal Stables (1682) The royal stables are two symmetrical structures built directly across from the palace, indicating the importance of horses at the time. The great stables housed the horses used by the king, the royal family, and the military, while the small stables housed coach horses and the coaches themselves. The Grand and Small Stables, named for purpose rather than size, are visible on the left and right sides of this illustration.   Hulton Deutsch / Getty Images   The King’s State Apartments (1682) The King’s State Apartments were rooms used for ceremonial purposes and social gatherings. Though they were all built in the Italian baroque style, each bears the name of a different Greek god or goddess: Hercules, Venus, Diana, Mars, Mercury, and Apollo. The only exception is the Hall of Plenty, where visitors could find refreshments. The final room to be added to these apartments, the Hercules Room, served as a religious chapel until 1710, when the Royal Chapel was added.   The Royal Chapel (1710) The final structure of the Palace of Versailles commissioned by Louis XIV was the Royal Chapel. Biblical illustrations and statues line the walls, drawing the worshipers’ eyes toward the altar, which features a relief depicting the death and resurrection of Jesus Christ. Biblical illustrations and statues line the walls of the chapel, guiding worshipers’ eyes to the altar.   Print Collector/ Getty Images   The Grand Trianon (1687) The Grand Trianon was built as a summer residence where the royal family could take refuge from the ever-expanding court at Versailles. The Grand Trianon is only a single story to emphasize the connection with the gardens.   Hans Wild / Getty Images   The Gardens of Versailles (1661) The Gardens of Versailles include a promenade that faces east to west, following the path of the sun in honor of the Sun King. A network of paths open to pavilions, fountains, statues, and an orangery. Because the expansive gardens could be overwhelming, Louis XIV would often lead tours of the area, showing courtiers and friends where to stop and what to admire. The gardens of Versailles encompass nearly 2,000 acres and feature fountains, pavilions, statues, and an orangery.   Imagno / Getty Images   Continued Construction and Governance in Versailles After King Louis XIV’s death in 1715, the seat of government in Versailles was abandoned in favor of Paris, though King Louis XV reestablished it in the 1720s. Versailles remained the center of government until the French Revolution.   View of the Chateau of Versailles seen from the Place d’armes in 1722† by Pierre-Denis Martin. Adoc-photos / Getty Images  Ã‚   Louis XV (1715-1774) King Louis XV, great-grandson of Louis XIV, assumed the French throne at the age of five. Known as commonly as Louis the Beloved, the king was a strong proponent of Enlightenment ideas, including science and the arts. The additions he made to the Palace of Versailles reflect these interests.    The King’s and Queen’s Private Apartments (1738) Allowing for more privacy and comfort, the King’s and Queen’s Private Apartments were truncated versions of the original royal apartments, featuring low ceilings and undecorated walls. The Royal Opera (1770) The Royal Opera is constructed in an ovular shape, ensuring that all in attendance can see the stage. Additionally, the wooden structure gives the acoustics a soft but clearly audible violin-like sound. The Royal Opera is the largest surviving court opera house. The wooden elements in the Royal Opera give the acoustics a violin-like sound.   Paul Almasy / Getty Images   Petite Trianon (1768) Petite trianon was commissioned by Louis XV for his mistress, Madame de Pompadour, who did not live to see it completed. It was later gifted by Louis XVI to Marie-Antoinette.  Ã‚   The Petite Trianon, gifted to Marie-Antoinette by Louis XVI. Hans Wild / Getty Images   Louis XVI (1774-1789) Louis XVI ascended to the throne after the death of his grandfather in 1774, though the new king had little interest in governance. Patronage to Versailles by courtiers dropped off quickly, fueling the flames of the budding revolution. In 1789, Marie-Antoinette was in the Petite Trianon when she learned of the mob storming Versailles. Both Marie-Antoinette and King Louis XVI were removed from Versailles and guillotined in the subsequent years. Marie-Antoinette altered the appearance of the queen’s apartments several times during her reign. Most notably, she ordered the construction of a rustic village, The Hamlet of Versailles, complete with a functioning farm and Norman-style cottages. Marie-Antoinette’s Hamlet featured Norman-style cottages, including one for her exclusive use.   Heritage Images / Getty Images Versailles During and After the French Revolution (1789 -1870) After King Louis XVI was guillotined, the Palace of Versailles was forgotten for almost a decade. Most of the furniture was either stolen or sold at auction, though many of the paintings were preserved and brought to the Louvre. In 1804, Napoleon Bonaparte was coronated as the first emperor of France, and he immediately began the process of moving the government back to Versailles. His time at Versailles was short, however. After his defeat at the Battle of Waterloo in 1815, Napoleon was removed from power. After Napoleon, Versailles was relatively forgotten. It wasn’t until the Revolution of 1830 and the July Monarchy that Versailles received significant attention. Louis-Philippe commissioned the creation of a museum at Versailles to unite the people of France. On his order, the prince’s apartments were destroyed, replaced by portrait galleries. Below are the additions made by Louis-Philippe to the Palace of Versailles. The Gallery of Great Battles (1837) A portrait gallery made from the demolition of some of the royal apartments, the Gallery of Great Battles features 30 paintings that depict centuries of military success in France, beginning with Clovis and ending with Napoleon. It is considered to be the most important addition by Louis-Philippe to the Palace of Versailles. The Gallery of Great Battles documents France’s military success from Clovis to Napoleon.   Archive Photos/ Getty Images   The Crusades Rooms (1837) The Crusades Rooms were created with the sole intention of appeasing the nobility of France. Paintings depicting France’s involvement in the Crusades, including the arrival of troops in Constantinople, hang from the walls, and the entrance is marked by the Rhodes Door, a 16th century cedar gift from Sultan Mahmud II of the Ottoman Empire. The Coronation Room (1833) The famous painting â€Å"The Coronation of Napoleon,† which hangs in the Louvre, inspired the Coronation Room. Napoleon never spent much time at Versailles, but much of the museum is dedicated to Napoleonic art, owing to Louis-Philippe’s nostalgia for the Napoleonic era.    The Congress Chamber (1876) The Congress Chamber was constructed to house the new National Assembly and Congress, a reminder of the governmental power once held at Versailles. In a contemporary context, it is used for addresses by the president and to adopt amendments to the constitution. Yves Forestier / Getty Images  Ã‚   Contemporary Versailles   Renovations in the 20th century by Pierre de Nolhac and Gerald Van der Kemp sought to revive the estate. They dismantled many of the galleries established by Louis-Philippe, rebuilding the royal apartments in their place, and used historical records to design and decorate the estate in the styles of the monarchs who had once resided there. As one of the most frequented attractions in the world, millions of tourists come to the Palace of Versailles annually to see the 120 galleries, 120 residential rooms, and nearly 2,000 acres of gardens. Over the centuries, much of the art and furniture that was stolen or auctioned off has been returned to the palace. Versailles today is used to house symbolic meetings of Congress, state dinners, concerts, and other political and social gatherings.   Sources   Berger, Robert W.  Versailles: The Chateau of Louis XIV. The Pennsylvania State University Press, 1985.Cronin, Vincent.  Louis XIV. The Harvill Press, 1990.Frey, Linda, and Marsha Frey.  The French Revolution. Greenwood Press, 2004.Kemp Gerald van der., and Daniel Meyer.  Versailles: Strolling through the Royal Estate. Editions DArt Lys, 1990.Kisluk-Grosheide, Danielle O., and Bertrand Rondot.  Visitors to Versailles: from Louis XIV to the French Revolution. The Metropolitan Museum of Art, 2018.Lewis, Paul. â€Å"Gerald Van Der Kemp, 89, Versailles Restorer.†Ã‚  The New York Times, The New York Times, 15 Jan. 2002.Mitford, Nancy.  The Sun King: Louis XIV at Versailles. New York Review Books, 2012.â€Å"The Estate.†Ã‚  Palace of Versailles, Chateau De Versailles, 21 Sept. 2018.  The Oxford Handbook of the French Revolution. Oxford University Press, 2015.

