Philosophy of Teaching :: Education Teachers Reflective Writing Essays

Philosophy of Teaching My philosophy of instruction is simple learning should be enjoyable and individualistic. If the students find the lessons interesting they are more plausibly to pay attention and in turn grasp the concepts easier. Because every student is different, which I quick found while drilling in Trenton, I feel that it is best to incorporate a variety of teaching styles into each lesson. With the use of multiple teaching styles and activities I will see that each students needs are met. If the students individual learning style is met by my multiple teaching methods they are more likely to grasps the concepts and enjoy the lessons. It is very fundamental to me that every student succeeds in my class no matter what their ability or interest in mathematics may be, and attempt to show the students that mathematics is interesting and is relevant to their everyday lives. For many students their disinterest in mathematics is caused because they dont see the relevance to their lives. By making real life connections to mathematics the students interests will be peaked and they will see the importance of learning the information. Through the use of various teaching methods I will accommodate various learning styles. In addition to lecture I plan to use manipulatives such as games and hands on explorations to make sure that each student stays interested in the lesson. Also, I plan to utilize the technology that I have access to and teach students how to use this technology in everyday life. I also believe that a good educator reaches out and grabs the attention of the kids who arent the ones sitting in the front of the room with there hands up after every question. I want to reach the students who are sitting in the last class feeling like school just isnt for them. Because you must build upon each lesson from day one and from year to year in mathematics, it is vitally important that every student understand each c oncept. Unlike other subjects such as history, where understanding US history one year does not reckon upon your understanding of world history the year before, if a student does not understand a concept one year it is difficult to build upon the beside year.

The Relationship Between John Proctor and Elizabeth in Arthur Millers

The Relationship Between John Proctor and Elizabeth in Arthur Millers The Crucible The Crucible was written by Arthur Miller in 1952. It gives an insight into the terror of the Salem witch trials of 1692. Many innocent people were accused of witchcraft plotting against God, killing people by using magic, taking everywhere a persons mind and binding with the Devil. These were very religious times and any little hiccup in is behavior can give reason that one has been taking part in witchcraft. For example, John Proctor occasionally ploughs his field on a Sunday which is not strictly correct Christian behaviour and leads the prosecutors to think that Proctor is linked with the Devil. The Crucible is also a metaphor for McCarthyism in America in the 1950s. Many American people were questioned because they were suspected of creation an, Un-American, or threatening the safety of the state. This questioning soon turned into a modern day witch-hunt. If anyone even criticised the government they were worthy to be questioned. In both cases the policy, guilty until proven innocent seemed to apply, completely opposite to the justice system of today. In the beginning of Act II there is definite tension between Proctor and Elizabeth. Elizabeths early line when she sees Proctor is, What keeps you so late? Its almost dark. She does not greet him with warmth and love but with a hint of suspicion aroused from Proctors late affair with Abigail Williams. As the conversation carries on Elizabeth is very controlled with what she says. For example, Proctor says to her, Are you well today? and she replies, I am. It seems quite unnatural an... ... cant bring himself to confess to lies and when he heads off to be executed he exchanges a passionate kiss with Elizabeth. It shows the build up of emotion and an audience can see the strong love between the 2 of them. If you were to only see an extract from Act II you would think that Elizabeth and Proctor were an unloving and broken couple. But now their interactions are completely different, they show love, lack and compassion for each other. The final line, said by Elizabeth, is, He have his goodness now. God forbid I take it from him. She knows he is a good universe and that he is doing the right thing for himself. Although they have to part, at least their relationship has been healed and Proctor can die knowing that Elizabeth loves him and has forgiven him and Elizabeth knows that Proctor still loves her.

Uses of Archetype, Foreshadow, and Symbolism in One Hundred Years of So

Uses of Archetype, Foreshadow, and Symbolism in One Hundred Years of Solitude   Throughout either works of world literature, original passages will have special significance to the plot progression of that novel. This key passage must provide insight upon the overall theme of that work with characterization, symbolism, and imagery. In Gabriel García Márquezs novel One Hundred Years of Solitude, the passage selected for commentary uses the literary techniques of archetype, foreshadow, and symbolism to inform characterization. The concept of consanguineous sexual love affairs is also reinforced in this passage along with the idea of the necessity of outside influence on a family. These concepts inform the characterization of all of the characters presented and provides insight on the cyclic nature of the Buendía family history.             From the beginning of the passage, García Márquez demonstrates tha t outside influences are beginning to impact the Buendía family lineage. The newborn male child of Aureliano Segundo by Fernanda del Carpio, José Arcadio, is described as having no mark of a Buendía. This shows the familys shift from repeated love affairs involving family members, such as that of the first José Arcadio and Rebeca. Also, the newborns lack of a mark eludes to Fernandas gaining power within the family no mark of the traditional Buendía, Úrsula, is to be found. This idea is further suggested when Fernanda does not hesitate in naming him José Arcadio, despite Úrsulas doubts. This shows Úrsulas ability, having been the unconditional matron of the Buendía family over... ...ir respective names and dressed them in different colored clothing marked with each ones initials, but when they began to go to school they decided to veer clothing and bracelets and call each other by opposite names. The teacher, Melchor Es calona, used to knowing José Arcadio Segundo by his green shirt, went out of his mind when he discovered the last mentioned was wearing Aureliano Segundos bracelet and that the other one said, nevertheless, that his name was Aureliano Segundo in spite of the fact that he was wearing the white shirt and the bracelet with José Arcadio Segundos name. From then on he was never sure who was who. Even when they grew up and life made them different, Úrsula still wondered if they themselves might not have made a mistake in some moment of their intricate game of confusion and had become changed forever.    

The First Generation Of Computers :: essays research papers

The First Generation of ComputersThe first generation of computers, beginning close to the end of World War 2,and continuing until around the year 1957, included computers that used vacuumtubes, drum memories, and programming in machine code. Computers at that timewhere mammoth machines that did not have the power our founder day desktopmicrocomputers.     In 1950, the first real-time, interactive computer was completed by adesign team at MIT. The "Whirlwind Computer," as it was called, was a revampedU.S. dark blue project for developing an aircraft simulator. The Whirlwind used acathode ray tube and a light gun to provide interactively. The Whirlwind waslinked to a series of radars and could identify unfriendly aircraft and directinterceptor fighters to their projected locations. It was to be the prototypefor a network of computers and radar sites (SAGE) acting as an important elementof U.S. air defense for a quarter-century afterwards 1958. &nb sp   In 1951, the first commercially-available computer was delivered to theBureau of the Census by the Eckert Mauchly Computer Corporation. The UNIVAC(Universal Automatic Computer) was the first computer which was not a one-of-a-kind laboratory instrument. The UNIVAC became a household word in 1952 when itwas used on a televised newscast to project the winner of the Eisenhower-Stevenson presidential race with stunning accuracy. That same year Maurice V.Wilkes (developer of EDSAC) laid the earthing for the concepts ofmicroprogramming, which was to become the guide for computer design andconstruction.     In 1954, the first general-purpose computer to be completelytransistorized was built at Bell Laboratories. TRADIC (Transistorized airborne

Santiagos Character :: essays research papers

1.Describe capital of Chiles character in regard to the adversity he faces. What political or historical soul could you compare him to? Explain.Santiago faces many adversities in the novel but the main i that makes up the plot is Santiago being shunned as a fisherman in his village by all of the people because he can not catch one fish. A political person that compares to Santiago is Elizabeth Anne Seton. She fought for womens right to vote and did not care what people called her and what men thought of her.2.Draw three parallels between Santiago and the marlin. Choose one quality both share and discuss in detail the impact of this quality on the fate of both the man and the fish.Three parallels between Santiago and the marlin are they are both decisive about what they want. Santiago refuses to stop fishing even though the people of the village are very discouraging, and the marlin leave behind not stop fighting Santiago when he is trying to capture him. Another parallel is that Santiago and the marlin are both old and weak. The last is that in that respect is a lack of faith. Santiago has not caught a fish a very long time and people stand for the marlin is a legend and it could never exist. 3.Explain why Hemingway would make the game of baseball and baseball hero, Joe DiMaggio, much(prenominal) burning(prenominal) components of a novel about fishing.Hemingway makes the game of baseball and the baseball hero, Joe DiMaggio such important components of the novel because DiMaggio had the attitude of a hero. Also, it was set that when DiMaggio lost his streak in baseball that Santiago set of to go fish and find the marlin.4.What is the habit of Manolin? Why would Hemingway choose to portray this character as a child rather than an adult?The role of Manolin is one of a caretaker. He is always thither for Santiago even though Santiago never asks for help. Hemingway chooses to show Manolin as a child to show how immature the people in the village are, and e xcessively to show that children of all ages can be just as respectful and responsible as adults. 5.List three conflicts presented in the novel. Which one do you think is the most significant? Why?Three conflicts that are present in the novel are Santiago verses society, Santiago verses the fish and Santiago verses himself. The most important conflict though is Santiago verses society because with their lack of faith in him to fish, Santiago sets out for an adventure that tests his strength and confidence.

Alexander the Great: Establishing the Supremacy of Western Thought Essa

The conquests of Alexander the Great and the significance of those conquests in establishing the supremacy of western thought. Alexander the Great started his military career on such a starring(predicate) note in 340 BC at the young age of 16. His father, Philip II was on a campaign in the east against Byzantium, having left Alexander in charge of Macedonia and during this time, a rebellious tribe attacked but was crushed by the troops led by Alexander. His efforts were lauded, he was rewarded by founding the first townsfolk of many to bear a version of his name and with Alexandropoulos, his military adventures began gloriously. During his fathers next campaign, Alexander leads the cavalry charge against a combined holy terror and strengthens his stance as a military leader. With Philip IIs death in 336 BC, Alexander sought approval of the army generals for the kingship, the generals agreed and Alexander was entitle king and ruler of Macedonia. To ensure his initial days as leade r were uninterrupted he killed all other competition. 334 BC Alexander has demonstrated his ruthless actions are...

