Key Principles of Economics

3 Key Elements of Economics There are many key factors that make up the economic system all which must work together in order to effectively direct scarce inputs into wanted outputs. For this purpose the focus will be on 3 of those key elements. this includes the idea of no such thing as a free lunch, transactions as an obstacle to trade, and how the invisible hand directs buyers and sellers toward activities that increase general welfare. All three of these elements are essential for a greater understanding of how the economy thrives. In our market, resources are limited yet humans desire for goods and services is nearly infinite.Because of this there is no such thing as a free lunch. The sacrifice most commonly thought of in receiving lunch is the monetary cost however there are other sacrifices as well. Productivity, which provides the money for that lunch, is a large sacrifice when we stop to take a lunch break as in this explanation. However, the main sacrifice to focus on is th e cost that we pay for any good or service. This sacrifice is something both consumers and producers must face. To say that you did not pay for the lunch you received still does not make it free to you or the person who paid the bill. It simply shifts the cost, it does not reduce it.As consumers we are always looking to get more for less. Yet what we do not see so directly, is how the cost of any given good influences us on what we choose to purchase. With out comparing the cost advantage of given products we as consumers would end up using the money we had intended for groceries perhaps on other items that are not of equal value. Therefore, if Sally goes out shopping with the intent of buying only a few essential items that her daughter will need for the winter weather and does not consider the cost of what she is buying she could easily over spend and have to sacrifice at the grocery store.Or maybe Sally will then not be able to heat her house effectively. Both of these are exampl es of items that are more essential to Sally and her daughter's well being than the brand name of her daughter's clothing. This shows how by purchasing the more expensive clothes for her daughter Sally is no longer able to direct her resources as effectively as she could have had she perhaps taken her daughter to Goodwill and gotten clothes that are just as effective for less money. For producers the cost that most effects them is of the resources they use to make any given product.If a paper mill produces only two types of paper type A and type B Then in order for the paper mill to produce 500 bundles of each type of paper the mill must accrue the cost of only being able to make 500 bundles of type A because they must also make 500 bundles of type B instead of 1000 of type A and none of type B. This also shows cost because 1000 bundles of type A is the cost of 0 bundles of type B. Trade is a voluntary exchange of goods of services however, trade cost the consumer and the producer.T he producer must pay things like time effort, shipping, and negotiations in order to make the sale. These cost then get reflected on to the consumer in order to create a profit. Transaction cost are effected by several factors physical obstacles, lack or information, government taxing and regulations, and middle men. Physical obstacles such as rivers, mountains, and oceans all increase transaction cost because they increase the difficulty of getting the product from the shipping point to the destination. This can be seen in the cost of nearly anything.If John orders a new muffler for his Toyota motor cycle and it has to be shipped from Japan he will incur a much larger transaction cost than if he had ordered the part locally because that muffler must travel across the ocean and possibly some other land barriers. Lack of information is costly in the way of the producer and consumer. If the producer of an anatomy book is looking to find a consumer they producer must spend valuable tim e looking for a consumer because they are unaware of where they might find the consumer.The same goes for the consumer who must look for a producer or other student who has the book he or she needs. This could also involve finding multiple sellers of the right book in order to compare price and get the most value for his or her dollar. This all takes time in which the producer and consumer could be doing more productive things therefore bringing in more income. As most people are well aware of the government increases transaction cost in varying ways including taxes, licensing requirements, price controls, tariffs, and quotas.Every time I go to the grocery store I can look at my receipt and see where I was taxed. Some things only have a 2. 5% tax others have a 5% tax. This increases my cost of trade by the percentage of tax on every item I purchase in a given transaction. Government also increases transaction cost on other nations by enforcing tariffs in which a tax must be paid in order to import the goods shipped here to the U. S. Another example is in licensing. If I want to go fishing legally I must first buy a fishing license. Therefore I must pay in order to go and fish for the good of potentially catching my dinner.The final element of economics that will be covered is the invisible hand, how market prices direct buyers and sellers toward activities that promote general welfare. Every person is out for his or her own gain however, what he or she does not realize is that the â€Å"invisible hand† or market prices promotes the goals of others which leads to greater riches for everyone. For producers the actions of the consumer allows them to know how to adjust to meet the demands of the consumer. It reflects information about a consumers preferences in regards to cost, timing, location and circumstances.For example if people are able to get canned pumpkin all year at the super market but around thanksgiving the demand for canned pumpkin sky rockets in Louisiana then the producer can then tell that they are able to raise the price of the pumpkin in Louisiana and because they raised the price they can also afford to supply more cans of pumpkin with out the fear of the canned pumpkin expiring on the shelf. For the consumer to buy a product the consumer must feel they are getting at least the monetary value of the good they are buying.Therefore, if the pumpkin is priced too high the consumer will reduce the amount that they buy causing spoilage and costing the producer. However, if the price is too low the producer will see a great increase is the purchase of the pumpkin because the consumer now thinks they are getting more for their money than before. This is how the â€Å"invisible hand† directs prices by showing when there is a surplus or shortage allowing for the market to self adjust to cross over clearing where there is very little excess or shortage in the real world.

Working Conditions of the Meat Industry

Recognition of the inherent dignity and of equal and inalienable rights of all members of the human family is the foundation of freedom, justice and peace in the world. Everyone has the right to life, liberty and the security of person. These few words pretty much sums up the mission of the Human Rights Watch (HRW), an international non-governmental organization whose main focus is to ensure the wellbeing and the inherent rights to life that all human beings are entitled to. By using means such as the media for example, Human Rights Watch sets out to not only insure that all human beings live their lives with dignity but to also bring to justice those who, through merciless dictatorships, suppress the happiness and basic human rights of their people. The purpose of this paper is to discuss my opinion on whether or not I agree with certain changes recommended by the HRW in regards to work safety when it comes to immigrant workers. I will provide my opinion and consider some of the utilitarian and deontological considerations. In 1906, Upton Sinclair's novel â€Å"The Jungle† uncovered harrowing conditions inside America's meat packing plants and initiated a period of transformation in the nation's meat industry. The Pure Food and Drug Act and the Federal Meat Inspection Act were both passed later that year, and labor organizations slowly began to improve the conditions under which the country's meat packers toiled. But some critics say America's meat business has been in decline for decades and that the poor conditions found in slaughterhouses and packing facilities today are often little better than those described by Sinclair. The Human Rights Watch was founded in 1978 as â€Å"Helsinki Watch† to support and protect individual dissidents and independent citizen groups in Eastern Europe and the former Soviet Union. The aim was to defend the rights of suppressed writers, scholars, and intellectuals, and to ensure that their governments complied with the 1975 Helsinki Accords, which, among other things, affirmed citizens’ rights to monitor the human rights practices of their own governments. The first expansion came in 1981 when Americas Watch was established to demonstrate that human rights standards are universal and should be applied equally to governments of all political stripes. The HRW group investigated the meat and poultry industry’s unfair, unethical and inhumane practices and found that things needed to be changed. HRW recommended an assortment of things to change to include â€Å"new laws and policies should ensure respect for the human rights of immigrant workers, whatever their legal status. Immigrants should have the same workplace protections as non-immigrants, including coverage under fair labor standards and other labor laws, and the same remedies when their rights are violated† and â€Å"New federal and state laws should reduce line speed in meat and poultry plants and establish new ergonomics standards to reduce repetitive stress injuries. Health and safety authorities should apply stronger enforcement measures. States should develop stronger worker compensation laws and enforcement mechanisms. These changes were recommended because there is a massive influx of immigrant workers in the meat and poultry plants around the country. Also a significant number of these workers are unaware of their workplace rights. Many of these workers and their family are also undocumented and don’t want to draw attention to themselves. Because of their undocumented status, this prevents workers from seeking protection for their rights as workers from government authorities. The meat and poultry industry takes advantage of these fears and use it to their advantage. They play on the fears of these undocumented workers to keep them in abusive conditions that violate basic human rights and labor rights. Regardless of someone legal status, no one deserves to work in unsafe filthy conditions. I do agree with the changes that the HRW put forth. I have to agree that the illegal and some legal immigrant population are unfairly taken advantage of. The meat and poultry industry has the duty to protect and provide a safe working environment for their workers and also provide for damages or injury in the event of it happening regardless of legal status. Most of the nation's 17. 7 million immigrant workers toil, like those who preceded them, in jobs that native-born Americans refuse to do. They work as meatpackers, hotel maids, hamburger flippers, waiters, gardeners, seamstresses, fruit and vegetable pickers, and construction hands. John Gay, a lobbyist for the American Hotel & Lodging Association, says there are places in this country where we wouldn't survive without immigrants, which is pressing Congress to allow more â€Å"essential workers† into the United States. The trend is to push our own children into college to be rocket scientists or computer programmers. But who is going to do these hard jobs that we have? Who is going to change bedpans in a nursing home? Or change beds in hotels? † Jobs in poultry plants across the South, once held almost exclusively by American blacks, are now dominated by Mexican immigrants. Textile plants run largely on the labors of Hispanic workers. In the Kentucky coal fields, mining companies are considering recruiting miners from the Ukraine. From a Utilitarian perspective, requiring meat packing lines to slow down will increase man hours and reduce productivity. If chain speeds were legislatively mandated to be reduce by 25 %, the same plants which currently lack management commitment to safe foods would continue to produce the same amount of contaminated food as it did prior to the forced reduction. The management would not be inclined to make changes which would cost money if they are losing money because of decreased production due to the reduction of the speed lines. The meat and poultry industry does not promise rose-garden workplaces, nor should it be expected of them. OSHA offered special incentives to meat packers who entered into voluntary agreements with the agency to lessen their ergonomic hazards. While they would still be subject to OSHA inspections, they would not be cited or penalized on ergonomic grounds. From a deontological stance, food safety is compromised when production lines move too quickly for its line workers to properly assess risks. Working in the meat and poultry industry is a difficult job that I stated before most Americans would not do. It is the meat packing companies’ duty to ensure our foods and the workers who process them are as safe as they can be. If speed lines were reduced, health risks to employees will reduced and our meats can be properly assessed thus resulting in less contaminated meats making their way to out grocery stores. In conclusion it is obvious to see that rights and responsibilities were not carried out by the meatpacking industry. They were greed driven business who â€Å"poisoned for profit† as President Roosevelt said. The meatpackers had a right to make their product but did not take the responsibility to do it in a manner that was safe for the workers and the consumer. Thanks to the Human Rights Watch and people like Upton Sinclair and Theodore Roosevelt who was sickened after reading an advance copy of Sinclair’s book called upon congress to pass a law that established the Food and Drug Administration. The meat industry today takes the responsibility in making working conditions safer and producing meat safer for the consumer. References Blackwell, Jon. 1906: Rumble over ‘The Jungle’, retrieved 15 Jun 2011 from: http://www.capitalcentury.com/1906.html Meatpacking in the U.S.: Still a â€Å"Jungle† Out There? (2006), retrieved 15 Jun 2007, from: http://www.pbs.org/now/shows/250/meat-packing.html Parker, Laura, USA just wouldn’t work without immigrant labor, (July 2001), retrieved 15 Jun 2011, from: http://www.usatoday.com/news/washington/july01/2001-07-23-immigrant.htm