English literature Essay Example | Topics and Well Written Essays - 3500 words

English literature - Essay Example ell, they have not hesitated on a single occasion to reject any single possibility to attain it, even at the cost of inflicting unimaginable effect of harm to their fellow human beings. Such desperate attempt of power mongering commenced centuries ago but as the civilization has progressed it has taken a more brutal and naked form. Aristotle perhaps visualized the ongoing process of crime against humanity; thus, he remarked prophetically, â€Å"The fact is that the greatest crimes are caused by excess and not by necessity. Men do not become tyrants in order that they may not suffer cold; and hence great is the honor bestowed, not on him who kills a thief, but on him who kills a tyrant.† (Aristotle, Part VII) On the other hand it quite astonishing to see that no matter how much the tyrants and power mongers attempt to inflict the torture over humanity but they have not been able to destroy the spirit and essence of humanity completely. Human beings, even in today’s world of moral corruption as well as mutual distrust are ready to stretch their hands for helping others. Through literature, music and different other forms of arts they protest against such senseless process of crime against humanity by their human counterparts. Through analysis of certain stories and a movie Born on the Fourth of July, we will try to understand whether mutual struggle of human beings has really been able to retain human nature and values. At the same time we will also see to which magnitude crime against humanity has extended its scope to violate the bond of human fellowship. 1. Born on the Fourth of July/ This film was released in the year 1989 and has been made by deriving inspiration from the autobiography with the same name, from a veteran of Vietnam War, Ron Kovic. Though Ron was born and brought up in a family, having a strong patriotic background but after observing the reality of the Vietnam War though his own eyes, Ron was completely disillusioned about the act of warfare.