Free Trade and Fair Trade

Free Trade and Fair Trade All over work places and indoctrinate campuses around the world you post be sure to find cocoa, coffee and certain other products that are labeled free cover, but is amusement park mint the same as free trade? Free and fair are causationful, often abused words when applied to the concept of trade. I will look for to clarify the differences between free and fair trade, show how they may overlap, and the beneficial in each system. Deliberate trade benefits both the buyer and the seller. The benefits in inordinateness of costs are the gains from trade.An efficient society maximizes the gains from trade by wisely using human, natural and capital resources. Political processes redistribute these gains to promote or get equity. Free trade means that anyone can trade with anyone else. Property rights are typically primary(prenominal)tained, but government intervention in markets are minimal at best, (Wetzel). The fairness of this trade depends on the amou nt of competition between buyers and sellers. For example, products price rises when there are few sellers and many buyers. In this case, sellers gained because they have market power.With few buyers and many sellers, the price falls buyers use their market power to gain. Fair Trade is about more than than just paying a fair wage. It means that trading partnerships are based on equal benefits and mutual respect that prices paid to producers reflect the work they do that workers have the right to spring that national health, safety, and wage laws are enforced and that products are environmentally sustainable and conserve natural resources, (Codey). When trade is freed, competition increases, market power falls and gains distributed more evenly. Numerous buyers and sellers in the farmers market reduce bargaining power.Seller competition pushes price down buyer competition holds them up. Free trade can be fair trade, but agreements that open some markets to powerful producer where th ey can use their market power, while keeping others closed and uncompetitive, are incomplete free nor fair. Free trade and fair trade can provide important benefits to participants. Free trade is benefit by all those involved, especially the whacking multination corporations. It helps nations develop the best economical policies for their citizens. Companies willing to meet consumer demand for several items will look for the cheapest resources or goods to increase supply.Nations engaging in free trade allow companies to import resources or goods from international countries with no government restrictions or tariffs. Governments placing restrictions or tariffs on imported goods often increase a cost of doing furrow in the domestic economic market, (Mathews 2009). Free trade can help nations improve job opportunities in the economic market. Meanwhile, fair trade provides favorable economic opportunity for those smallholder farming families able to join producer organizations and provide products of the right specifications for the market.Fair trade improves health, education, and agricultural development in the community. Finally, free and fair trade is somehow important to participants that are involved. However clarifying the different between free and fair trade, show how they may overlap, and the beneficial in each system is the main context of this essay. Codey, Scott & Embry, Mary. Fair Trade Resource Network. Education and Discussion to Mark Trade Fair. 1999. 05 Oct. 2012 Mathews, Tony. Enhancing the Global Linkages of Cooperatives The Fair Trade Option. 2009. 05 Oct. 2012. Wetzel, Doug. Fair V. S. Free Trade. 1999-2012. 05 Oct 2012.

Explain how Mary Shelley makes us feel contrasting emotions towards the creature in “Frankenstein”

In this essay I leave be talking closely the historical background of writer Mary Shelley and about her legend Frankenstein. Mary Shelley was born on the 30th of August 1797. Mary Shelleys father was called William Godwin who was a Godwin and a philosopher. After Mary Shelley was born, Mary Shelleys mother Mary Wollstonecraft who was a feminist writer at the time died 4 weeks after Mary Shelleys birth. When Mary Shelley grew up she ran off with a poet called Percy Bysshe Shelley who was already married.Mary Shelley was very well educated. Percy Bysshe Shelley and Mary Shelley had a baby girl in February in 1815 who unfortunately died almost a month later. The Shelleys went on holiday in about 1816. Mary Shelley had a dream that was used as the basis of Frankenstein. It was very wet so a ghost writing competition was organised to pass time, it was then that Mary Shelley had written her novel Frankenstein Mary Shelleys ideas were inspired by developments in science and practice of medicine which made people wonder if life could be created.People were religious and thought God was in charge of life and dying, so any individual tempering with his powers was likely to be horribly punished. Mary Shelley had a further series of tragedies in life. These tragedies include the death of Mary Shelleys in 1816 due to committing self-annihilation including the death of Mary Shelleys own two children one who died in 1818 and one in 1819. When Mary Shelley was 22 years of age which was in the year 1822 the death of her husband had to a fault occurred. In 1818 Mary Shelleys book was publish namelessly, and later on in about 1830 it was published with her name on it.The reason for this is because when it was published previously in the years secretly, it was always believed that women should not work and are not as useful as men are and should remain as housewives looking after their children. Another reason for this was that it was believed that women are not capable of writing novels. Later on when years had passed Mary Shelley had died in 1851. In the novel Frankenstein the wight is first mentioned in the garner IV to Robert Walton. The letter had written in it a being which had the shape of a man, but apparently of gigantic stature.The novel is set in the mist and ice, this is a gothic novel and causes a sense of mystery about the creature, and creates an atmosphere. This is so we create an construe inside our perspicacitys of the creature and the mysterious atmosphere which leads an expectation. Mary Shelley uses speech communication like dreary, dismallye. eg the rain pattered dismally against the panes, dull and dim. Mary Shelley used a address of pathetic fallacy in this novel. In chapter 5 Shelley tells us that there is little light at a certain pint in the novel.This is because she wrote my standard candle was nearly burnt out Here Shelley builds up the atmosphere by writing so dark that anything could happen. The size of Frankens teins creature reminds us of Waltons letter to make the being of gigantic stature, that is to say, about eight feet in height and proportionally large. The creature is linked with corpses, graveyards, maggots and dead bodies. This description makes the reader sprightliness disgusted and sick and would not loss the creature anywhere near them and would most likely step revolted and sickened which would make them feel furious and think the creature is just morally wrong.Mary Shelley and her audience knew about body snatchers. In chapter 5 Mary Shelley sets a gothic scene by creating an atmosphere (at the start of chapter 5). Mary Shelley makes it all spooky and then starts to describe the character and then goes back to the weather. Shelley uses the word detain to show that Victor is s thrilld that the creature will stop him from leaving. This makes us feel that it is threatening and is dangerous when she calls it a demonical corpse. She implies that its from the d diabolic and ma kes the reader scared of the creature. Victors reaction is violent and gothic.To add to the tension and caution the beast is by his bedside so he runs outside to escape it. Shelley uses words like miserable monster and demoniacal corpse. I think that Shelley uses such word because I think that it is true the creature is very much like a miserable monster as the creature is very solitary(a) and does not know who he is and has no one who likes him and all the creature wants is sympathy. I think that this is why Shelley uses words like miserable and also uses words like monster because the creature is just like a beast and acts like a monster does and is like a monster is usually described.Shelly also uses word like demoniacal possibly because the creature is shown to be evil and up for revenge for why he was created. demoniacal means that soul is evil or is possessed by an evil spirit. The reason why Mary Shelley could have used corpse after demoniacal is because the creature is made of various corpses and dead bodies. Victor is ill for weeks, and then when things look quick, Victor receives a letter from his partner.The letter contains About 5 in the morning I discover my lonely boy whom the night before I had seen blooming and active in health, stretched on the grass livid and motionless the print of the murderous finger was on the neck-letter from Geneva. Mary Shelley uses pathetic fallacy again in the novel when victor goes to the place where William was murdered e. g. the darkness and storm increased any minute and thunder burst with a terrific crash over my head he sees the creature a flash of lightening .Victor reacted with dishonor thinking he had made the killer kill William. E. g. He was the murderer I could not doubt it. In the chapter of sympathy (chapter 11), we hear the creatures side of the story, am I not alone, miserably alone? this makes us feel highly sorry for the creature and makes us think that it was not the creatures fault an d was not the creatures finish to come into the world and have life so we cannot really blame the creature fully for what is going on. The creature was taken from villages to villages just because people were horror-struck of him as children shrieked and women had also fainted over seeing him. Some attacked me until, grievously bruised by shoesI escaped . The creature was homeless and had nowhere to screw he had no crownwork under his head and desperately needed a roof over his head. The creature was so desperate for a roof above his head that yet a hut was joy to him no less than paradise. Exquisite and divine a retreat The beast really cute somewhere to belong. The creature takes shelter in an animal shed at a out-of-the-way(prenominal)m and is very kind to them. When the creature sees them he feels very happy to see what a family is like and also feels upset and unwanted knowing he is not wanted by anyone and is hated by the people.They were a salmagundi of pain and pleas ure, such as I had never before experienced . In chapter 15 there is a blind man and the creature helps him and is extremely kind to the blind man, the creature takes advantage of this that he cannot see the ugliness of him and likes the sleep together he gets from the old man and feels like he is cared by someone for the first time. Just like i mentioned previously I really feel sorry for his creation, this is because the creature is not at fault for his creation. The creature must(prenominal) feel very miserably like he says because he also has a gist like humans and feels unwanted, rejected lonely.I do not blame the creature for wanting a female just like him, so he could have someone to love and someone to love and care for him even after seeing how he appears. When the creature is rejected from the old mans family the creature sets off to find his creator who he believes to be his father. My father, my creator . At the time the creature was rejected by the family the creatur e feels sour inside himself we know this because the spirit of revenge enkindled in my heart. There is a point in the novel when Frankensteins creature saves a girl from drowning.When the creature tries to breathe life into the girl, the creature is shot by a man. I vowed sempiternal hatred and vengeance to all mankind. The creature meets William, when William sees the creature William is scared of him and tells him that his name is Frankenstein. At this point William is killed by the creature. I gazed on my victim and my heart swelled with exultation and tallish triumph When Shelley used the word(s) gazed on my victim she makes it sound like William has done a huge crime and he is at fault for what Frankenstein has done by creating the creature.The creature asks Frankenstein for a female creature, like himself, someone to love him and someone that he can love and spent the the remain of his life with. If I cannot inspire love I will cause fear, and chiefly towards you my arch en emy . Here the creature says to Frankenstein that if he cannot find his love then he will become his enemy and take away his love. I demand a creature of another sex but is hideous as myself we shall be monsters, cut off from the world let me see that excite thing At this point I believe that the creature is petition for something that he thinks is reasonable. I think that the creature has a right to ask this because the creature did not choose to come on to this world and it is not jolly for him to be lonely with no one to be with. The creature makes a deal with Frankenstein saying that he will leave him and everyone alone and go far away from them only if Frankenstein creates a female creature. The problem with this is that if a female creature is to be created it could also become like Frankenstein and they both may want to take revenge from Frankenstein.Another problem would be that the creatures would have children and this would lead to something very serious. After the cre ature says all these things Victor feels sickened with what the creature is saying. The filthy stilt that moved and talked . Victor agrees to create a female creature for the male creature. When victor is in the process of creating the female creature he changes his mind, when he changes his mind he rips the body into pieces. When Victor does this act the creature sees everything and is furious and vows to take revenge. I shall be with you on your union night.The creature mean that if he cannot get someone to love and spend the rest of his life with neither will Victor. When the creature gets to Elizabeth (Victors wife) and kills her, Shelley uses a storm again to create a scarey atmosphere and a horrific atmosphere. She was there lifeless and inanimate, throw a cross the bed. Victor dies and Walton finds the monster by his body. The creature says he declination the killings but was provoked to do such doings. I pitied Frankenstein the important envy and bitter indignation as fi lled me with an insatiable thirst for vengeance.At this point i feel sorry for the creature only because he has no one left, otherwise I do not really feel sorry for the creature here because due to him Elizabeth had died and she had nothing to do with anything. Elizabeth was not at fault and was very unfair for the creature to kill her in such a brutal and insane way. So I think that the creature would just have to live with and put up with what he has done, and could have a tried a different way of trying to persuade Frankenstein of creating a female creature for him rather than threatening to kill his wife on his wedding night, which I think sounded very sick and extremely unfair.