Trials of conventional criminals and terrorists Essay

Trials of conventional criminals and terrorists - Essay Example ition (in all of its senses, military or paramilitary, solutions, specialist courts or tribunals.† (Renwick & Treverton, p.1) Conventional criminals mostly commit crimes in their own country and hence the trials of such criminals are easy for the court. On the other hand in most of the cases terrorist commit crime in another country and hence their trial often poses lot of headaches to the court. Four essentials of a conventional criminal trial system are: strong and independent prosecutors; efficient and properly paid defence lawyers; ready access by defence lawyers to their clients in custody; and a modern communications system. (Review of the Criminal Courts of England and Wales) Conventional trial of a criminal often conducted in a criminal or magistrate court with the help of a judge, prosecutors, criminal advocates, witnesses etc. The judge will hear the claims of both the prosecution advocate and the criminal advocate before reaching the conclusion and declaring whether the accused committed any crime or not. In order to convince the judge the advocates (prosecution and criminal) usually presents evidences and witnesses along with the first information report (FIR) by the police who investigated the crime. The advocates will cross exam the evidences and the witnesses in order to prove their arguments. Finally the judge will reach a conclusion after hearing and evaluat ing all the arguments and evidences and will declare his verdict. Trial of a terrorist usually involves lot of complicated procedures. Quiet often special courts have been put up in order to conduct a proper and fair trial for the crime conducted by the terrorists. â€Å"In deciding whether to charge suspected terrorists, and in conducting their trials, prosecutors have difficult choices to make while maintaining proper standards of conduct. The first question, however, is how and in what context terrorists should be prosecuted.† (Renwick & Treverton, p.10) â€Å"Civilian courts do not provide

Improving Americas Internet Essay Example | Topics and Well Written Essays - 500 words

Improving Americas Internet - Essay Example Resources such as pole attachment and right-of-way are controlled and managed by the government. If this resources were managed effectively, the costs incurred by firms can be greatly reduced as well as foster competition and investment. The job can be broken into tasks to ensure that it is implemented effectively. The first task is to pass the laws and rules that will foster competition in the congress. This can be done within a duration of six months. The next is to free more spectrum, the spectrum will be released in bits such freeing the whole of the spectrum at once can’t be effective due to economic issues. Fiscal policies should be introduced to make sure that the infrastructure costa are reduced. Research and development fund should be increased from the current value that the federal government has. The FCC should quickly print a timetable of actions to implement plan recommendations within its authority, publish an evaluation of plan progress and effectiveness as part of the annual Section 706 Advanced Services Inquiry, create a Broadband Data Depository and continue to utilize Broadband.gov as a public resource for broadband information. It will also be very prudent to keep reviewing the broadband since it evolves from time to time. The collection of data in will be very helpful to make sure that there is track of the implementation stage. The FCC should publish a Broadband Performance Dashboard with metrics designed to track broadband plan goals. Publishing the performance will act as an indicator of how the broadband is functioning. A method that will help the stakeholders analyze any

Research Design Assignment Example | Topics and Well Written Essays - 1500 words

Research Design - Assignment Example Looking at extrinsic motivation, this motivation comes from the outside. In the next stage, they are more internal about their motivation, and this relates more to themes of self-efficacy and self-esteem that comes from inside the individual instead of coming from outside. Having intrinsic motivation is not necessarily the same thing as having self-esteem, although it may be related to this concept. Valuing health and a fitness atmosphere is also a big part of cultivating self-esteem and positive self-image in this environment of research questions into athletic performance, and decreasing potential conflicts and problems in life. Overall, the plan focuses on both self-esteem and motivation. Motivation shows a mind-body connection, so whether or not a positive and motivated mind can lead to a better body for the subjects, is another major question in regards to the researchers. This points towards a holistic definition of fitness as is shown in motivation itself, of which this is part of internal or intrinsic motivation to increase the fitness level of the athlete, who is measured cycling in the study. The authors make educated guesses about whether or not athletes would respond positively or negatively to motivational factors. â€Å"Athletes occasionally follow pacing patterns that seem unreasonably aggressive compared with those of prerace performances, potentially because of the motivation provided by competition. This study evaluated the effect of extrinsic motivation on cyclists` time trial performance† (Hulleman et al., 2007). Extrinsic motivation may be true, but uses levers to encourage a certain way of thinking. Dealing with issues of motivation and planning means that the athlete would be hypothesized to need to have definite goals and at the same time still be flexible. That is, the effective motivated pro will have a master plan going but at the same

Advanced consumer behaviour Essay Example | Topics and Well Written Essays - 2500 words

Advanced consumer behaviour - Essay Example This market situation is evident in every industry on a global basis and apparently is under great research in order to conclude upon the fundamentals of the consumer behavior. Consumer behavior as defined by Luna and Gupta (2001) is the ongoing study that explores the reasoning behind the buying decision process. In more details, consumer behavior is a systematic approach that attempts to identify patterns that analyze the following questions: what consumers buy, why they buy the specific product, when they buy and how they buy. (Foxall, 1993) It is more than clear that the essence that underlines the issue in account lies in explaining and eventually predicting the purchase actions of individuals within specific markets and given products or services. Therefore, consumer behavior is directly associated with the overall buying decision processes that people exhibit. Although academic background on the exact definition of private label products does not explicitly state a single or widely accepted term, for simplicity reasons and convenience building we provide a rather general description, which indicates that Private label goods are product brands that carry or suggest the retailer’s name (Sheinin and Wagner, 2003). In other words, as defined by Hernstein and Tifferet (2007), retail brands are indeed consumer products produced by or on behalf of, distributors and eventually sold under the distributor’s own name or trademark through its own outlet. A third proximity approach to providing an accurate and full description in just few words is the one given by Sethuraman and Cole (1999), describing them as general brands owned, controlled and sold exclusively by retail outlets. All three contextual terms highlight the key issues in retail brand development; the process, the product range and the unique product availability (Burt, 200 0). Today, private label goods have

Financial Analysis Assignment Example | Topics and Well Written Essays - 500 words - 1

