Introduction To Curriculum Development Education Essay

To get down with, all the trainees, of the Boys Department, had a meeting with the curate, who told us a spot about the college and its staff members. He, so, pointed out some regulations that the instructors must stay to, for illustration, the male instructors should have on a tie and the female 1s should avoid dressing in denims or pants. Afterwards, he leads us towards the staff room and we introduce ourselves to the instruction staffs. We, the mathematics trainees, were told to loosen up for the first twenty-four hours and so, we stay in the staff room till the school ends. The 2nd twenty-four hours, I followed Mr Gaudy ‘s lower six category and two of Mr Navin ‘s category. On the 3rd twenty-four hours, I was transferred to another section. There, I followed Mr Inder ‘s category and most of the clip I really did his category. He had categories with the Form III and Form IV pupils. With the Form IV pupils, he was explicating a subject on absolute mistake and the Form III pupils were analyzing matrices. However, as Mr Inder had merely a few categories, it meant that I was free most of the clip and so, I proposed to Mr Saidoo to let me to follow his categories. Mr Saidoo was a prevocational instructor. It should be noted that most of the pupils of this section were prevocational 1s. I participated in an inter-department Quiz competition where I was given the function of the time-keeper. Before the Quiz competition, Mr Inder told me to do a speedy alteration with the two participants and the latter really won the competition by crushing the Form IV boys from Department A. I besides attended two chitchats, one on smoke and the other was about the jobs confronting the young person. My Experience as a Replacee Teacher After my graduation from university in July 2008, I had the chance to work as a replacee instructor at Hamilton College ( Boys ) till the terminal of the school twelvemonth in October 2008. There, I had the chance to work with the pupils of Form III up to Form VI. The topics that I taught were English and Mathematics. Overall, it was a really fruitful experience as I had the juncture to work with the HSc pupils, both male childs and misss. Furthermore, I learnt that learning is non a simple occupation as a batch of readying is needed so as to do the instruction and acquisition experiences a success. One other experience I gained was about how to carry on scrutiny and all the troubles it entails sing be aftering the scrutinies every bit good as the invigilation agenda. My Experience as a Full-Time Teacher In January 2009, I joined Dar-Ul-Ma'arif Secondary School where I taught Mathematics and Additional Mathematics with the Form 4 and Form 5 pupils, male childs and misss individually. The school population was about 110 pupils and there were non many instructors working at that place. So, any instructor had a heavy timetable and had many duties. For case, I was responsible to fix the strategy of work for Mathematicss and Additional Mathematics for the Form 4 and Form 5 despite being a novitiate in the profession. Furthermore, during my say at Dar-Ul-Ma'arif, I did a six month class at Mauritius Institute of Education for the Educator ‘s Licence which helped me a batch to understand the pupils. In February 2010, I joined the Doha Academy Secondary School. Chapter Two – The Bachelor in Education ( B.Ed ) Course Besides entry of a thesis and the portfolio at the terminal of the academic twelvemonth, the B.Ed class comprised of the undermentioned faculties: Sociology of Education Doctrine of Education Education Psychology Introduction to Curriculum Development Appraisal and Evaluation Education Management and Supervision Instructional Technology Tendency in Pedagogy Educational Research Capable Didactics ( Mathematics ) Functional English In the following parts of this chapter, issues raised in five of the faculties will be discussed and reflected upon. 2.1 Doctrine of Education This faculty enabled me to hold a deeper penetration about what instruction is. Dr Rassool, the lector, made us reflect upon our ain doctrine of instruction and without a uncertainty, it helped us to better understand ourselves as instructors. A learning doctrine statement is â€Å" a systematic and critical principle that focuses on the of import constituents specifying effectual instruction and acquisition in a peculiar subject and/or institutional context † ( Schonwetter et al. , 2002, p.84 ) . 