Easton Baseball Bats vs. Demarini Baseball Bats

Ever since the invention of the metal clobber, creators have been perfecting the specific ingredients to it in order to create the best murder possible for an athlete. everywhere the past decade, two particular dishonors of baseball bats have revolutionized the way that pseudos hit the baseball and perform at high levels. The common brands for baseball players argon the Demarini and Easton brand baseball bats. Not only are both baseball bats reliable, they also perform at the highest level to create exemplary satisfaction. however an argument remains for both bats which is the most reliable, which bat is the most effective on the field, and which bat do the players prefer the most? The elements of these particular brands are corresponding in a way to create an exceptional evaluation, scarce based on overall performance and player nostalgia the Easton bat has the upper hand. The Demarini brand of bats was established with the common goal in mind of revolutionizing the see of t he ball off the bat, and ultimately increasing the velocity of the ball off the bat.As a result, the manufacturer conjured the idea of composite metal, which is a softer and more flexible metal then the normal aluminum used in bats from the past. The baseball would basically bounce off this new type of bat with higher velocity. The composite idea took off, and soon players all over the world loved the feel of this in a flash material as it struck a baseball. Climactically, the new Demarini bat was a better performer on the baseball field than its counterparts with the exception of the Easton brand.As a result to the evolutional upgrade to the Demarini baseball bat, Easton turned the competition up a notch with the creation of stronger, more reliable bats that lasted a player several years of pertinent performance. Demarini bats were known to crack and lose pop over time, even with the risk of completely breaking Easton bats were now tougher and more durable than the competitors, sp ecifically Demarini. They also created the perfect balance on the baseball bat. Some bats feel top heavy (more weight is on the end of the bat causing an uneven swing), but Easton perfected balance creating more weight towards the handle.With the upgrades established by Easton, they were now on top of the baseball performance mountain, and no one has touched them to this day. Players across the nation and world have enjoyed the Easton bats performance on the field. Organizations have committed specifically to reviewing and studying the performance of baseball bats. According to baseballbat-reviews. com Easton has produced top-of-the-line sporting equipment and for years has been one of Americas first choices, especially when it comes to aluminum baseball bats. There is no doubt sic all of Easton baseball bats will get the job done.Players have also personally shown their appreciation of the Easton baseball bat and how it has improved their performance on the field. John Stalton in L ittleton, CO stated to Eastons personal website, this is the best bat I have ever used over the conformation of 3 years I will never buy a different brand of bat. Player nostalgia is the most important argument to proving the level of performance a baseball bat brings to the table, and Easton went above-and-beyond in customer satisfaction. Demarini had many player disapprovals regarding reliability and, sometimes, performance.John Stalton said, I have tried to use a Demarini, but it created too many problems. After 2 weeks, there was a rattling in the bat when I swung it. Performance and reliability are the two major components to how bats are evaluated by players in modern day baseball. The Demarini and Easton brand baseball bats have been widely praised for their performance on the field, but no other brand can compare to Eastons reliability to the players. Players have voiced their opinions regarding the performance and reliability of these particular brands, and a result the Easton baseball bat has been considered the best metal bat in baseball today.

Ethic Notions

DR. LINZIE SPRING 2013 MARLON RIGGS ETHNIC NOTIONS 1. Which theoretical paradigm is presented in the film to study race relations? This video presents a symbolic integrationist perspective. It evaluates how people in the United States have used symbols to belittle a race of people. Society used certain symbols and caricatures to communicate ideas to the general public. 2. What is socialization? Socialization is the purportlong mathematical operation by which people learn the ways of the society in which they live.The process by which humans acquire a sense of self or a social individuation, develop their human capacities, learn nuance, and learn about the expected behaviors. 3. What is culture? (What are the two main forms of culture? ) Sociologically, culture is the way of life of a people. The two main forms of culture are material culture ( all the physical objects that people have invented or borrowed from other cultures) and nonmaterial culture ( the intangible human creatio ns that include beliefs, values, norms, and symbols). . What is social structure? Social structure is a system that coordinates human activities in broadly predictable ways, shaping relationships and opportunities to colligate to others, gives people an identity, puts up barriers to accessing resources and people, and determines the relative ease or difficulty with which those barriers can be broken. 5. What is identity and how do culture and social structure construct identity and socialize new members in terms of these images?The way we live and the people we socialize on a daily basis made a divergency on how we bring up ourselves. Cultures gives us ideas of what is acceptable and what material objects we have to play, work, and develop. Meanwhile, social structure gives us an advantage, or disadvantage that helps us develop skills and connections that will identify us. 6. What are the names and images used in each socio-economic period? Emancipation (pre/post) -Reconstructio n (pre/post) -Civil Rights (pre/post) NOTES