Financial Analysis - Assignment Example The move have been associated with the recent change plan in the company that has forced customers to pay monthly installments of over twenty months other than offering subsidized phones (Zachariadis, 2014). The installment and the contract plan both present an effect of binding the customers to the carriers. Having a huge number of customers floating without an obligation to the company presents a financial risk since the number of sales will go down. Apart from the customers issues the company is also facing financial risks from competitors such as T-mobile US inc., Sprint corp. and Verizon communication Inc. The three competitors present a financial risk to the company as they compete with AT &T for the available market (Summary for AT&T Inc.- Yahoo! Finance, 2014). The graph below is an income statement of the AT & T Inc. the total revenue of the company has registered improvement as per the information of the last three years. Operating income has also declined with 2013 registering the period when the company utilized a lot of capital as operating capital. Diluted EPS indicate the profit per each share. The company recorded high profit per share in the year 2013 as compared to the two different years (Summary for AT&T Inc.- Yahoo! Finance, 2014). The total revenue of the company increased from $127, 434 to $ 132,447 showing a great improvement that was the highest in the past five years. However, the gross profit recorded a decline from $77,288 to $71,836. The company was able to register the highest gross profit in 2013. However, it is the within the same year that the company utilized the highest amount of money $30,447 as operating income. Additionally, in 2013, the company was able to register a high income amount of around $18,249 with a decrease of up to $ 6,224 in the year 2014. The company also recorded a profit per share

Social Assessment of Family Resource Centers Essay

Social Assessment of Family Resource Centers - Essay Example One such source would be institutions known as Family Resource Centers. According to a link for Family Resource Centers through the state of Colorado, their mission would remain to be seen as, "Working as a catalyst within high-risk urban and rural communities, family resource centers utilize a comprehensive and proven community-based approach to improving health, social, educational and economic outcomes for entire families, not just individuals," ("Family Resource", p.1). Socially speaking, these agencies would be in place, for the overall purpose, of aiding families with basic needs that are otherwise not being met. By providing the necessary education, so that these respective families may be able to overcome their current circumstances and be able to achieve a better standard of living. In terms of a policy assessment, the act of engaging those most affected by the problem, in the quest of improving their own life, would appear to be the most beneficial of the suggested options. Essentially, "Greater than the sum of its parts, FRCA provides a safety net of quality services to vulnerable families and children across Colorado," ("Family Resource", p.1). ... Essentially, "Greater than the sum of its parts, FRCA provides a safety net of quality services to vulnerable families and children across Colorado," ("Family Resource", p.1). The policy of this institution at its core would be the providing of aid and encouragement, for the betterment of all susceptible families within the Colorado area. In times of both state, as well as federal economic woes, it can become quite easy for some, to approach different programs in terms of assessing their benefits and determining if they should be spared the cut from the budget rolls, or in fact, are not viable enough and ultimately, should be cut from expenditures made. To make the argument for this program, a letter was composed by Bill Michaels, who would serve as the State Executive Director of the Family Resource Center Association, Inc. As part of his central argument, Mr. Michaels asserts, "Despite seemingly insurmountable odds, Colorado's family resource centers are committed to ensuring that families across the state have access to resources in their communities that will enable them to persevere and prosper," (Michaels, p.1). For those who are in charge of allocating the funds for various programs, the assertion made by Bill Michaels, would be done so for the sake of maintaining the relevance and ultimate need remaining for the program that he would be in charge of. The issue of funding would further be addressed by Mr. Michaels in his letter, in this manner: The work of Colorado's family resource centers is made possible by contributions from individuals and organizations. Their generosity allows the centers to continue their efforts on behalf of Colorado's families.