Big Businesses and Monopolies of the 1800's Essay

Big Businesses and Monopolies of the 1800's - Essay Example The main industries, steel, mining, sugar, transportation, agriculture, ship-building, wine etc., were under monopoly control in all states before the new initiative which came at the beginning of the 20th century. Under conditions approximating pure competition, price was set in the marketplace. Price tended to be just enough above costs to keep marginal producers in business. Thus, from the point of view of the price setter, the most important factor was costs. If a producer's cost floor was below the prevailing market price, the product would be produced and sold. Since the producer in such a market had little discretion over price, the pricing problem was essentially whether or not to sell at the market price. Monopoly steel industry and sugar production was closely connected with nature of competition and inability of competitors to introduce new competitive products to the market. While costs and demand conditions circumscribe the price floor and ceiling, competitive conditions helped to determine where within the two extremes the actual price should be set. Reaction of competitors was the crucial consideration imposing practical limitations on pricing alternatives (Slichter 1948). During the 1800's, 'natural monopolies' existed in some industries. ... More specifically, a cartel was a voluntary association of producers of a commodity or product organized for the purpose of coordinated marketing that was aimed at stabilizing or increasing the members' profits. A cartel was engage in price-fixing, restriction of production or shipments, division of marketing territories, centralization of sales. Many small companies had the right and obligation to take action that protected and fostered the prosperity of the businesses, but they followed 'silent market and ethical rules' which helped them to compete (Witzel, 2003). While costs and demand conditions circumscribed the price floor and ceiling, competitive conditions created by monopolies helped to determine where within the two extremes the actual price should be set. For instance, if accompany set high price reaction of competitors and buyers was often the crucial consideration imposing practical limitations on pricing. Such behavior considered unethical and was discouraged by partner s and buyers (Hansen, 1957). There were times when a company in such a competitive structure ignored competitive prices. Such activities were also discouraged and eliminated which opened new opportunities for rivals. In addition, poor market performance was also considered as a restraint on competition and the main cause of monopolies (Witzel, 2003). The transport sector brought with it all kinds of difficulties, not least the highly regionalized nature of provision, the large amounts of money invested in existing grid systems and the obligation of local authorities to secure transport provision. Subsidized production of coal and ore, overcapacity and cheap

Gender Differences In Students Academic Performance :: essays research papers

Gender Differences in Students' Academic Performance Students with urban and suburban backgrounds consistently outperformed students from rural and small-town areas. Parental education levels correlated with academic success. Considering the background of the study's female participants one could reasonably expect women to outperform men. However, in spite of the higher indicators of success possessed by women, this expectation was not fulfilled. Data and background predictions did not match up with what actually occurred. Men received better grades, retained more of their self-confidence, and more men stayed in chemical engineering than women. When students run into math difficulties, men are more likely to credit math difficulties to challenges inherent in the subject, while women are more likely to explain away failure by lack of ability. This is the first of many discrepancies in men and women's perception of their own performance. Regarding general academic performance, women are more likely to attribute it to lack of ability while men more often attribute it to lack of hard work or unfair treatment. If students do well, women will more likely chalk it up to outside help while men see it as a reinforcement of their own ability. Regarding course performance, women were asked to indicate what grade would satisfy them and what grade they actually expected to receive in a course. The women's expectations decreased as the term progressed; they downrated their ability and ended up underestimating themselves. Courses involving group work were included in this study. Although group work was found to be generally positive and well-received by students, the findings inspired the authors to caution educators about potential reactions of students to group work.