Cape It Syllabus

CARIBBEAN EXAMINATIONS COUNCIL Caribbean modernistic Proficiency Examination Correspondence related to the syllabus should be addressed to The Pro-Registrar Caribbean Examinations Council Caenwood Centre 37 Arnold Road, Kingston 5, Jamaica, W. I. Telephone tour (876) 920-6714 Facsimile Number (876) 967-4972 E-mail address emailprotected org Website www. cxc. org Copyright 2008 by Caribbean Examinations Council The Garrison, St. Michael 11158 Barbados This document CXC A4/U2/08 replaces CXC A4/U1/01 issued in 2001.Please note that the syllabus was revised and amendments argon indicated by italics and vertical lines. startle Issued 1998 Revised 2001 Revised 2008 Please check the website www. cxc. org for updates on CXCs syllabuses. RATIONALE1 AIMS 2 SKILLS AND ABILITIES TO BE ASSESSED2 PRE-REQUISITES OF THE SYLLABUS3 STRUCTURE OF THE SYLLABUS4 unit 1 selective instruction engineering guess mental faculty 1 FUNDAMENTALS OF teaching TECHNOLOGY5 module 2 INFORMATION TECHNOLOGY S YSTEMS9 MODULE 3 INFORMATION AND PROBLEM-SOLVING13 unit 2 APPLICATION AND IMPLICATIONMODULE 1 INFORMATION MANAGEMENT16 MODULE 2 USE OF INFORMATION TECHNOLOGY TOOLS19 MODULE 3 SOCIAL, ORGANIZATIONAL AND PERSONAL ISSUES22 OUTLINE OF ASSESSMENT25 REGULATIONS FOR PRIVATE CANDIDATES31 REGULATIONS FOR RESIT CANDIDATES31 ASSESSMENT GRID32 GLOSSARY33 T he Caribbean modernistic Proficiency Examination (CAPE) are designed to provide certification of the academic, vocational and technical achievement of students in the Caribbean who, having neckd a minimum of five age of secondary education, wish to further their studies. The examinations ddress the skills and knowledge cleard by students under a flexible and articulated system where subjects are organised in 1- unit or 2-Unit courses with each Unit containing three Modules. Subjects examined under CAPE may be studied concurrently or singly, or may be combined with subjects examined by puddleer(a) examination boards or institutions. The Caribbean Examinations Council offers three types of certification. The first is the award of a certificate showing each CAPE Unit completed. The second is the CAPE diploma, awarded to posteriordidates who have satisfactorily completed at least six Units, including Caribbean Studies.The third is the CAPE Associate Degree, awarded for the satisfactory completion of a prescribed cluster of seven CAPE Units including Caribbean Studies and intercourse Studies. For the CAPE diploma and the CAPE Associate Degree, candidates must complete the cluster of postulate Units within a maximum period of five years. Recognized educational institutions presenting candidates for CAPE towards the award of the Councils Associate Degree in nine categories must, on registering these candidates at the start of the qualifying year, have them confirm in the required clay, the Associate Degree they wish to be awarded.Candidates will not be awarded any practicable alternatives for which they did not appl y. ? RATIONALE The select technology Syllabus for the Caribbean Advanced Proficiency Examination (CAPE) reflects the belief that cultivation technology is essential to the economic and social founderment of the region. The widespread use of Information applied science, the tools and techniques for excitantting, bear upon, storing, outfitting, transmitting and receiving selective education, which was made possible because of remedyments in computing machine and tele intercourses technology, has of importly changed society.A large proportion of business transactions is now performed over computer networks. The Internet and multimedia computers have had a significant impact on the ways in which slew work, learn, communicate, require business, and on the ways they seek entertainment. The increase integration of computer and telecommunications technology has led to an increased globalisation of the world economy. It is now possible to use a telephone line to transfer k nowledge betwixt computers located anywhere in the world.Moreover, as the world becomes familiar with the potential of Information technology, people are beginning to realise that many line of works and situations which were hitherto thought of as primarily involving physical activities, in fact rely for their solution on the ready availability of relevant information. In order for the Caribbean to participate in and contribute to this new world, it is essential that Caribbean people become familiar with this technology.This not only implies that we must know how to use the technology from a purely technical point of view but excessively means that we must be conscious of the impact of Information applied science. In particular, we must be made aware that the grab use of Information engine room can help cultivate the riddles that we are facing in their routine lives, whether they be of an economic, social or personal nature, and that Information engineering science provid es opportunities for economic development, as well up as for further integration, of the region.However, the increased use of Information Technology also raises a number of ethical, legal and political issues, ranging from questions concerning privacy of information near individuals, to intellectual property rights. The introduction of Information Technology without careful consideration often worsens a problem, rather than illuminates it. Any decision to turn to Information Technology must, therefore, be preceded by a minute analysis of the strengths and weaknesses of the proposed solution. In addition, Information Technology has made gateway to information and misinformation far easier.It is, therefore, crucial that anyone, before exploitation any information, first critically evaluate its reliability. ? AIMS The syllabus aims to 1. develop an awareness of the importance of information in the solution of many problems 2. develop a critical attitude to gathering, processing a nd evaluating information 3. develop a broad understanding of hardware, packet, networks, entropybases and information systems and their uses 4. sensitize students to the use of Information Technology in conducting and living their daily lives 5. evelop an awareness of the power and pitfalls of Information Technology 6. develop an awareness of the ethical, legal and political considerations associated with information technology 7. assist students in solving real-life problems, using the tools and techniques of the computer and computer-related technologies 8. encourage students to use information sources and services to reanimate, interpret and communicate information 9. develop a positive attitude to new and emerging technologies in Information Technology. ? SKILLS AND ABILITIES TO BE ASSESSEDThe skills that students are expected to have developed on completion of this syllabus have been grouped under three headings 1. Knowledge and Comprehension 2. practical application and A nalysis 3. Synthesis and Evaluation. Knowledge and Comprehension The ability to - recall and grasp the meaning of basic facts, concepts and principles of Information Technology - identify real-life problems for which Information Technology solutions are allot and beneficial. Application and Analysis The ability to - use facts, concepts, principles and procedures in unfamiliar situations - interpret and present info and draw logical conclusions about Information Technology issues - identify and recognize the relationships between the conglomerate components of Information Technology and their impact on society - recognize the limitations and assumptions of information gathered in an attempt to solve a problem. Synthesis and EvaluationThe ability to - produce reasoned judgements and recommendations based on the value of ideas and information and their implications - use the computer and computer-based tools to solve problems - justify and apply appropriate techn iques to the principles of problem-solving. ? PRE-REQUISITES OF THE SYLLABUSAny person with a good grasp of the Caribbean Secondary Education Certificate (CSEC) Information Technology Syllabus, or its equivalent, should be able to pursue the course of study defined by this syllabus. However, supremacyful participation in the course of study will also depend on the possession of good verbal and compose communication skills. ? STRUCTURE OF THE SYLLABUS This syllabus is arranged into TWO Units, each made up of three Modules. Whilst each Module in each Unit is independent, together they form a coherent course of study which should prepare candidates for the world of work and studies at the tertiary level.UNIT 1 INFORMATION TECHNOLOGY THEORY Module 1-Fundamentals of Information Technology Module 2-Information Technology forms Module 3-Information and Problem-Solving UNIT 2 APPLICATION AND IMPLICATION Module 1-Information Management Module 2- affair of Information Technology Tools Module 3-Social, Organizational and Personal Issues In order to be successful, students should spend at least 50 hours of the 150 hours per Unit in a computer lab or on a computer at home or in the workplace. UNIT 1 INFORMATION TECHNOLOGY THEORY MODULE 1 FUNDAMENTALS OF INFORMATION TECHNOLOGY GENERAL OBJECTIVES On completion of this Module, students should 1. develop an understanding of how Information Technology (IT) relates to other disciplines in Computing 2. develop an understanding and appreciation of data and information, and the distinction between them 3. develop an understanding of the nature and sources of information 4. develop an understanding and appreciation of Information Technology and its history. unique(predicate) OBJECTIVES glut Students should be able to explain the concept of Information Technology Definition and scope of Information Technology application of tools for informational purposes. describe the relationship between Informati on Technology and Computing, Computer Science, Software Engineering, Computer Engineering, other disciplines in Computing and Information Systems commonalities and differences between disciplines. explain the characteristics of data and information Definition of wrong examples. Data include unprocessed, unorganised and discrete (in separate, unrelated chunks), qualitative (opinion-based, subjective) or quantitative (measurement-based, objective), dilate or sampled. Information including distortion, disguise, reliability, inconsistency, incomprehensibility, subject to interpretation, value, relevance, confidentiality, timeliness, completeness, security, shareability, availability, lifespan, information as a commodity, format and medium Nature and structure of information strategic, tactical, operational structured, semi-structured and unstructured. UNIT 1 MODULE 1 FUNDAMENTALS OF INFORMATION TECHNOLOGY (cont d) particular proposition OBJECTIVES meat Students should be able to distinguish among data, information and knowledge Differences among data, information and knowledge. explain information processing Definition of information processing (input process, output process) manual versus alter information processing components of manual information processing collect, collate, analyze, present and disseminate components of automated information processing input (data capture or entry), process (for example, analyze, sort, calculate), store, retrieve, output (present and disseminate) transmit data and information. Interrelationship between data and information through information processing. Types of manual and automated information systems. talk over the importance of data and information Use of information in decision making data quality appropriateness of data. Nature and structure of information strategic, tac tical, operational structured, semi-structured and unstructured. identify ways of representing data and information Data including character, string, numeric, aural (for example, Morse Code, musical notes), visual (for example, the individual frames of a movie, fingerprints) musical symbols. Information including text, graphics, sound, video, special purpose notations (mathematical, scientific and musical notations) graphic re presentments (graphs and charts) tables. discuss various types of information sources Types of information sources including books, journals, catalogs, magazines, newspapers, online libraries, CD-ROMs, DVDs, electronic databases, web sites, people, blogs, wikis advantages, disadvantages of information sources. UNIT 1 MODULE 1 FUNDAMENTALS OF INFORMATION TECHNOLOGY (contd) circumstantial OBJECTIVES CONTENT Students should be able to identify characteristics of information sources Inc lude availability, cost, currency of information, amount of detail (depth), breadth of coverage, reliability, format and medium. identify tools apply in the entry, retrieval, processing, Examples of hardware, software, and communication tools. Tools associated storage, exhibit, transmission and dissemination of with the Internet including on-line services search engines Usenet, information Internet Relay Chat (IRC), telnet, ftp, newsgroups, message board, mailing list, Internet telephony. justify the tools used in Information Technology Hardware, software and communication tool used in the entry, retrieval, processing, storage, presentation, transmission and dissemination of information advantages and disadvantages. outline the history of Information Technology Brief history of computer hardware and software, Internet and telecommunications categories by size, cost, and processing ability. explain the meaning of wrong related to teleco mmunication. Transmission media, channels, receivers, senders, modulation, bandwidth telecommuting. Suggested Teaching and Learning Activities To promote students proficiency of the objectives of this Module, teachers are advised to engage students in the teaching and education activities listed below. 1. Use the Internet to source relevant material. 2. Compile a glossary of equipment casualty using the Internet, computer magazines, textbooks and other information sources. This could form the basis of an in-class discussion. 3.Develop and use diagrams to represent the concepts and relationships contained in the Specific Objectives. 4. Invite resource persons with experience in the modern use of Information Technology in fields, such(prenominal) as business and entertainment, to speak on relevant issues. 5. Develop manual filing system and differentiate functions, such as retrieval and sorting, with automated information system. UNIT 1 MODULE 1 FUNDAMENTALS OF INFORMATION TECHNOLOGY (contd) RESOURCES Daley, B. Computers are your Future, sweet tee shirt Pearson Prentice Hall, 2007. Heathcote, P. A aim Computing, Letts, London Letts, 2005. Long, L. and Long, N. Computers Information Technology in Perspective, unused Jersey Prentice Hall, 2004. Parson, J. and Oja, D. Computer Concepts, New York International Thompson make Company, 2007. Shelly, G. , Cashman, T. , and Vermaat, M. Discovering Computers, New York International Thompson Publishing Company, 2008. UNIT 1 MODULE 2 INFORMATION TECHNOLOGY SYSTEMS GENERAL OBJECTIVES On completion of this Module, students should 1. develop an understanding of the components of Information Technology Systems 2. develop an appreciation for human computer interaction (HCI) 3. develop an awareness of security measures associated with information technology systems 4. develop an awareness of the structure of the World grand Web and its standards and protocols. particular proposit ion OBJECTIVES CONTENT Students should be able to describe Information Technology Systems Definition types of Information Technology Systems examples. identify the components of an Information Technology Hardware, software, network, users end-users and IT professionals definitions System and examples. describe the purpose and functions of hardware Purpose, functions and types of hardware including input, output, storage, components processor and peripheral devices definitions and examples interaction between hardware components. describe the purpose and functions of software Purpose, functions and types of software including application, system (operating components systems, speech communication translators, and utilities) proprietary versus open source software information systems including embedded systems monitoring and control systems data processing systems management information systems, decision support systems, decisi on maker information systems expert systems, data warehouses definitions and examples major input and output from each type of information system, such as data, information, processed transactions, reports including detailed, summarised, exception, ad hoc. explain the various stages of the system development Including feasibility study, analysis, design, development, implementation, life cycle (SDLC), and software plan review deliverables/output of each stage including system proposal, project plan, various diagrams and charts, information system (software) test plans, conversion plans, documentation including user and technical manuals. UNIT 1 MODULE 2 INFORMATION TECHNOLOGY SYSTEMS (contd) SPECIFIC OBJECTIVES CONTENT Students should be able to discuss the tools used in the different stages of the Including questionnaires, interviews, observation, review/investigation of (SDLC) printed material, ER diagrams, data prey diagrams, p rocess models, object models, decision tables and trees, computer-aided software engineering (CASE) tools, GHANT charts, prototypes, flowcharts, pseudocode, political programming languages. describe the purpose and functions of network Purpose, functions and types of networks including local area network (LAN), wide components area network (WAN), metropolitan area network (MAN) virtual clubby network (VPN) Internet Intranet Extranet configuration topologies transmission media (wired versus wireless) fibre-optic, Unshielded Twisted Pair (UTP) hotspots, protocols definitions and examples network security firewalls. explain the roles of users Inclusion of IT professionals, end users expert users, novice users definitions and examples. par the various features associated with the Features including, speed, efficiency, portability, primary(prenominal)tainability, storage, components of Information Technology Systems transmission. desc ribe the interrelationship etween the components in Relationship between the components hardware, software, network, user. an Information Technology System describe different types of HCI Types of HCI including forms, menu, command line, intrinsic language, graphical user interface (GUI), speech and range manipulation. distinguish between different types of HCI Types of HCI including forms, menu, command line, cancel language, graphical user interface (GUI), speech and direct manipulation. describe ways in which a users characteristics require For example, age, education, differently abled and cultural differences, adaptation of a user interface to increase non-visual interfaces, sensors, approachability features differences. effectiveness UNIT 1 MODULE 2 INFORMATION TECHNOLOGY SYSTEMS (contd) SPECIFIC OBJECTIVES CONTENT Students should be able to compare various security mechanisms material access control versus logical access control measures and devices including passwords (characteristics of an effective password- not obvious, length, mixed case, alphanumeric) authentication, encryption, swipe or key cards, biometric data integrity. explain the meaning of call related to the security of For example, data security, passwords, authentication, encryption, data Information Technology Systems corruption. describe the structure of the World Wide Web (WWW) as Hyperlinks, home paginate, web page versus web site Hypertext Transfer Protocol interconnected hypertext documents (HTTP), universal resource locator (URL), hypertext markup language (HTML), extensible markup language (XML) IP address versus domain name. discuss Internet standards. Hypertext Transfer Protocol (HTTP) Transfer Control Protocol/Internet Protocol (TCP/IP) in terms of specifications, guidelines, software and tools. Suggested Teaching and Learning Activities To facilitate students attainmen t of the objectives of this Module, teachers are advised to engage students in the teaching and learning activities listed below. 