Teaching Reading Is Rocket Science Essay Example for Free

Teaching Reading Is Rocket Science Essay Preface Executive Summary Preventing Reading Failure: A Top Priority for Education Where We Are: Taking Stock of Teacher Preparation in Reading The Difficulty of Teaching Reading Has Been Underestimated / 11 Why Have Teachers Been Left Unprepared? / 11 The Knowledge Base for Teaching Reading Is Hidden, Extensive, and Complex / 11 Meaningful Professional Standards Are Absent / 12 Good Information Is Hard To Get / 14 Classroom Instructional Programs Are Uninformative / 14 Can We Do Better? /14 Toward a Curriculum for Teacher Preparation and Inservice Professional Development Knowledge of the Psychology of Reading and Reading Development / 16 Basic Facts About Reading / 16 The Characteristics of Poor and Novice Readers / 18 How Reading and Spelling Develop / 18 Language: The Foundation for Reading Instruction / 20 Practical Skills of Instruction in a Comprehensive Reading Program / 21 Opportunities for Supervised Experience / 21 Use of Validated Instructional Practices / 21 Assessment of Classroom Reading and Writing Skills / 24 Where We Need To Go: Changing Teacher Preparation and Professional Development in  Reading In Sum End Notes References Appendix A—Knowledge and Skills for Teaching Reading: A Core Curriculum for Teacher Candidates 5 7 9 11 16 25 28 29 30 33 TEACHING READING IS ROCKET SCIENCE / 3 Teaching reading is a job for an expert. Preface R eading is the fundamental skill upon which all formal education depends. Research now shows that a child who doesn’t learn the reading basics early is unlikely to learn them at all. Any child who doesn’t learn to read early and well will not easily master other skills and knowledge, and is unlikely to ever flourish in school or in life. Low reading achievement, more than any other factor, is the root cause of chronically low-performing schools, which harm students and contribute to the loss of public confidence in our school system. When many children don’t learn to read, the public schools cannot and will not be regarded as successful—and efforts to dismantle them will proceed. Thanks to new scientific research—plus a long-awaited scientific and political consensus around this research—the knowledge exists to teach all but a handful of severely disabled children to read well. This report discusses the current state of teacher preparation in reading in relation to that research. It reviews and describes the knowledge base and essential skills that teacher candidates and practicing teachers must master if they are to be successful in teaching all children to read well. Finally, the report makes recommendations for improving the system of teacher education and professional development. In medicine, if research found new ways to save lives, health care professionals would adopt these methods as quickly as possible, and would change practices, procedures, and systems. Educational research has found new ways to save young minds by helping them to become proficient readers; it is up to us to promote these new methods throughout the education system. Young lives depend on it. And so does the survival of public education. The urgent task before us is for university faculty and the teaching community to work together to develop programs that can help assure that all teachers of reading have access to this knowledge. TEACHING READING IS ROCKET SCIENCE / 5 To understand printed language well enough to teach it explicitly requires disciplined study of its systems and forms, both spoken and written. Executive Summary T he most fundamental responsibility of schools is teaching students to read. Indeed, the future success of all students hinges upon their ability to become proficient readers. Recent scientific studies have allowed us to understand more than ever before how literacy develops, why some children have difficulty, and what constitutes best instructional practice. Scientists now estimate that fully 95 percent of all children can be taught to read. Yet, in spite of all our knowledge, statistics reveal an alarming prevalence of struggling and poor readers that is not limited to any one segment of society: s About 20 percent of elementary students nationwide have significant problems learning to read. At least 20 percent of elementary students do not read fluently enough to enjoy or engage in independent reading. The rate of reading failure for AfricanAmerican, Hispanic, limited-English speakers and poor children ranges from 60 percent to 70 percent. One-third of poor readers nationwide are from college-educated families. Twenty-five percent of adults in this country lack the basic literacy skills required in a typical job. s s ameliorated by literacy instruction that includes a range of research-based components and practices. But, as the statistics testify, this type of instruction clearly has not made its way into every classroom. Indeed, a chasm exists between classroom instructional practices and the research knowledge-base on literacy development. Part of the responsibility for this divide lies with teacher preparation programs, many of which, for a variety of reasons, have failed to adequately prepare their teacher candidates to teach reading. Fortunately, this situation is being corrected, thanks in large part to recent basic research on reading that has allowed the community of reading scientists and educators to agree on what needs to be done. This new information about language, reading, and writing is just beginning to shape teacher preparation and instructional programs. This knowledge must also form the basis of high-quality professional development for practicing teachers. s s What Does the Research Say About Effective Reading Instruction? Well-designed, controlled comparisons of instructional approaches have consistently supported these components and practices in reading instruction: s Research indicates that, although some children will learn to read in spite of incidental teaching, others never learn unless they are taught in an organized, systematic, efficient way by a knowledgeable teacher using a  well-designed instructional approach. And, while many students from high-risk environments come to school less prepared for literacy than their more advantaged peers, their risk of reading difficulties could still be prevented and Direct teaching of decoding, comprehension, and literature appreciation; Phoneme awareness instruction; Systematic and explicit instruction in the code system of written English; Daily exposure to a variety of texts, as well as incentives for children to read  s s s TEACHING READING IS ROCKET SCIENCE / 7 independently and with others; s Vocabulary instruction that includes a variety of complementary methods designed to explore the relationships among words and the relationships among word structure, origin, and meaning; Comprehension strategies that include prediction of outcomes, summarizing, clarification, questioning, and visualization; and Frequent writing of prose to enable a deeper understanding of what is read. Changing Teacher Preparation and Professional Development in Reading If higher standards and substantive courses of preparation are adopted now, the two million new teachers projected over the next decade may be equipped to minimize reading failure in all but a small percentage of students. To achieve that goal, a range of initiatives needs to be considered: s s s s Research should guide the profession. Core requirements and standards for new teachers should be established. Teacher education programs should be aligned with standards for students and licensing requirements for teachers. Professional development institutes should be created for professors of education and master teachers. Developers of textbooks and instructional materials should be encouraged to improve their products. High-quality professional development must be available for teachers. An investment in teaching should be made to attract and retain high-caliber teacher candidates. Toward a Curriculum for Teacher Preparation and Inservice Professional Development Because classroom instruction, more than any other factor, is crucial in preventing reading problems, it is a primary focus for effecting change. A comprehensive redesign of teacher preparation in reading instruction, founded on a core curriculum that defines the knowledge and skills necessary for effective practice, is vital to improved classroom instruction. Such a research-based core curriculum would provide much more extensive, demanding, and content-driven training to inform classroom practice. Specifically, a core curriculum for teacher preparation must include components for: s s s s s s Understanding reading psychology and development; Understanding the structure of the English language; Applying best practices in all aspects of reading instruction; and Using validated, reliable, efficient assessments to inform classroom teaching. s s s This core curriculum can also serve as the basis for inservice professional development for the vast number of current teachers who have not been exposed to the research-based knowledge. The fact that teachers need better training to carry out deliberate instruction in reading, spelling, and writing should prompt action rather than criticism. It should highlight the existing gap between what teachers need and what they have been given. It should underscore the obligation of teacher preparation programs to provide candidates with a rigorous, research-based curriculum and opportunities to practice a range of predefined skills and knowledge, as well as the need for licensing authorities to assess that knowledge. The knowledge and skills inherent in effective reading programs must be part of every teacher’s reading instruction repertoire. Good, research-based teacher preparation programs, coupled with high-quality professional development for classroom teachers, can assure that this is so. 8 / AFT TEACHERS Preventing Reading Failure: A Top Priority for Education I n today’s literate world, academic success, secure employment, and personal autonomy depend on reading and writing proficiency. All children who are capable of reading must be taught how to read; such is the fundamental responsibility of schooling. Although educators have long understood the importance of literacy, a series of recent studies goes a long way in elucidating the chain of cause and effect that supports the development of literacy. Convergent findings of high-quality research have clarified how children learn to read and what must be done to ensure that they do. Beyond doubt, reading early links one benefit to another. Enjoyment of reading, exposure to the language in books, and attainment of knowledge about the world all accrue in greater measure to those who have learned how to read before the end of first grade. Difficulty with the first steps of reading, in contrast, eventually undermines vocabulary growth, knowledge of the world, mastery of language, and skill in writing. Once behind in reading, few children catch up unless they receive intensive, individual, and expert instruction, a scarce (and expensive) commodity in most schools. 