Father-Son Bonds in Wiesel’s Night

In his memoire, Night, one of Eliezer Wiesel’s main themes is how the relationship between fathers and sons is drastically changed over the course of imprisonment and in different ways. At the beginning of the book, new prisoners hold on to the only thing they have: their family.For some people, the only thing that gives them the will to keep living is the knowledge that their family is still alive, or the need to help their families. The most prominent family relationship in the camps (mostly because the women were exterminated immediately) is that between father and son.As the book progresses and the suffering intensifies, however, many changes are seen in this father-son bond. One of these changes, brought on by the inner struggle between self-preservation and love, is shown when the son begins to view his own father as a burden.After the mad run to Gleiwitz, in which prisoners who could not keep up were shot immediately, Rabbi Eliahu goes around inquiring of the resting pr isoners the whereabouts of his son. Eliezer tells him that he doesn’t know where his son is, but later remembers that his son had been beside him during the run.He realizes that the son had known that his father was losing ground, but did nothing about it because he knew his father’s survival would diminish the chances for his own. After this realization Elie prays, â€Å"Oh God, Master of the Universe, give me the strength never to do what Rabbi Eliahu’s son has done† (Page 91).Later on, however, while his father is dying, Elie finds himself grudgingly taking care of him, and is ashamed that he has failed what he had previously prayed to do. One day, Elie’s father begins calling out to him for water, and an officer starts beating him to keep him silent.He keeps calling out to Elie, not feeling the blows or hearing the shouts; Elie, however, remains still, fearing that the next blow will be for him if he interferes. The next morning, he finds his f ather replaced with another sick person, and he can not find it within his weak conscience to even cry over the death of his own father.Another even more severe instance of a son and his father’s bond being broken is seen on the train to Buchenwald. When a German farmer sees the train full of prisoners going by, he throws bread into the transport car, and a fight instantly breaks out among them.Elie refuses to take part in the fight, trying to retain whatever dignity he has left and to avoid getting hurt. Watching the fight take place, he sees an old man crawling out of the mob, holding something to his chest. He realizes that the man is hiding bread underneath his shirt, and the man quickly eats the bread.No sooner does he smile than someone is on top of him, dealing punches to him. The old man cries out, â€Å"Meir, my little Meir! Don’t you recognize me†¦you’re killing your father†¦I have bread†¦for you too†¦for you too† (Page 101). The person beating him is his very own son. The father is soon dead, and the son begins devouring the small crust of bread, only to be beaten by two men watching. The two bodies, father and son, lie beside Elie throughout the train ride.From the behavior of sons to their fathers shown throughout the book, one can conclude that the effect of dehumanizing circumstances on even the closest of human relationships can be so radical that one may begin to see a loved one as a burden, competition, or even a direct threat to their own safety.In some cases in the concentration camps, loved ones really were threats, but generally in extreme conditions, the bond between family members is strong enough for them to look past this and use each other as support. In such conditions as prisoners are subjected to by the Germans, where people are treated worse than animals, however, friends and family act cruelly toward each other, and it is every man for himself.One might act viciously to cope with th e brutality he is being forced into, to separate himself from a nuisance so as not to be blamed, or to make things a little more advantageous for himself, whether it be a lesser burden or a few bread crumbs.The horrible things that go on during the Holocaust force Elie into mixed feelings about his father. At times his father is his lifeline, the only thing keeping him alive, and at others, he is only a liability. His father is pulling him down, and in a place like the camps, Elie and many other sons are required to concern themselves only with their own survival.The ultimate example of this in Eliezer is his final night with his father. He recounts the scene, saying, â€Å"I didn’t move. I was afraid, my body was afraid of another blow, this time to my head† (Page 111). Elie is haunted by his own inaction for the rest of his life.As seen through many of Eliezer’s thoughts and the actions of other people toward their own fathers, the experiences in the concentra tion camps numbed all human feelings. Many died and no one cried for them; they hadn’t any tears left, and fathers and sons were no exception to this.Personal Commentary I find it unfathomable that the chilling horrors that happened during the Holocaust were so much as conceived as an idea, let alone followed through with. It really makes me think how an entire country, known for its brilliant people and its culture, could be silent while a heinous crime against an entire race of people was being committed within its borders. Millions of people were slaughtered, treated worse than animals, and forced to act lower than animals.Reading about the friends and family of people getting killed, the smell of burning flesh penetrating prisoners’ noses, the complete loss of faith from some people, and the general hatred of everyone for everyone else makes me glad that I live in the place that I do today.But I still know that the same problem that was there during the Holocaust i s still here today, and perhaps forever. Racism and other forms of hatred will never leave our society, but it is the general passivity for it that allows bad things to happen, and the Holocaust is the prime example for this.