1.Identify a user of a microcomputer system in an office environment and conduct an interview to ascertain which software tool is used by the user and why. Discuss specific features of the software that makes it suited to the given task. Determine if a more appropriate software tool could be used for the task, identify the software tool and explain why it is more appropriate. 2. Compile a glossary of terms using the Internet, computer magazines, textbooks and other information sources. This could form the basis of an in-class discussion. 3. Identify two examples of a HCI and make a presentation comparing and contrasting those interfaces. 4. Use the example of a person driving a car and interacting with the instruments on the dashboard as an opportunity to introduce HCI. UNIT 1MODULE 2 INFORMATION TECHNOLOGY SYSTEMS (contd) 5. Identify HCI used in differe nt organizations (for example, restaurants, hospitals, recording studios, security firms, scientific labs) and by the student (for example, ipod, gaming consoles, cell phone, web pages) and evaluate these designs based on a set of identified criteria. 6. Develop and use diagrams to represent the concepts and relationships contained in the Specific Objectives. 7. Invite resource persons with experience in the innovative use of Information Technology in business to speak on relevant issues. RESOURCES Daley, B. Computers are your Future, New Jersey Pearson Prentice Hall, 2007. Heathcote, P. A Level Computing, Letts, London Letts, 2005. Long, L. and Long, N. Computers Information Technology in Perspective, New Jersey Prentice Hall, 2004. Parson, J. and Oja, D. Computer Concepts, New York International Thompson Publishing Company, 2007. Shelly, G. , Cashman, T. , and Vermaat, M. Discovering Computers, New York International Thompson Publishing Company, 200 8. UNIT 1 MODULE 3 INFORMATION AND PROBLEM-SOLVING GENERAL OBJECTIVES On completion of this Module, students should 1. develop the knowledge, skills and understanding of the problem-solving process 2. develop an appreciation for the value and importance of information to solve problems. SPECIFIC OBJECTIVES CONTENT Students should be able to explain the concept of problem-solving Problem-solving as a process finding solutions to a problem. describe the stages of the problem-solving process Stages including define the problem, analyze the problem (using tools, such as questionnaires, interviews, observation, reviewing documents), identify and evaluate possible solutions, select and justify the optimal solution, implement, and review. describe the role of information in the solution of Identification of the information inevitable for the solution of personal, real-life problems commercial, scientific and social problems. Categorization of inf ormation as essential, desirable, extraneous or cosmetic in the solution of a problem. explain how information can be used to solve real-life Criteria for rejecting or accepting a piece of information, including bias, problems accuracy, cultural context, completeness, currency of information, refereed and unrefereed sources, characteristics of information on the Internet. break the role of information in fulfilling the goals Information used in decision-making and problem-solving capitalising on of an individual or organization opportunities. use data flow diagrams (DFD) to document the flow of Use of symbols for data stores, processing, data flow and external entities information within an organization context level DFD and first level detailed DFD. explain the concept of an algorithmic rule Definition algorithm as a problem-solving strategy its role and importance in the problem-solving process properties of algorithm. identify th e necessary properties of well designed Properties including a general solution to the problem in a finite number of algorithms steps, clearly defined and unambiguous, flow of control from one process to another. UNIT 1 MODULE 3 INFORMATION AND PROBLEM-SOLVING (contd) SPECIFIC OBJECTIVES CONTENT Students should e able to identify ways of representing algorithms Inclusion of narrative, flowcharts and pseudocode. develop algorithms to represent problem solution Simple input, output, processing control structures sequence, selection, loop and iteration. explain the concept of programming Development of computer programs stages in programme development programming paradigms examples of programming languages. outline the interrelationship(s) between algorithms and Algorithms as precursor to program development. programming. Suggested Teaching and Learning Activities To facilitate students attainment of the objectives of this Module, teachers are advised to engage students in the teaching and learning activities listed below. 1.Conduct discussion leading to the definition of a problem to ascertain the students perspectives of the problem. Give feedback on the perspectives by identifying problems in different scenarios. For example, a farmer getting rid of a pest bear on his crop. 2. Emphasis should be placed on the fact that most if not all problems have an information component. For example, the information the farmer would need to get rid of the pest affecting his crop would be the type of pest, what are its natural enemies, what would be the effect on his crop of using a particular pesticide or a natural enemy of the pest. 3. Visit business places to observe how Information Technology is used to address problems faced by the organisation. 4.Invite professionals, artists, and others to make presentations to students to give additional perspectives on issues relevant to their studies. Encourage students to ma ke presentations to persons outside of the school system, who can evaluate a comment on the presentations as well as answer the students questions. 5. Invite professionals, artists, and others to make presentations to students to give additional perspectives on issues relevant to their studies. Encourage students to make presentations to persons outside of the school system, who can evaluate a comment on the presentations as well as answer the students questions. UNIT 1 MODULE 3 INFORMATION AND PROBLEM-SOLVING (contd) 6.Choose a physical activity, such as a sport, to demonstrate how the use of information can be an effective tool or mechanism in ensuring a desired outcome, such as improved performance or success over competitors. 7. Develop a set of scenarios in which there are either opportunities or problems encountered by an organization. Students are required to (a) identify a problem, (b) arise a problem statement, (c) suggest two possible solutions, and (d) recommend one of t he solutions and justify the choice. 8. Adopt a single DFD notation style and have students complete several exercises to become familiar with that style, for example, Gane and Sarson. Present data flow diagramming errors and have students label these with the relevant terms.For example, black hole process with only input data flow, a process with only output data flow from it data stores or external entities that are connected directly to each other, in any combination incorrectly labeling data flow or objects, some examples are i) labels omitted from data flow or objects ii) data flow labeled with a verb iii) processes labeled with a noun. 9. Work in groups to address problem-solving through the development of algorithms and the use of pseudocode to solve those problems. This activity should ensure that all elements are practiced. RESOURCES Daley, B. Computers are your Future, New Jersey Pearson Prentice Hall, 2007. Heathcote, P. A Level Computing, Letts, London Letts, 2005 . Long, L. and Long, N. Computers Information Technology in Perspective, New Jersey Prentice Hall, 2004. Parson, J. and Oja, D. Computer Concepts, New York International Thompson Publishing Company, 2007. Shelly, G. , Cashman, T. , and Vermaat, M. Discovering Computers, New York International Thompson Publishing Company, 2008. ? UNIT 2 APPLICATION AND IMPLICATION MODULE 1 INFORMATION MANAGEMENT GENERAL OBJECTIVES On completion of this Module, students should 1. acquire the knowledge needed to organize and manage data, making it meaningful to an organization 2. demonstrate the skills needed to organize and manage data within a database. SPECIFIC OBJECTIVES CONTENT Students should be able to differentiate among terms used in Information For example, fields, records, tables, accuses, database and database management Management system. explain how files and databases are used in Uses including store, organize, search, retrieve eliminat e redundancies data organizations mining, data marts and data warehouses. explain how data storage and retrieval have changed over Concept of the terms history of storage devices formats of data (from time text-based to multimedia) volumes to be stored compression utilities access method and speed. explain the advantages of using a database approach Advantages including speed, efficiency, cost data quality completeness, compared to using traditional file processing validity, consistency, timeliness and accuracy data handling, data processing. describe the different types and organization of files File types including master and transaction files file organization including and databases serial, sequential, random or direct, indexed sequential database types including personal, workgroup, department and enterprise databases database organization including hierarchical, relational, network and object-oriented. describe data flow diagrams (DFD ) Define DFD identify and describe the four symbols (elements) entity, process, data store, data flow identify and describe the various levels of DFDs including context level DFD and first level detailed DFD. UNIT 2 MODULE 1 INFORMATION MANAGEMENT (contd) SPECIFIC OBJECTIVES CONTENT Students should be able to explain how the growth of the Internet impact on data Use of symbols, context level DFD and first level detailed DFD to illustrate the handling and data processing information flow. explain how the absence of data quality, accuracy, and Including loss of revenue, sales, competitive advantage, customers poor timeliness will impact on organizations decision-making missed opportunities impact on problem solutions. explain the concept of normalization Definition of standardisation attribute redundancy and anomalies normal forms including first normal form (1NF), second normal form (2NF), third normal form (3NF) keys primary, foreign a nd composite (or compound or concatenated) partial and non-key dependencies relationships, use of entity-relationship diagrams (ERD). apply normalisation rules to discharge normal form To 1NF, 2NF and 3NF removal of attribute redundancy and anomalies, such as violations repeating groups of data (or attributes), partial and non-key dependencies. explain how normal for relations impact databases Including improve performance, data consistency, data integrity. construct a database. Including forms reports, queries, tables, tuples, relationship links, enforcing referential integrity, updates or deletions, use of foreign keys, use of macros, SQL, data validation and verification strategies used to analyse data and provide multiple viewing and reporting of data. Suggested Teaching and Learning ActivitiesTo facilitate students attainment of the objectives of this Module, teachers are advised to engage students in the teaching and learning act ivities listed below. 1. Choose a single scenario to which students can easily relate, such as a library system or student registration system, and use it end-to-end the Module to develop understanding of the specified concepts and techniques. UNIT 2 MODULE 1 INFORMATION MANAGEMENT (contd) 2. Ask students to complete several exercises on the normalisation process involving the use of standard notations to remove normal form violations. 3. Compile a glossary of terms using the Internet, computer magazines, textbooks and other information sources.This could form the basis of an in-class discussion. 4. Students should design and construct a database. 5. Develop and use diagrams to represent the concepts and relationships contained in the Specific Objectives. RESOURCES Daley, B. Computers are your Future, New Jersey Pearson Prentice Hall, 2007. Heathcote, P. A Level Computing, Letts, London Letts, 2005. Long, L. and Long, N. Computers Information Technology in Perspective, New Jersey Prentice Hall, 2004. Parson, J. and Oja, D. Computer Concepts, New York International Thompson Publishing Company, 2007. Shelly, G. , Cashman, T. and Vermaat, M. Discovering Computers, New York International Thompson Publishing Company, 2008. UNIT 2 MODULE 2 USE OF INFORMATION TECHNOLOGY TOOLS GENERAL OBJECTIVES On completion of this Module, students should 1. develop confidence in selecting and using productivity tools to solve real-life problems 2. use their knowledge and understanding of a variety of software tools and apply their use to various situations 3. develop the competence to present information in the appropriate manner 4. use information critically 5. develop an awareness of emerging technologies. SPECIFIC OBJECTIVES CONTENT Students should be able to explain reasons for the use of IT tools Enhanced speed, accuracy, reliability, efficiency, flexibility, communication, presentation of information, integration of proces ses, decision making storage and retrieval of large volumes of data manageability of task pressures from clients, competitors and suppliers. explain the functions and uses of the major types of Examples of different types of software packages and their function and uses. software tools Including Financial Packages, Software Development Tools, Statistical Tools, Word Processors, Spreadsheets, Presentation Tools, and Database Management Tools, Desktop publishing, graphics and personal information management. explain where a word processing tool is appropriate Main purpose and uses significant features of the tool. explain where a spreadsheet tool is appropriate Main purpose and uses significant features of the tool. explain where a presentation tool is appropriate Main purpose and uses significant features of the tool. explain where a database management system tool is Main purpose and uses significant features of the tool. appropriate jon UNIT 2 MODULE 2 USE OF INFORMATION TECHNOLOGY TOOLS (contd) SPECIFIC OBJECTIVES CONTENT Students should be able to use IT tools to solve real-life problems Including hardware, application software, and communication tools main purpose and uses of tool significant features of the tool. justify the use of IT tools to solve real-life problems Criteria for selection including the nature of the solution, type of analysis required (calculations, formatting, graphing), type of data, type of storage, type of access method, type of processing, type of reports (detailed, summary, preformatted, ad hoc). use the most appropriate format to display or present Format including text, graphics, sound, video, graphs, charts and tables. information use appropriate information sources to retrieve and Criteria for selection, appropriateness for task, types of information sources disseminate information for a particular task includi ng books, journals, catalogs, magazines, newspapers, online libraries, CD-ROMs, DVDs, electronic databases, web sites, and people. justify the acceptance or rej