1 Far too many children have trouble reading and writing. About 20 percent of elementary students nationwide have significant problems learning to read; at least another 20 percent do not read fluently enough to enjoy or engage in independent reading. Thus it should not be surprising that, according to the United States Office of Technology, 25 percent of the adult population lacks the basic literacy skills required in a typical job. 2 Among those who do not make it in life—school dropouts, incarcerated individuals, unemployed and underemployed adults—are high percentages of people who cannot read. 3 Such realities have prompted the National Institutes of Health to regard reading development and reading difficulty as a major public health concern. For poor, minority children who attend low-performing urban schools, the incidence of reading failure is astronomical and completely unacceptable. AfricanAmerican, Hispanic, limited-English speaking students, and those from impoverished homes fall behind and stay behind in far greater proportion than their white, middle-class counterparts. The rate of reading failure in these groups is 60 percent to 70 percent according to the National Assessment of Educational Progress. 4 This figure alone explains much about the poor academic achievement of minority students and why they are under-represented in professions that depend on higher education. Environment, however, does not explain all. Many children from more advantaged, literacy-rich environments have trouble learning to read, and many children from high-risk environments do indeed learn to read. 5 California recently initiated a series of laws to reform reading education after 49 percent of students of college-educated parents scored â€Å"below basic† on the National Assessment of Educational Progress. One-third of poor readers nationwide are from college-educated families who presumably encourage literacy in the home. The tragedy here is that most reading failure is unnecessary. We now know that classroom teaching itself, when it includes a range of research-based components and practices, can prevent and ameliorate reading difficulty. Although home factors do influence how well and how soon stu- TEACHING READING IS ROCKET SCIENCE / 9 Learning to read is not natural or easy for most children. Reading is an acquired skill. dents read, informed classroom instruction that targets specific language and reading skills beginning in kindergarten enhances success for all but a few students with moderate or severe learning disabilities. Scientists now estimate that 95 percent of all children can be taught to read at a level constrained only by their reasoning and listening comprehension abilities. 6 It is clear that students in high-risk populations need not fail at the rate they do. 7 When placed into schools with effective principals and well-prepared and wellsupported teachers, African-American, Hispanic, or students who are economically disadvantaged can learn to read as well as their more advantaged peers. 8 Further, students who lack the prerequisite awareness of sounds, symbols, and word meanings can overcome their initial disadvantage if teachers incorporate critical skills into lessons directly, systematically, and actively. 9 Thus, while parents, tutors, and the community can contribute to reading success, classroom instruction must be viewed as the critical factor in preventing reading problems and must be the primary focus for change. Ensuring effective classroom instructional practice is well within the purview of educational policymakers. 10 / AFT TEACHERS Where We Are: Taking Stock of Teacher Preparation in Reading The Difficulty of Teaching Reading Has Been Underestimated Teaching reading is a job for an expert. Contrary to the popular theory that learning to read is natural and easy, learning to read is a complex linguistic achievement. For many children, it requires effort and incremental skill development. Moreover, teaching reading requires considerable knowledge and skill, acquired over several years through focused study and supervised practice. Consider what the classroom demands of the teacher. Children’s interest in reading must be stimulated through regular exposure to interesting books and through discussions in which students respond to many kinds of texts. For best results, the teacher must instruct most students directly, systematically, and explicitly to decipher words in print, all the while keeping in mind the ultimate purpose of reading, which is to learn, enjoy, and understand. To accommodate children’s variability, the teacher must assess children and tailor lessons to individuals. She must interpret errors, give corrective feedback, select examples to illustrate concepts, explain new ideas in several ways, and connect linguistic symbols with â€Å"real† reading and writing. No one can develop such expertise by taking one or two college courses, or attending a few one-shot inservice workshops. Although reading is the cornerstone of academic success, a single course in reading methods is often all that is offered most prospective teachers. Even if well taught, a single course is only the beginning. Without deeper knowledge, the specific techniques of lesson delivery cannot be acquired, let alone knowledge of language, reading psychology, children’s literature, or the management of a reading program based on assessment. The demands of competent reading instruction, and the training experiences necessary to learn it, have been seriously underestimated by universities and by those who have approved licensing programs. The consequences for teachers and students alike have been disastrous. Why Have Teachers Been Left Unprepared? Why are the stringent demands of teaching reading and writing unrecognized in the design of preparation programs? In reading, at least, misunderstanding and lack of knowledge may play as big a role as institutional politics and budgetary constraints. What drives the mind of the reader is neither self-evident nor easy to grasp, and, consequently, many years of scientific inquiry have been necessary to expose the mechanisms of reading acquisition. Only recently has basic research allowed the community of reading scientists and educators to agree on what needs to be done. This new information about language, reading, and writing is just beginning to shape teacher preparation and instructional programs. This knowledge must also form the basis of inservice professional development for practicing teachers. The Knowledge Base for Teaching Reading Is Hidden, Extensive, and Complex Reading education is a field more vulnerable than many to faddish practices that TEACHING READING IS ROCKET SCIENCE / 11  later prove to be untenable. Such is the risk whenever a human trait that becomes the subject of education is poorly understood. To appreciate why reading is one of psychology’s more mysterious phenomena, we must consider the nature of the linguistic communication that reading requires. Skilled reading happens too fast and is too automatic to detect its underlying processes through simple introspection. We read, but we cannot watch how our minds make sense out of print. The linkage of sounds and symbols occurs rapidly and unconsciously. The linguistic units that compose words, the single speech sounds (phonemes), syllables, and meaningful parts (morphemes), are automatically matched with writing symbols so that attention is available for comprehension. 10 Because our attention is on meaning, we are not aware of the code translation process by which meaning is conveyed. Until we are faced with a class of children who are learning how to read symbols that represent speech sounds and word parts, we may never have analyzed language at the level required for explaining and teaching it. Similarly, we may not know how a paragraph is organized or how a story is put together until we teach writing to students who do not know how to organize their thoughts. Thus, to understand printed language well enough to teach it explicitly requires disciplined study of its systems and forms, both spoken and written. When adults are evaluated on knowledge of language, even those who are educated exhibit rudimentary or cursory familiarity with concepts about our writing system that are insufficient for teaching children. Surveys measuring experienced teachers’ ability to identify speech sounds, spelling patterns, and word structures reveal confusions that are typical of most adults. 11 For example, the concept that a letter combination can represent one unique speech sound (ch, wh, sh, th, ng)—is unclear to a surprising number of elementary teachers. Many identify these units by rote but are unable to differentiate conceptually between these spelling units (digraphs) and two letters that stand for two distinct sounds (consonant blends such as cl, st, pr) or silent letter spellings that retain the sound of one consonant (kn-, wr-, -mb). Few adults can explain common spelling patterns that correspond to pronunciation and word meaning, such as why we double the consonant letters in words like misspell, dinner, and accommodate. A deeper, explicit level of knowledge may not be necessary to read the words, but it is necessary to explain pronunciation and spelling, where the words came from, and how spelling is related to meaning. 12 Some children learn language concepts and their application very easily in spite of incidental teaching, but others never learn unless they are taught in an organized, systematic, efficient way by a knowledgeable teacher using a well-designed instructional approach. Children of average ability might learn enough about reading to get by, but may not develop the appreciation for language structure that supports learning words from context, organization of the mental dictionary, comparing words, or precise use of language. 13 Yet teachers are seldom asked to study the language they teach or how its form carries its message. In addition, teachers are not born knowing the relationships among the basic skills of reading and reading comprehension. They may see that children read poorly in the middle and upper grades, but may not understand that proficiency in basic reading skill must be taught before students will progress. Without instruction and practice, teachers are unlikely to develop the questioning techniques and discussion strategies that promote thoughtful reading by groups of children. 14 Meaningful Professional Standards Are Absent Other complex and demanding professions insist on much more stringent training and preparation than that required of teachers. Pilots, engineers, optometrists, and art therapists, for example, must learn concepts, facts, and skills to a prescribed level, must conduct their practice under supervision, and must pass rigorous entry 12 / AFT TEACHERS examinations that are standardized across the profession. Continuing education to stay abreast of proven best practices is mandated. The public interest is protected by professional governing boards that monitor the knowledge base and oversee the competence of these licensed professionals. We, the consumers of these professional services, should be able to trust that any person holding a license has demonstrated competence and is accountable to his or her professional board of governance. No such rules or standards assure that teachers who instruct children in reading have mastered the relevant knowledge base and acquired the necessary skills. Even within large universities that prepare hundreds of teachers every year, there may be no curricular specifications or standards. What a teacher candidate learns depends on the professor he or she selects. What the professor teaches is determined solely by what the professor may know or believe. Courses in reading, which are typically limited to three credit TEACHING READING IS ROCKET SCIENCE / 13 hours, are often taught by adjunct faculty who are accountable to no one. 15 Thus, preparation for teaching reading often is more grounded in ideology than evidence. 16 While the academic freedom that professors often invoke has a place in teacher education, its claim is not as absolute as it may be in the humanities. 17 Professional preparation programs have a responsibility to teach a defined body of knowledge, skills, and abilities that are based on the best research in the field. This is no less important in reading18 than it is in medicine or the law. Good Information Is Hard To Get Few of today’s popular textbooks for teacher preparation in reading contain information about the known relationships between linguistic awareness, word recognition ability, and reading comprehension. Few discuss in any useful detail how the English writing system represents speech. Basic concepts such as the differences between speech sounds and spellings, the fact that every syllable in English is organized around a vowel sound, and the existence of meaningful units (morphemes) in the Latin layer of English (about 60 percent of running text) are rarely explained. Few texts contain accurate information about the role of phonology in reading development, and few explain with depth, accuracy, or clarity why many children have trouble learning to read or what to do about it. Teachers are often given inaccurate and misleading information based on unsupported ideas. For example, in the recent past, one of the most common misconceptions has been that knowledge of the phonic system can be finessed with awareness of sentence structure and meaning. 19 Textbooks for teachers must attain a much higher standard of accuracy, currency, depth, clarity, and relevance if teachers are to be wellprepared to teach reading. 20 learn about spoken and written language concepts and to generate strategies for teaching students to read. Major classroom textbooks in language arts omit systematic teaching about speech sounds, the spelling system, or how to read words by sounding them out. 21 The most popular programs being used today are appropriately strong on literature, illustrations, cross-disciplinary thematic units, and motivational strategies for children, but very weak or simply wrong when it comes to the structure of English and how children actually learn to read the words on the page. 22 A recent review of major classroom reading programs shows that they continue to lack the content necessary to teach basic reading systematically and explicitly. 23 Can We Do Better? Comprehensive redesign of teacher preparation and inservice professional development is possible, but it must begin with a definition of the  knowledge and skills necessary for effective practice and demonstration of how these are best learned. Fortunately, leaders in the field— including the National Research Council panel on the Prevention of Reading Difficulties in Young Children and the member organizations of the Learning First Alliance—have reached consensus regarding the agenda for change. 24 They agree that new teachers require much more extensive, demanding, and contentdriven training if discoveries from the reading sciences are to inform classroom practice. Specifically, teachers must understand the basic psychological processes in reading, how children develop reading skill, how good readers differ from poor readers, how the English language is structured in spoken and written form, and the validated principles of effective reading instruction. The ability to design and deliver lessons to academically diverse learners, to select validated instructional methods and materials, and use assessments to tailor instruction are all central to effective teaching. Classroom Instructional Programs Are Uninformative Inadequately prepared novice teachers often find themselves dependent on the information given in teachers’ manuals to 14 / AFT TEACHERS Only recently has basic research allowed the community of reading scientists and educators to agree on what needs to be done. Toward a Curriculum for Teacher Preparation and Inservice Professional Development core curriculum for teacher preparation and inservice professional development can be divided roughly into the following four areas: s A. Understanding knowledge of reading psychology and development; Understanding knowledge of language structure which is the content of instruction; Applying best practices in all aspects of reading instruction; and Using validated, reliable, efficient assessments to inform classroom teaching. s s s This core will, of course, be supplemented and honed in time, but its goal is to bring continuity, consistency, and comprehensiveness to preservice teacher education and to focus the content of continuing education and graduate programs. (For specific details on the curriculum content in these four areas see Appendix A. ) Knowledge of the Psychology of Reading and Reading Development Basic Facts About Reading If the findings of research psychologists, educators, and linguists were better known, the risk of unfounded and even harmful teaching practices would be reduced. Learning to read is not natural or easy for most children. Reading is an acquired skill, unlike spoken language, which is learned with almost any kind of contextual exposure. If learning to read were as natural as acquiring spoken lan-guage, many more societies would have written languages; human beings would have invented writing systems many thousands of years before we did; and everyone would learn reading as easily as ducks learn to swim. The prolonged, gradual, and predictable progression of skill in print translation attests to the difference between processing spoken and written language. Although surrounding children with books will enhance reading development, a â€Å"literature-rich environment† is not sufficient for learning to read. Neither will exposure to print ordinarily be sufficient for learning to spell, unless organized practice is provided. Thus, teachers must be reflective and knowledgeable about the content they are teaching, that is, the symbol system itself and its relationship to meaning. Research has shown that good readers do not skim and sample the text when they scan a line in a book. 25 They process the letters of each word in detail, although they do so very rapidly and unconsciously. Those who comprehend well accomplish letter-wise text scanning with relative ease and fluency. When word identification is fast and accurate, a reader has ample mental energy to think over the meaning of the text. Knowledge of sound-symbol mapping is crucial in developing word recognition: the ability to sound out and recognize words accounts for about 80 percent of the variance in first-grade reading comprehension and continues to be a major (albeit diminishing) factor in text comprehension as students progress through the grades. 26 The ability to sound out words is, in fact, a major underpinning that allows rapid recognition of words â€Å"by sight. † 16 / AFT TEACHERS Language knowledge and language proficiency differentiate good and poor readers. Before children can easily sound out or decode words, they must have at least an implicit awareness of the speech sounds that are represented by symbolic units (letters and their combinations). Children who learn to read well are sensitive to linguistic structure; recognize redundant patterns; and connect letter patterns with sounds, syllables, and meaningful word parts quickly, accurately, and unconsciously. 27 Effective teaching of reading entails these concepts, presented in an order in which children can learn them. The Characteristics of Poor and Novice Readers. Experts agree that reading and writing call primarily on deep linguistic processing, not on more peripheral auditory or visual perceptual skills. Language knowledge and language proficiency differentiate good and poor readers. As they begin to learn, poor readers are not less intelligent or less motivated; they are, however, less skilled with language, especially at the level of elemental linguistic units smaller than whole words. For this reason, they benefit from instruction that develops awareness of sounds, syllables, meaningful word parts, relationships among word meanings, and the  structures of written text. The language skills that most reliably distinguish good and poor readers are specific to the phonological or speechsound processing system. Those skills include awareness of linguistic units that lie within a word (consonants, vowels, syllables, grammatical endings, meaningful parts, and the spelling units that represent them) and fluency in recognition and recall of letters and spelling patterns that make up words. Thus, skilled reading presents a paradox: Those who can most easily make sense of text are also those who can most easily read nonsense. For example, children who comprehend well when they read also do better at tasks such as reading words taken out of context, sounding out novel words, and spelling nonsense words. 28 Intelligence and verbal reasoning ability do not predict reading success in the beginning stages as well as these specific linguistic skills. Although the purpose of reading is to comprehend text, teachers should also appreciate the relationships among reading components in order to teach all components well—in connection to one another and with the emphasis needed at each stage of development.