Professional Coaching

The integration of self-aggrandising development and learning is a representation of a virgin era of conceptualization and study. Consequently, development and learning revolve around the vortex of environmental adaptation which consistently transfigures, hence giving ample potential to an someone in several quantitative distinctive ways which then enables one to become rather prepared and tough enough for the challenges that may possibly overturn in the years of progression and in employmentso to speak with the perception of realism.The dynamic interaction between macro-level social change and micro-level individual change bears recognition why the need of constant development with regard to the individual in an organization is formidably a pre-requisite as a constituent and as a working member as well.Irrespective of future changes in the battlefield of humans, the more inclined with growth possibilities as well as with the reciprocal character of development and learning in a dulthood, the better that certain individual is able to intervene in the support of enhanced positive adaptations for the intrinsic and extrinsic demands of the social changes that which as a matter of fact renders an immense influence in the persons holistic character and role in the community (Hoare, 2006).Synthesis The musical theme of getting ones self equipped with the flying colors of adult development does not only tackle on the perception of literacy save within the orbiting factor of competence. Undeniably, for individuals who are vested with the responsibility of the full-length organization is but an asset to the individuals own consumption and sense of character.Given the fact that adult development is emerging as a particularly tycoonful factor in explaining professional competence, the expertise and the practice will indulge into an inter-related verity of avail for the organization to be able to meet the established goals and standards laid on the table of hope s for the success and the attainment of proficient organizational forecasting methods set beforehand.Nevertheless, the power of developmental learning lies in the pervasiveness of higher change thus establishing a professional mental framework for the organization in a cross-situational, cross-domain impact. For such reason, it points break the idea that it is crossing beyond the domains of emotions, morality, humor, intimacy, spirituality and of coursework. In the light, if development has such power, then developmental learning becomes a goal for professional development and traininga positive feature for any kind of organization.Application Given with the aforementioned perceptions on adult development, it shall serve of great help in decision maker coaching in the broadest sense of the individual factor itself. Come to think of an organization with a manager armed with the essentialities of developmentleading its constituents in the intimately intellectual yet efficient wayi t will harmoniously provide an effective state of leading for the reason that the manager, creation the head of the organization is being able to run its members professionally and rationally. With all these in mind, the attainment of the established goals and standards of the organization will be easier to achieve and impose. There will be a harmonious collaboration of ideas from both the leader and its members. Conflicts will most likely be minimized, and the connection between parties will be enhanced into a whole new dimension of cooperationall aims focused on the success of the organization.Moreover, there will be higher education curricula, workplace training, government programs, foundation initiatives and plane the choice of the individuals will surface on clear waters. References Hoare, C. H. (2006). Handbook of Adult Development and Learning. New York New York Oxford University Press (US). Manville, B. , & Ober, J. (2003). A Company of Citizens. New York Harvard demarca tion School Press. Stober, D. R. , & Grant, A. M. (2006). Evidence Based Coaching Handbook Putting Best Practices to Work for Your Clients. New York Wiley.

Financial Careers Essay

What does the job involve? Well, its very varied, but basically fund-raisers prepare special events like concerts and fun runs, ask governments for money, try to get support from local companies and organisations. Most major(ip) charities have fund-raising departments, which employ teams of releaseers. Some of these people do office work others organise publicity, visit companies or arrange special events. Sounds interesting? Tycoon. A wealthy and powerful person in business or industry. If you are the independent, creative type, why not start your own business? Lots of people do these days.Some arent successful, of course, but plenty are j and if you do succeed, the rewards of being your own head can be. enormous. To become a business tycoon you need to have an original idea be practical, reliable and well-organised netherstand the business world keep control of your finances. After that its all a question of hard work and luck, but then thats the key to success in any job. Fin ancial journalist. Financial journalists work in three main areas newspapers, radio and television. Their job is to understand whats happening in the financial world and explain it as quickly and accurately as possible. frugal journalists dont just report todays news, though. They need the ability to predict futurity events, too. Will interest rates rise or fall? Will the stock market go up or down? And what about trade are exports going to increase or diminution? To become a financial journalist you train as a general reporter first. wherefore you specialise in finance and economics. And when youve done that? Well, if you are lucky youll get a job in the media. One word of warning, though financial journalism is a very competitive career. In Britain, for example, thither are only 2,000 jobs available.Auctioneer. Two of the best-known auction houses in the world are Christies and Sothebys. The auctioneer who works there regularly shits famous paintings worth millions of poun ds. But youd be wrong to theorise that auctioneers just sell Rembrandts and Van Goghs. Its much more varied career than that. Some auctioneers sell farm animals, for example. Others sell houses, antique furniture or even rock and roll memorabilia (i. e. guitars, cars, clothes etcetera , which ones belonged to pop stars). And what does it take to be a good auctioneer?Well, three qualities are absolutely substantial a calm personality, a quick mind and (last but not least) a strong voice. Dealer. Dealers work for companies which buy and sell foreign currencies, commodities like oil or steel. They work in large, noisy, live, called dealing rooms and do most of their business over the phone and on computer screens. The majority of them are under 35. The majority of them also earn very big salaries because their work involves huge amounts of pressure and responsibility. You dont need a degree to be a dealer. What you do need, though, is talent, energy, confidence and ambition.

Kantian Ethics concerning human Cloning Essay

Cloning is a effect conceived to notion in the late 1960s, notwithstanding it is unless recently that it was fully understood and that scientists have started to proceed out how to successfully copy the genetic newspaper of one organism to another. Since science already knows how to do this, the tho problems and obstacles that remains is efficiency and the success ratio of each operation. The cloning process consists of taking the meat of an organism, and placing it, along with the DNA that contains every(prenominal) the genetic material, in place of the nucleus of the host egg. The egg therefore forms an embryo and matures into the same(p) exact copy, at least genetically, as the original organism. Already through with(p) on mammals, cloning is something that can be extended to utilize pityingss as subjects. In the forthcoming it forget be wholly possible to create human dead ringers to serve whatever nominate they were conceived for. However, this instant there a rgon numerous ethical issues surrounding cloning and there be problems about the implications of the ingestion of cloning for the purpose of medicine. This issue plagues us so much that the constant objections of bioethicists and political and religious leading have ca utilize the US Government to propose a ban on all research concerning human cloning until a conclusion is reached on the moral and ethical aspects of the process. (Macer, 2)In this paper, I leave behind demonstrate how Kantian views and ethics help us understand whether it is morally ethical to bell ringer for the purpose of bettering our lives. cardinal points have to be distinguished. How exactly will human cloning aid medicine and society, and the implications of human deserving and dignity when applied to re-creates.Kantian ethics were proposed by Immanuel Kant in his critical writing of the Groundwork of the Metaphysic of morals. Kant argued that non-rational things have only a relative value as bureau and ar consequently called things. keen-witted beings, on the other hand, are called persons because their nature already marks them out as ends in themselves for unless this is so, nix at all of absolute value would be found anywhere. (Britannica, 473) All persons are sufficient to adjust their behavior to what they reason to be moral behavior, but in using this capacity that all humans possess, they must act upon a categorical imperative to treat all similarly hardened batch equally. They must uphold to their moral maxims and make their actions universal law, extending it equally to all persons. Kant reformulates this idea and states that we should act in such a counseling that you always treat humanity, whether in your own person or in the person of any other, never simply as a means, but always at the same times as an end. (Britannica, 472) This means that we should never use people as only a means, and that because all persons have intrinsic human worth they should all be considered as ends in themselves.Kants vision exacts only persons or rational agents. If no person or understanding is manifest then it can be argued that the agent is simply a thing. Something that cannot rationalize and is not conscious of its earthly concern cannot be argued as having human worth. So it is wholly possible, through some applications of science, to create acephalous clones that are not fully developed in the forebrain and who therefore cannot rationalize or exist consciously. (Friedman, 3) If suitable to be kept alive after their conception in order to mature, these clones can be used for harvesting of their organs for various medical purposes. Kant would not object to these kinds of clones because his concept of rationality is respected in accordance to the categorical imperative. If only rational agents are to be used as an end, and if no rationality exists, then whatever is left can be used only as a means to further some goal with no ethical wrongdoing i nvolved.Developing a headless clone involves a process that prevents rationality and consciousness from ever being formed. This can be paralleled to other procedures that involve the same block of formation of rationality, particularly any form of birth control. not allowing the education of headless clones because it is immoral makes any sort of birth control thus immoral too, because they also involve the preventing of the development of consciousness and rational thought. (Friedman, 4) If this imperative were to be upheld to a moral maxim, then we would need to be invariable in our actions and ban birth control just as human cloning is banned now.However, if human clones are developed as persons (with a whole brain andfully functioning in every aspect) then our perspectives need to be changed to take a more moral view. Is it possible to morally clone a human to become an end in themselves? Suppose the case of a childless family where the scram is unable to conceive for whateve r reasons. Somatic cell cloning can provide the family with a way to obtain a child through surrogate birth. (Friedman, 2) Even though copying the genetic composition of one parent and making the child a copy of them is somewhat strange, it is understandable from the parents point of view. If they are unable to naturally conceive, they should still be given some sort of chance to have a child. Cloning gives the parents this chance to have a child and have a somewhat normal family as an outcome. In this case the clone is treated as an end. He will grow up to be healthy and hopefully be regarded the same as a naturally conceived child. When he grows up, the clone will not denounce his existence. If asked the question of whether he would have rather not been born, the child would most apparent thank cloning for his conception.The similar can be said for a clone that is used as a means for something but eventually becoming an end in themselves. Suppose the case of a family where a seri ous disease plagues an existing child and that only a specific blood token or a certain type of bone marrow will save him. If no donors are available, the childs only ticket to survival cleverness be a clone. Using the same genetic composition, his twin can be cloned in order to save his life. If this cloned twin is afterwards discarded, because he no longer serves a purpose or if he dies during the transfusion, this would in turn be super unethical and immoral. However, if the parents exercise the human right of the clone as a person to exist, they are playacting in accordance with the categorical imperative as stated above. They are extending the moral maxim to a universal law, and are treating the clone as a person, justly. The clone then becomes not simply a means to save a childs life but an end in themselves also. The clones rationality and consciousness is not jeopardized. And in the same way as above, the clone would be thankful for having saved someone with his existenc e and would not regret his life.The immediately foreseeable problems with cloning for the purpose of childbirth might be seen when parents want to dictate the genetic makeup oftheir child. They might not only want to eradicate genes that make a person susceptible to certain diseases, but they also might want to eliminate other un hearty genes. Genes that control a persons susceptibility to strength or other emotional factors, or genes that control a persons appearance, such as height, hair and eye color and physical condition. In this way, parents might be able to mold genetically superior children to their liking. This would is most probable to eliminate uniqueness and individuality. There would be no randomness or pureness of nature in humans. Everything would be similar because certain specific qualities would be more favorable and popular. Also gene superiority would label clones as of higher value and might cause variation based solely on ones genetic makeup. Only through tot al namelessness would this be preventable, and this condition is impossible.This problem can be directly related to the categorical imperative so crucial to Kant and Kantian ethics. Because morality must extended to be universal, it is imperative that both the superior clones and on a regular basis genetically endowed humans are treated with similar regard. This however would seem to not be the case the clones would always be favored in any situation. Therefore, this treatment would be immoral, as it would be immoral to clone human persons for such purposes, which are based only on vanity of people and discrimination of less favored genes.Many ethical issues and moral aspects of human cloning must be observed to get a larger picture of its implications. Kantianism gives us a way of differentiating in which situations will cloning be ethical or, the opposite, immoral. However, Kantian ethics is pretty specific in its situations and it cant give a much more general and broad understa nding of the ethics of cloning. It doesnt verbalise us what to do, it only tells us whether something is moral or not. Kantianism is not a guide of morals but it is a very good understanding of them.BibliographyFriedman, Dan. Cloning Macalester Journal of Philosophy Vol. 9, 1999Gardner, Jennifer. To Clone or Not to Clonehttp//pages.prodigy.net/darvi/clone.htm (12 Feb, 2001)Kant, Immanuel Encyclopaedia Britannica In Depth Knowledge 1999 ed.Macer, Darryl R.J., Ph.D. Ethical Challenges as we approach the end of the human beings Genome Project. N.p n.p. 2000Ruse, Michael, and Sheppard, Aryne. Cloning Responsible Science or Technomadness?Prometheus Books, December 2000

Ethical Dimension in Religion Essay

Worldview influences the general scope of morality. Morality rottern non sufficiently stand as a separate discipline from religeon. An attempt to separate morality from religeon can non be whole successful. Utilitarianism has been the near powerful and respectable system in the modern clock times exerting influence across the world. It was propagated most eloquently by John Staurt Mill (1806-1873). Its key dimension is to judge moral action by the happiness it produces or the suffering it eliminates while maximizing benefits to the widest possible audience.This idea finds a champion in the scientific humanist who feels that relationships between individuals form the basis for the values an individual should hold. On the other cut into, Marxism vouches for bodied morality where each(prenominal) actions that lead to the prosperity of the socialist system are considered good and hence chastely acceptable. The dominant religions in the world have many resemblingities pertaining to moral thought and conduct. They include unctions, not to steal, not to kill, not to have certain kinds of sexual relations, (Smart, 2000, p. 107) among others.Most of these rules actually make a tranquil high society possible because without them, the society would fall into a state of anarchy, especially if these values are not upheld by a critical mass. It Is also clear that the actual particulars of these standards as expessed in practice are different, set by different needs and environmental circumstances. Arguably, Islam and Christianity have a wide playing field of overlap in ethical dimension as expressed both in doctrine and in practice. The first area of considerable ethical compatibility between Christianity and Islam is on the oecumenicity of mankind.The central Christian message of cope for all humanity places a demand on all practicing Christians to regard human life highly and can explain the vast humanitarian efforts pursued in expression of faith. This expl ains much(prenominal) sacrifice and devotion to the distressing and the sick by well-known persons such as the late mother Teresa of Calcutta. Muslims on the other hand have a religeous traffic to give alms to the poor as one of the key pillars of faith, which is an expression of global brotherhood. Numeous Muslim aid organisations also exist to alleviate poverty and suffering among the disadvantaged in the society.When approached from the stand Comparative religious ethics, many similarities are seen in the actual practice of the two faiths. While Christianity does not provide for Holy wars as expressly as Islam, the fancy of bonny wars found its way into Christian thinking and was the key rationalisation behind the crucades. It became an expression of ones faith to pick up arms and contradict for the faith during the crusades as compared to the early church position where military service was considered wrong.A comparison of the facets of ethical dimension upheld by Christ ianity and Islam must include a look at the founders, their philosophy of human relationships, and the duty of man towards creator. Christianity has Christ as its face. He preached love and despite being diety gave himself up to be crucified. He shed nobodys short letter in his entire life but his own blood was shed. As if to immortalize his message prayed for the forgiveness of those who crucified him. He nonetheless taught that he would be coming back, this time not as a graceful redeemer, but as king and Judge.Christianity therefore gets its message of love for all from this picture of Christ. All human life is considered sacred, indeed created in Gods flick, and hence in the image of Christ. Christians, in following this pattern are expected to love their enemies and to pray for them. In the area of marriage, a Christian may marry only one wife. Further much, it is generally difficult to proceed with divorce as a Christian as Christianity is generally averse to divorce. The Pr ophet Muhammad is the face of Islam. He was, not just a man of God he was the skillful diplomat, statesman, and general (Smart, 2000, p.110). This has influenced Muslim ethics so as to accommodate such concepts as holy war (Jihad) against those who impede the spread of Islam, and it goes further to actually give back those who see to it that such persons are eliminated, complete with insuarance for those who die in the process, being regarded as Holy warriors. Islam advocates for universal brother hood and this is enforced by the giving of alms, which basically raises concern for fellow man. Islam builds on this concept of brotherhood whereby all Muslims consider themselves pilgrims, with none having a superior status before Allah.As Christian cultures have become increasingly westernised, divorce has become more and more acceptable without much difference with faith. This compares closely with the official Muslim position on divorce. A Christian is required to participate in cert ain rituals such as baptism and communion as a duty to God, his love for fellow makind notwithstanding. Islam places a similar demand on its adherants where some acts are purely devotional and are considered duty to God, such as pilgrimage to Mecca.It is indeed clear that although the details vary between Islam and Christianity, the practice of the two faiths is strickingly similar and does not differentiate them sufficiently from each other. Bode points out, Ones religious being is more than whether or not one is part of some organized religion (Bode, 1996). References Bode B. A. (2006). Dimensions of Religion The estimable Dimension. July 10th 2010, www. quuf. org/sermons/archives/2006-2007/ethical. pdf Smart, N. (2000) . Worldviews, Crosscultural Explorations of Human Beliefs, 3rd Ed,