Fatherhood Essay Example for Free

Fatherhood Essay Homer Simpson from The Simpsons, Peter Griffin from Family Guy, and Jerry from Wizards of Waverly Place, are just a few of the many youth television shows that present a dangerously distorted male figure. Or The Sweet Life of Zack and Cody, who run rampant throughout the hotel that they live in with their mother who was left to raise her children due to a dead beat father who left the family when the kids were young. Whether there is a Dad or there is not a Dad; they are presented as weak, childish, and brainless. These men are, at best, the whipping post for the strong-willed mothers who apparently have the real power and are the ones that essentially keep the home and the children from falling apart. It is clear that the role of Fatherhood has been distorted and watered down in the current century. Because of this, many modern day fathers fail to accomplish their duties towards their family, duties defined in Scripture, not because they do not want to but because they do not understand how crucial they are to their family, because society tells them that they are not really needed, and simply that they do not even know where to start. The task of being a father is of critical importance, and it has never been more so than in this day and age. A child’s relationship with Dad is a decisive factor in that young man or woman’s health, development and happiness. Stephen K. Baskerville, an American scholar of political science as well as a leading authority on divorce, child custody and the family court system, wrote, â€Å"A generation of fatherhood advocates has emerged who insist that fatherlessness is the most critical social issue of our time. In Fatherless America, David Blankenhorn calls the crisis of fatherless children â€Å"the most destructive trend of our generation† (1995, 1). Their case is powerful. Virtually every major social pathology issue has been linked to fatherless children: violent crime, drug and alcohol abuse, truancy, unwed pregnancy, suicide, and psychological disorders—all correlating more strongly with fatherlessness than with any other single factor, surpassing even race and poverty. The majority of prisoners, juvenile detention inmates, high school dropouts, pregnant teenagers, adolescent murderers, and rapists come from fatherless homes (Daniels 1998, passim). Children from affluent but broken families are much more likely to get into trouble than children from poor but intact ones, and white children from separated families are at higher risk than black children in intact families (McLanahan 1998, 88). The connection between single-parent households and crime is so strong that controlling for this factor erases the relationship between race and crime as well as between low income and crime (Kamarck and Galston 1990, 14)† (Baskerville, independent. org). These statistics bring forth something vastly different than what is seen in pop culture’s most-watched TV shows. Despite these staggering statistics, no attempt is being made to change this very prominent issue that American society faces every day. Instead of the government focusing on getting rid of poverty through public school systems, go to the true source of the issue which would involve eliminating one-parent families and teaching every young man the importance of fatherhood and should be preparing them to step up when that day comes. History also plays a key role in the downfall of Male leaders in the home. The Industrial Revolution came upon the world with great force. Women began entering the workforce and started becoming more and more independent. Feminists rose from this age and helped fuel the beginnings of what we see today: that being, more and more single family homes, often being run by the mother and not the father. Women think they can do it on their own but this is not always the case. There are some women out there who have been able to raise successful children but this is not the case for many other single family homes. The bible is very vocal when it comes to fatherhood. The concept of fatherhood begins with the one who created the universe. Derek Prince, an international Bible teacher, says that â€Å"The fact behind all other facts is that God created the universe as father. He left his imprint on every aspect of creation† (Prince, 57). God is indeed, the perfect father whom every earthly father should model themselves after and give their all to be the best father they can be. Proverbs 22:6-11 reads, â€Å"Train up a child in the way he should go: and when he is old, he will not depart from it† (English Standard Version). The father is the initial instructor of his children and therefore sets the path for how they are going to live their lives. Ephesians 6:4 is a summary of instruction to parents, represented by the father, in a negative and positive way which states, â€Å"and now a word to you fathers, don’t make your children angry by the way you treat them. Rather, bring them up with the discipline and instruction approved by the Lord† (English Standard Version). This is where the issue of discipline comes into play. The father should not discipline with the intention of frustrating their child or making their child feel less of themselves. Wanda L. Ball, an author, speaker, and teacher, writes, â€Å"A wise parent wants to make obedience desirable through love and gentleness. Christian discipline is needed to prevent children from growing up without reverence for God, respect for their parent’s authority, knowledge of Christian standards and self-control. 2 Timothy 3:16-17 says, ‘All scripture is given of God and is profitable for teaching, reproving, correcting and instruction in righteousness; that the man (or woman) of God may be completely equipped for all good works. ’ This is what the Bible says about being a father† (Ball-publications. com). With this being said, a solid framework for how a father should be is established. The tricky part is how to carry this all out. God is indeed the model father. As Josh McDowell writes in his book, The Father Connection, â€Å"He is a tender Father who invites us to address Him as ‘Abba’†¦He is a listening Father who bids us to approach him boldly as ‘our father in heaven’ He is a loving Father who freely and forcefully demonstrated his Father-love at the baptism of his Son, Jesus with a voice like thunder that said, ‘This is my Son, whom I love; with him I am well pleased. ’ He is a giving Father who gives good gifts to his children. He is the Father of all, the very definition of father-hood, the fount of everything that is good, moral, and worthy of imitation† (McDowell, 18). If this is not how a father would want to be then something is very wrong. Every man should be humble enough to model themselves to be like their Heavenly father who gave them the opportunity to even be a father. God is a wondrous God who is more to us than just a Creator. What follows will lay out all that a father should be towards his son, his daughter, as well as his wife. These will all be discussed separately and then related back to each-other in the end. For his son, a father must create an early bond with him, must be able to discipline his son, and lastly, must be a consistent example for his son in every aspect of life. For his daughter, a father must recognize that he is the first man in her life, must constantly encourage her, must exercise leadership and display perseverance, and needs to be there for his daughter by comforting her, being compassionate, and by supporting her. Lastly for a father, is his relationship with his wife, who is the source of his father-hood. How a husband treats his wife is crucial in raising children. A husband must be able to take input from his wife and be able to make decisions from that input, must love and cherish his wife at all time, and must also be able to give praise to his wife. A father’s children watch him constantly and one of the main ways children learn from their father is by observing how he treats their mother. The modern day man fails to accomplish his duties towards his son: to teach and guide him towards manhood. Fatherhood is not something to fool around with and take lightly. A father has the responsibility of properly raising members of the future generations. The job of a father is not just doing well in business but rather raising their son. A father’s main goal in raising his son should be to train the young boy throughout his early life how to be a man and to teach him what it means to be a man. Fatherhood is complex and requires hard work and commitment, as well as love. To start, manhood needs to be defined. Rick Johnson, a best-selling Christian author and speaker focusing on parenting, marriage, fathering, personal growth, character development, and masculinity, says that â€Å"authentic manhood is living for a cause bigger than yourself† (Johnson, 18-19). This means that one should not simply live for themselves but live for the benefit of others. A man needs to be a servant to others which includes, first and foremost, his wife and children; to be the protector and leader. When it comes to the son, he needs to be able to look at his father in a similar way to the way he looks at superheroes like superman and spider-man. In other words, his father needs to be able to look at his father and say, â€Å"I want to be like my dad when I grow up. † For a father, this type of respect must be earned. Relationships are hard work and take effort and care. As it says in Proverbs, â€Å"train a child in the way he should go, and when he is older he will not turn from it† (English Standard Version, Proverbs 22:6). A father needs to focus on his character because that is the best way to gain a young boys respect. A father could be courageous, compassionate, loving, strong, understanding, and so on. A son will notice this and seek to emulate it. To start out, a father must begin to bond with his son in his sons early years. This is much harder to do now than it did in the past. Before the Industrial Revolution, the father and son were with each other almost every moment of every day. The father would work the land at home and would train his son at an early age to do the same. Fathers did not have to take time out of there day to have â€Å"bonding time† with their son. It just happened because that’s how the times were (Johnson). Unfortunately, after the Industrial revolution, the men started to work outside of the home for hours and hours on end and were not home nearly as much. In current culture it becomes more and more difficult for fathers to bond with their sons in the early stages of life. Cheryl Erwin, a licensed marriage and family therapist who provides parent coaching, parent education, and professional training to help you develop both wisdom and skill wrote, â€Å"A fathers role in the raising of his children has changed dramatically over the past century or two. In generations past, sons expected to follow in their fathers footsteps, apprenticing in their work and in their approach to life. During the nineteenth century, however, fathers began to go out to work, and the measure of a mans success slowly changed. Rather than the closeness of his family and the strength of his family business, a mans worth could be measured in his income, the value of his house, and the size of his car. Parenting became womens work; fathers were just too busy earning a living. And generations of boys grew up hungering for closeness with a father they barely knew, someone who came home only to eat dinner, look over omework, hear about the days misbehavior, and watch a little television† (Erwin, life. familyeducation. com) Sons yearn for their fathers. In Proverbs it says, â€Å"The glory of sons is their fathers† (English Standard Version, Proverbs 17:6). Just as God’s people seek to worship him, a son seeks to worship his father. It’s clear that young boys seek to be like their father. They try to walk the same way, talk the same way, dress the same way. It is a part of our genetic makeup. Rick Johnson writes, â€Å"Our sons’ eyes are watching us constantly. They observe how we react to the many justices and injustices of the world† (Johnson, 20). They need to see a man’s ability to recover from mistakes and stay strong in tough times. A boy relies on his father to be there through all of what life brings forth. Next, a father needs to be able to discipline his son. Many men misunderstand the concept of discipline. They think that discipline should be used to instill fear in their children for what he might do to punish them for their wrongful actions. This however, is exactly the opposite of what disciplining is. Discipline is to be done in love and not anger. One does not discipline because he is angry that his child has overstepped his bounds. Instead, he should be committed to teaching the child what to do and what not to do; to know what is right and what is wrong. Dr. Lawrence Balter, a child psychologist and parenting expert wrote that â€Å"discipline is not just punishing, forcing compliance or stamping out bad behavior. Rather, discipline has to do with teaching proper deportment, caring about others, controlling oneself and putting someone else’ wishes before one’s own when the occasion calls for it. When disciplining, the focus needs to be on teaching and not on punishing. Over time, as a father bonds with his son and develops a deeper relationship with him, the son should not have to fear the wrath that is about to come but should instead fear disappointing him due to the deep respect the son has for the father. Lastly, possibly the most difficult of all, is the father being a constant example to his son. In order for the son to accept things that he is corrected about, he must see that the Father does those things that he is constantly instilling in his son. The most important of which is being respectful to everyone. In order for one’s son to respect him, they must see that the father respects everyone in all situations including his son. In order to get respect you must first give it . Respect is earned. In relation to having respect for others, the father must display self-respect. A boy must see confidence in his father. The father must know that no matter what people think of him his son will always think highly of him. This goes a long with the fact that boys yearn for their fathers love. Included in being an example is having respect for women. Chivalry, something that has been around for hundreds of years is becoming less and less implemented in young men by their fathers. One of the simplest ways a father can do this is by opening doors for women. This shows a young boy that we are willing servants of women in that we do the â€Å"dirty work. † A woman is delicate and should be treated as such. Chivalry is only the half of it. A father needs to be an example for his son by how he treats his wife. The bible calls men to be considerate of their wives and to treat them with respect. If a son sees his father disrespecting his wife he will more than likely treat women in a similar fashion and vice versa. In the end, the father plays the most crucial role in the development of a young man. It is easy for a man to become distracted with all of the things life throws at him and forget about how important he is to his son. A man needs to set his priorities straight from the moment he gets married and has children. In all things, God is first, family is second, and work is third. A man needs to, above all else, instill biblical principles in the family life. He needs to be the anchor of the family in Christ. He is the natural leader and needs to act as such. His job is to raise a son with the same values. Moving on to daughters, Meg Meeker, a Pediatrician, wrote, â€Å"Fathers, more than anyone else, set the course for a daughter’s life† (Meeker 1). Whether a father wants to believe it, he is the most important person in a young girl’s life, not the mother. The problem today is that fathers assume they do not have much of an influence on their daughters. A father automatically thinks that the mother has the bigger responsibility over the daughter because she can better relate to a girl’s problems. In media, it is very common for the father to cause their daughter to cry over an unimportant issue and then would send the mother after her to comfort her. Unfortunately, this is how it is in many homes. Fathers are becoming more and more distant from their daughters and are unaware of how detrimental this can be as they become more and more uninvolved in their daughter’s life. The modern day father fails to accomplish his duties towards his daughter and to realize how important he is to his daughter, not because he does not want to but because he does not know what to do or even where to start. A father needs to recognize that he is the first man in his daughter’s life, needs to be encouraging of his daughter, must display leadership and perseverance, and must be able to be compassionate and understanding towards his daughter’s emotions and problems.

Self Determination Theory in Injury Rehabilitation

Self Determination Theory in Injury Rehabilitation Self-Determination Theory as a proposed aid to Athletic Injury Rehabilitation Just as Honda Motor Company advertises widely that the technology it places in its Formula I racing program finds its way to each consumer automobile it sells, one can find the same justification for utilizing psychological interventions to increase the performance of athletes, especially after potentially career-ending or –derailing injuries. The success of such interventions, much as is efficacy of the technology in 200+mph race cars, is exceptionally clarified during moments of intense sport action. Similarly, by incorporating elements of Self-Determination Theory and motivational interviewing during the â€Å"pit time† of an athlete in rehab, their likelihood of emerging as strong as or perhaps even stronger than before the injury are increased. In fine scientific tradition, the basis of Self-Determination Theory (SDT) is found in the continual evolution of prior theories that were found lacking. For example, in one early model, Hull’s Drive Theory, motivation was posited to simply be a factor of unmet physiological needs. While this is true for some ‘drives’, for other needs such as emotional or even play, this theory was notably silent (Deci Ryan 2000, p. 228). Another example of an ‘unfinished’ theory would be Skinner’s operant conditioning, a very useful theory that nonetheless omits intrinsic motivations (Deci Ryan 2000, p. 233). Fundamental precepts of SDT indicate that people â€Å"have an innate organizational tendency toward growth, integration of the self, and the resolution of psychological inconsistency† (Markland, Ryan, Tobin Rollnick 2005, p.815). These three concepts are both the â€Å"what† and the â€Å"why† of motivation have been demonstrated to not only be valid theoretically but also in real-world field research where actual behaviors occur (Ryan Deci 2000, pp. 228 and 258). In first speculating about and then later in predicting and then influencing behavior, SDT argues that motivation must first be understood. According to SDT, behaviors lie on a continuum from externally motivated, in which others control behavior through reinforcements, to identification which is very â€Å"self-determined†. In between these extremes is behavior motivated by introspective regulations as would be the case when someone partially internalizes motivation, often because of self-esteem type issues that are unstable as sources of continual motivation (Markland, et al 2005, p. 816). To begin bridging motivation with actual performance, that is to bring together intent with actual outcome, it is well documented that those with a greater degree of internal motivation do better in â€Å"motivational persistence, quality of behavior and learning, and well-being outcomes in†¦ education, work, sports, exercise†¦.† (Markland, et al 2005, p. 817). Though it is not enough to say that these things just â€Å"happen†, there are methods designed to facilitate the internalization of goals. Such techniques as Motivation Interviewing, in fact, make a purposeful facilitation of this objective. In short, Motivational Interviewing is style of counseling that has been widely adopted for behavioral change. Beginning with the reasonable assumption that there is not a single behavior that did not first begin as a thought or motive emotion, the key to changing behavior is to change one’s motivation. It achieves this through the exploration and resolution of the client’s ambivalence in choosing one â€Å"desired† behavior over another â€Å"undesired† behavior (Markland, et al 2005, p. 813). By assisting the client to clarify the conflicts of change and the choices they make and rationalize, the therapist is able to facilitate the client to want to change, thus overcoming their own ambivalence. To better illustrate how these methods might work, consider the following case: John is a third year high school athlete in a top-third soccer program. He consistently plays at a high level and has been told that he has potential to possibly play at a top college program. The key to this seems to be to continue to evolve as a total player, attend a top-flight summer camp program and have a predictably excellent final year. Everything proceeds according to plan when, at the summer camp, he has a severe grade II hamstring pull. Though he immediately iced it, he was unable to move faster than a limping walk for two days. Surgical repair was ill advised due to the specific nature and location and aggressive therapy was prescribed. Clearly, John seems to be properly motivated for ‘his best efforts’ at recovery prior to the fall season only 3 months away. On the line is a college scholarship, the admiration of his peers and the otherwise ‘abandonment’ of his team. Seemingly, all the ingredients for motivational performance in the â€Å"sport of rehabilitation† are present yet, when one examines these, it is not apparent the extent to which he is internally motivated. Is he playing to save his parent’s money? Will his girlfriend reject him if he becomes a â€Å"spectator†? These are potentially powerful motivators yet SDT research clearly indicates an almost linear relationship between performance and the degree of internal motivation. To utilize the SDT and motivational interviewing precepts to John’s advantage, the first order of business is to become â€Å"client-centric† by giving John choices in his care. The greater extent that John can control the outcome in a medically acceptable way, the greater the extent that he will feel as though he is in charge and therefore motivation is more intrinsic and thus he is more likely to perform better during and consequently after rehab as well (Podlog Eklund 2005, p. 23; Markland et al 2005, p. 818). In addition, in direct support of SDT, the following motivational interview techniques are recommended: SDT Functional Area Competence Autonomy Relatedness Clear neutral information about goals and outcomes Avoid coercion Express empathy Develop appropriate goals â€Å"Roll with resistance† Explore concerns Positive feedback Explore Options Demonstrate understanding of the client’s position Self-efficacy is supported Client-centric decision making Avoid judgment and blame (Markland et al 2005, p. 821) As an additional adjunct to utilizing SDT theory and as indicated earlier, it is not a great stretch of the imagination to envision rehab as a form of sport in which you continually compete against one’s on â€Å"personal best†, the admonitions of your medical â€Å"coaches† and the coming next game or season, as applicable. By doing so, not only does this perspective further enable one to apply SDT to rehab as to other settings but is also allows the athlete to leverage the intrinsic competitiveness and drive to achieve greater gains in rehabilitation. An example in which we might apply a broader portion of sports psychology to a rehab setting would be to utilize mental rehearsal not just of a sporting moment but of rehab exercises. By focusing on the specific components of a rehab exercise, performance is likely to be increased just as visualizing on-the-field performance can enhance the performance of a healthy athlete (Wrisberg Fisher 2005, p. 58). In conclusion, by utilizing sport psychology and SDT and Motivational Interviewing techniques in particular, there is a great likelihood that John, our case study, performance could be significantly enhanced not only in rehab but in the following season as well. By clearing the mind of its barriers and ambivalence to performance, the body will be enabled to reach its utmost performance potentials. Works Consulted Deci, E. and R. Ryan. (2000). â€Å"The â€Å"What† and â€Å"Why† of Goal Pursuits: Human Needs and the Self-Determination of Behavior†. Psychological Inquiry, (11), 4, pp. 227-268. Markland, D., R. Ryan, V. Tobin, and S. Rollnick. (2005). â€Å"Motivational Interviewing and Self-Determination Theory†. Journal of Social and Clinical Psychology, (24), 6, pp. 811-831. Podlog, L. and R. Eklund. (2005). â€Å"Return to Sport After Serious Injury: A Retrospective Examination of Motivation and Psychological Outcomes†. Journal of Sport Rehabilitation, (14), pp. 20-34. Wrisberg, C. and L. Fisher. (2005). â€Å"Mental Rehearsal During Rehabilitation†. Athletic Therapy Today, (6),10, pp. 58-59.

The Work of Frida Kahlo Essay -- Self Portrait Dedicated to Leon Trots

The work of Frida Kahlo often labeled and defined as feminist art continues to describe and establish what feminist art is. Wife of the well known and highly regarded Diego Rivera, Frida struggled to become an artist in her own right. Her extremely passionate love for and devotion to her husband manifested itself in an unusual manner in their already unconventional and unique marriage. However it is partly this obsession with Diego that helped motivate her own success as a feminist artist. Her passionate political and revolutionary spirit resonates in the subjects of her paintings as she herself states, "I want my work to be a contribution to the struggle of the people for peace and liberty." (Herrera p.263). She confronts her pain and suffering and openly exposes herself in her work. Essentially Kahlo's work includes and encompasses all of the theories and themes discussed in Art History 466. Pain and suffering, active political and social awareness are present in her paint ings, and most importantly an acute awareness of the power of the feminine and of feminist art is prevalent as well. The passionate, seductive and exotic nature of Frida's work is used combined with humor, pain and endless emotion emphatically stating her awareness of the power she as a woman and an artist possessed, despite her unquestionable and undeniable insecurities, frustrations and suffering. She utilized these attributes to her advantage in producing some of the most astonishing works unarguably and undisputably renowned for their aesthetic and intellectual superiority. Despite its initial appearance of a simple image lacking the usual surreal qualities of Frida's work, her Self Portrait Dedicated to Leon Trotsky is saturated in sensuality and mystery demanding further investigation. With her directed, seductive gaze Frida holds a private conversation with Leon as she presents herself as a gift to him. In her biography on Kahlo, Hayden Herrera notes Frida "was flattered to be loved by the Great Russian, fascinated by his mind and moved by his desire. Frida was delighted to have an affair with Trotsky" (Herrera p.212). Kahlo's portrait, while presenting a relatively small image, is monumentalized by the saturation of passion and emotion that she shares with Trotsky. The portrait, lacking the usual bloody and shocking imagery often seen in Kahlo's work, is not di... ... Numerous times of ill health in Frida's life coincided with times she felt more alone, depressed, upset and helpless as a result of present occuances. Thus, even Frida herself could not deny the effect Trotsky had on her and her life, as additionally evidenced in the monumental qualities of her image peaking out from "Behind the Curtains". Through her portrait Frida is saying thank you while still teasing her former lover with her seductive irresistible image. She is acknowledging Trotsky's's effect soon to be felt as the "bomb", being Frida, bursts through the "ribbon." The "ribbon" is the pain and suffering, the limitations and frustrations caused by Diego. The "ribbon" represents a Frida truly becoming an artist in her own right. She, of course, realizes the role Trotsky played in this revelation as evidenced in the Self Portrait she presented to him on the seventh of November, 1937, "with love." With girlish fascination Frida flirted with the political idol only to find it was she to be admired and idolized. Kahlo combats the struggle of a woman presenting herself as if announcing, "Yes, I am to be looked at, to be noticed, to be remembered and to be fantasized!"

Thomas Jefferson: Contributions to Literature and Other Fields :: essays research papers fc

Thomas Jefferson is commonly most notable for his contributions to American political history. He was President of the United States, the first secretary of state to George Washington, minister to France with Benjamin Franklin, governor of Virginia, and congressman. (725) Jefferson’s literary works strongly reflect the focus, love, and ambition that he had for this country. Aside from the aspirations for the United States, he also very much appreciated it’s then un-tainted beauty, as he makes note of in Notes on the State of Virginia when he speaks of the Natural Bridge, â€Å"It is impossible for the emotions, arising from the sublime, to be felt beyond what they are here: so beautiful an arch, so elevated, so light, and springing, as it were up to heaven, the rapture of the Spectator is really indescribable!† (733)   Ã‚  Ã‚  Ã‚  Ã‚  Jefferson was born on April 13, 1743 in Shadwell, or what is now known as Albemarle County, Virginia. He was born unto Jane Randolph Jefferson and Peter Jefferson. His mother was from a wealthy, and one of the first families of Virginia. His father was a self-educated man that became a country official and surveyor. (725) Sadly, Peter Jefferson died when young Thomas was only fourteen leaving him two thousand seven hundred and fifty acres of land.   Ã‚  Ã‚  Ã‚  Ã‚  Jefferson entered the college of William and Mary in 1760 when he was but seventeen years old. His habits were those of patience and severe application. Math was his favorite study, at which he very much excelled in. When came time for relaxation, he exercised his skill at the violin. Jefferson swiftly graduated in only two years with the highest of honors that the school offered. Afterwards, he studied law with a friend from William and Mary, George Wythe. In 1769 he began six years of service as a representative in the Virginia House of Burgesses. The following year he began building Monticello on part of the land inherited from his father. The exquisite mansion, which he designed in every detail, took years to complete, but part of it was ready for occupancy when he married Martha Wayles Skelton on January 1, 1772. They had six children, only two of whom survived into adulthood. (web) Jefferson's reputation began to reach beyond Virginia in 1774, when he wrote a political pamphlet, A Summary View of the Rights of British America. Arguing on the basis of natural rights theory, Jefferson claimed that, â€Å"ties to the British monarchy were voluntary and not irrevocable.