Mass Media Audience in Malaysia Essay

In the mickle media perspective, gain two types of audition which is the peaceable audition and the agile audience. But some beats, they maybe act both of these types. So, in discuss this both type of the audience, I agree pick up the difference conjecture to explained how their style peck give the powerful upshots to visual sense media or by their attitudes make the mass media have the limited impact on them. Lots of possibility that has been discussed on passive audience, and state that tribe be easily influenced by the media.While dynamic audience idea can be viewed as a theory that foc habituates on accessing what volume do with media. This concept said that the pile make to a greater extent active decisions closely how to use the media (Stephen W. Littlejohn and Karen A. Foss, 2008). For that reason, this concept can be referred to as audience-centered rather than source dominated. Baran and Davis (2006) suggested that this concept should be looked under micro level perspective rather than macro level perspective. These ideas of audience are associated with various theories of media set ups.The powerful effects theories tend to be base on passive audience, whereas the minimal effect theories are based more on an active audience. During the mid-seventies and 1980s, more inquiryers became increasingly focused on media audience. Most of them focus to gain more useful soul of what people do with the media in their daily lives. As this research develop, new and slight pessimistic expression of audience began to develop. Empirical researcher start to reexamined limited-effect assumption about audience and argued that people were not as passive as these effects theory assumed (Baran and Davis, 2006).Media audience is a group of people who go in in an experience or encounter a work of art, literature, theatre, music or academics in whatsoever medium. Audience members pickicipate in different ways in different signifiers of art some ev ents press overt audience participation and others completelyowing only modest clapping and criticism and reception. Media audiences are studied by academics in media audience studies. Audience theory also offers scholarly insight into audiences in general. Early research into media audiences was dominated by the debate about media effects, in particular the link between secrete violence and real-life aggression.Several moral panics fuelled the claims, such as the incorrect presumptions that Rambo had influenced Michael Robert Ryan to commit the Hungerford massacre, and that Childs looseness of the bowels 3 had motivated the killers of James Bulger In the 1990s, David Gauntlett published critiques on media effects, most notably the x things wrong with the media effects model article (George Rodman, 2009) . Active audience was define as the audience for a media product, seen not as accepting a product as it is presented to them, but as interpreting, interacting with and exploit ation it for their possess agenda.Frank Biocca (in Littlejohn, 1999) (in George Rodman, 2009) discussed five characteristic of the active audience implied by the theorist. The first is selectivity. Active audiences are considered to be selective in the media they choose to use. The second characteristic is utilitarianism. Active audience are said to use media to meet particular need and goals. The third is intentionality, which implies the purposeful use of media content. The fourth characteristic is involvement, or effort. here(predicate) audiences are actively attending, thinking about, and using the media.The last characteristic is impervious to influence, or not truly easily persuaded by the media alone. According to uses and gladness media effects assumed the audience brought their own needs and desires to the performance of making sense of media messages. Needs and desires structured how messages are received and understood by the audience. Theory uses and gratification w as the first to champion the cause of the active audience. It shifted the emphasis from what the media do to people and placed the anesthetise of what people do with the media.U and G state the audience as more active in the decision to watch video and what to watch. Kartz, Blumler, and Gurevitch (1974)(in Saodah Wok, Narimah Ismail and Mohd. Yusof Hussain, 2005) described five elements of the U and G. First, the audience is conceived of as active, an chief(prenominal) part of mass media use is assumed to be goal directed. Second, in the mass confabulation process more initiative in linking need gratification and media choice lies with the audience member. Third, the media compete with other sources of need satisfaction.Fourth, more goals of mass media use be derived from data supplied by individuals themselves, they can report their interest and movies. Lastly, value judgments about the cultural significance of mass communion should be suspended while audience orientations are explored. to a fault that, training Processing Theory also used to describe and interpret how each of us assume in and makes sense of the flood of selective information our senses encounter every moment of each day. It assumes that individuals are active in operate with certain built-in information-handling capacities and strategies.Each day we are exposed to cast quantities of arresting information. We filter this information so only a small portion of it ever reaches our conscious mind. nevertheless a petite fraction of this information is singled out for attention and processing, and we finally store a tiny amount of this in long-term memory. We are not so much information handlers as information avoiders-we have developed sophisticated mechanisms for screening out irrelevant or useless information. Passive audiences ordinarily had received information with little or no effort on their part.The audience is passive in the receiving and interpretation of media. Based on that statement, Noelle-Neumann (1981) (Shirley Biagi, 1999) introduced her spiral of relieve concept to support the powerful of media. She argued that her perspective involves a return to the concept of powerful mass media. She wrote, as bear upons the connection between selective perception and the effect of the mass media, one can put forward the hypothesis that the more restricted the selection the less the reinforcement principle applies, in other words the greater the possibility of mass media changing attitudes.She contends people who feel they are a minority opinion remain silent, thereby reinforcing or enlarging the majority position. These people take a silent stance on an issue. Their silence result in a kind of contagion of silence among others who share the minority view and this ever-spiraling or enlarging silence plays into the hands of the vocal majority. The mass media exert great influence and have powerful effects because publicize which opinion they consider im portant and give clues to the public about opinion people can talk about or exhort without becoming isolated.The media, because of a variety of factors, tend to present one sides of an issue to the exclusion of others, which further encourages those people to keep quiet and makes it even tougher for the media to uncover and register that opposing viewpoint. Once a spiral of silence is initiated, the magnitude of media influence go out increase to higher levels over time. Spiral of silence theory argues that media can have a powerful influence on everyday talk this was linked with the concept passive audience.Media can literally silence public discourse on certain topics by declaring them to be colonized in favor of one or another. Besides that, Habermas (1962) (in toilette C. Merrill, John lee and Edward Jay Friendlander, 1994), gave a funny explanation of the friendly structure and the audience in it. Within his concepts of the public sphere, the residents consume the farming and information and the audience is portrayed as a member of the society, who participates in the exchange of ideas.Even though this audience participation was interpreted as bringing degeneration in the quality of discourse (Calhoun, 1993) (in John C. Merrill, John lee and Edward Jay Friendlander, 1994), his glimpse of the audience activeness in participation plays a role in connecting critical theory, which focuses more on the passive audience under fundamental economic determinism, to cultural studies, which regard the audience as more active within the extensive structure of the society.Critical theorys main focus is on economic determinism, in which capitalistic power controls the mass media ownership and its messages, and in turn, controls the audiences perception and activity. The audience is not regarded as being as important as the mass communicator, but is treated as a side issue in the mass communication process. In Malaysian, the issues about media violence especially o n the television programs and the impacts on childrens demeanour its ever being discuss among the society and academician. The study about these issues was started from 1950s until now.Its become more critical when a lot of improvement have on media technology, especially on the content. This is because, the technology is always developed. Most people do not believe that media violence has had any a negatively charged effect on them. In public opinion polls, typically 88% of people say that the media have not affected them personally (Whiteman, 1996 in W. James Potter, 2003). But, in reality the media continually and weightyly affect everyone, and when the messages are ruby, people are at risk for a variety of negative effects.Basically people do not perceive these negative effects happening to them in their everyday lives, not because those effects tire outt exist, but because people do not know what to look for as evidence of the effects. Schramm and his associates account that children were exposed to television more than to any other mass medium (Shirley Biagi, 1999). In Malaysian scene media violent bring the huge impact to our society development. According to Orestes (2002), media violent is a major task threatens the harmony of family life.According to him, many media spread the mistaken notion that hinge upon, pornography, porno-actions, violence, terrorism extreme and wild life, all of these aside from culture and religion. He also found, reflecting the influence of irresponsible media lead to moral standards in the Asian youth is declining, 20% of teenagers involved with adultery, 24% were involved with pornography and porno-actions, 21% sex before marriage and 35% of juvenile cases. All this will lead to teen more problematic and involves the breach of fudge factor problems at school very significant.According to Amir Hassan Dawi (2002), films, newspapers, magazines, novels, books, internet, interactive media and television to highlight the culture of colour has been a problem in changing the behaviour of physical, verbal, nonverbal, antisocial and crime among students. He reported that the sex scenes and violent action seen in the media that will make young minds hard and greedy. He also verbalise that this matter cannot be denied because their average age between 12 to 20 years of age is a stage is still considered raw.At this stage, students easily stimulated because they are in the process of change to born(p) puberty. Thus they will aggression that was adapted to use information to media practiced in their daily behaviour. knock-down-and-drag-out programs in the media as well as imitation of behaviour problemspersistent to the teenagers (Ralph, 1999). According to him, when many violent and behaviour that aired in the media with easily influenced and imitated by the children and adolescents.These issues become even worse what if the parents knowingly make a media a place to escape from educating children as fatigue factor, career and finding sources of income (Rogers, 1980) (in Rosly kayar, 2007). Thus, character building children guess on viewing and simple materials found in the media. This will cause teenagers to make the material as a medium for viewing learn something and then practiced in life. Consequently, violent treatment of amusement and in accordance with the instinct of youth will be the main mechanisms of adolescent attitudes and behaviour.Thus, the adolescent will be more wild and vulnerable violent activities (Baron, 1973) (in Rosly Kayar, 2007). This entire technological advance occurred simultaneously with profound alterations in Malaysian society. Stanley J. Baran and Dennis K. Davis (2009) state, the new social landscape took shape at precisely the same time that the new mass medium arrived. So, after the rapid social change in the Malaysia especially, the serious social problem also had the rapid rise. Based on that situation, in my opinion audiences in Malays ia was an active audience. To colligate these ssues with my statement, I have chosen the Uses and rejoicing Theory by Bumler dan Katz in 1974 to understand more how the communication technology advancement will be effect the childrens, and also its will answer why I said the audience perspective in Malaysia is active audience. In the Uses and Gratification Theory, active audience from the violent media site, can be described as how the teenagers used the variety way to achieved their satisfaction by using television. This theory emphasizes the willingness of consumers and not the content of the message.Media is considered as a way to meet the needs of the audience and the audience is assumed to be active. While Saodah Wok, Narimah Ismail and Mohd Yusof Hussain (2005) states this theory can explain why some of the contents of television are not watched by the audience. Maybe it does not interest them or do not have the required information. This theory also explains how the individ ual characteristics of the different character of the television media channels to satisfy the requirements and to lap up problems. Certain individuals, especially teenagers have different goals to support treatment.According to Rice and Williams (1984) (in Sobhi Mohd Ishak, 2003), the emergence of new media is the go around field to test the various theories and models. One of the theories that the media are often used to analyze new media Uses and Gratification theory is the requirement. Other than Rice and Williams, several other researchers are also using this theory as a reference for research on mass media such as Williams, Strover and Grant (1996) (in Sobhi Mohd Ishak, 2003). As the theory relating to active audience, Uses and Gratification Theory of the Will provides perspective on how audiences respond to new media-rich information resources.The active audience can be seen in this issues when the audience watch the violent content on the media like television, they have t he tendency to behave or talk like what they watch without realizing what they had follow is negative or positive. So this action can be considered as active audience. This because, they watch the media content, then they practices on their live. From their act they would change the perspective of media in terms of carrying the message to give the information. For example, the results of the present widespread television exposure, exposure to sex is also becoming more numerous and easier to achieve.