2.1.1 My Teaching Philosophy â€Å" Teaching should be such that what is offered is perceived as a valuable gift instead than a difficult responsibility † – Albert Einstein Bing a mathematics instructor every bit good as a lover of the topic, there are some characteristics of mathematics that makes it a really particular subject. To call a few: Mathematicss is an first-class rational game where all the participants win. Mathematicss is besides a theoretical account that can be used for developing independent and critical thought. Mathematicss can be seen as a linguistic communication that allows us to pass on thoughts exactly between ourselves. Last, mathematics is a tool used in natural scientific disciplines and, therefore, a needed subject for many pupils. The above statements entirely actuate me to portion my mathematical cognition, among others, to my pupils. However, my ends for learning mathematics are many. First, communicate to my pupils that mathematics is a merriment and better their assurance approximately mathematics every bit good as cut downing their anxiousness about mathematics. Other ends are: Develop a mathematical sense about measures, geometry, and symbols every bit good as a assortment of problem-solving schemes and basic computational accomplishments Enable pupils to do judgements based on quantitative information, to turn out basic consequences, to read mathematics efficaciously and to understand their ain idea procedures Ensure that pupils truly understand constructs Establish constructive pupil attitudes about mathematics Facilitate acquisition of life-long acquisition accomplishments Foster a desire to inquire mathematics inquiries, critical thought, pupil find of mathematics and surrogate apprehension of the cogent evidence of cardinal theorems Teach the beauty of mathematics Aid pupils learn the cardinal theorems and their applications Improve pupils ‘ apprehension of engineering Increase the figure of mathematics big leagues every bit good as the pupils ‘ mathematical cognition Model expert problem-solving Motivate pupils to do an attempt to larn mathematics Open the doors to other chances for pupils Prepare future mathematicians, pupils for proficient callings and pupils to be knowing grownups Thatch applications to other Fieldss ; particularly for abstract topics like vectors whereby pupils frequently ask the inquiry: â€Å" where will vectors used us in our life? † Teach reckoner and computing machine accomplishments, cardinal constructs, generalizing, logical logical thinking, mathematical authorship, foretelling, problem-solving and proof-reading of mathematics Thatch pupils how to interpret back and Forth between words and mathematics Thatch pupils to work collaboratively My mathematics schoolroom features multiple methods of direction that depends chiefly on the subject to be taught and my experience with how single pupil best learn mathematics. On some occasions, the student-centred attack is undertaken while on other occasions, small-group probes, among others, are carried out. These assorted schoolroom patterns help turn to the varied acquisition manners found in the mathematics schoolroom. Furthermore, I prepare my categories meticulously, but I like to improvize whenever possible. I dislike being interrupted during my account but I love it when the pupils ask inquiries afterwards ; and I congratulate them for any good inquiries and remarks. Prophet Muhammad ( Peace and Blessing of God Almighty be upon him ) one time said: â€Å" Facilitate things to people and do non do it difficult for them † ( Sahih Al-Bukhari ) . Since I learnt about this expression, I try effortlessly to use it in my day-to-day life and particularly in my instruction. 2.1.2 Criticism The positive facet of this faculty is that it makes one reflect a batch on issues related to instruction. However, compared to other faculties, this one is more bulky and we have excessively small clip to cover everything. Furthermore, this faculty was presented by Dr Rassool who had three faculties with us and many a clip, we could non calculate out what faculty that we are really making. In my sentiment, this faculty can non be assessed through scrutiny as it is excessively abstract a topic. 2.1.3 Self-Reflection The first of import facet of the class was to assist us understand better what instruction is. Previously, I thought that instruction was merely transportation of cognition from the instructor to the pupils. But, at the terminal, of the class, I realised that instruction is much more than a transportation of cognition. Among the assorted definitions of instruction that I came across throughout the class, there is one put frontward by Dr Sohawon that I truly appreciated and upon which there is a batch to reflect. Harmonizing to Dr Sohawon, instruction is â€Å" the deliberate and systematic influence exerted by the mature individual upon the immature, through direction, subject, and harmonious development of physical, rational, aesthetic, societal and religious powers of the human being, harmonizing to single and societal demands and directed towards the brotherhood of the educated with his Godhead as the concluding terminal. † 2.2 Instructional Technology Upon farther reading sing articles related to this faculty, I came across a term that caught my attending. The term was coined by Professor Prensky ( 2001, p.1 ) who stated that, today, school pupils are â€Å" digital indigens † and they â€Å" are all ‘native talkers ‘ of the digital linguistic communication of computing machines, video games and the Internet † . The different talks provided with farther penetrations about the usage of information and communications engineering ( ICT ) in the field of instruction. 2.2.1 Application of ICT in Education Ertmer et Al. ( 1999 ) identified three degrees of instructors ‘ computing machine usage, changing in their relationship to the bing course of study. These involve utilizing ICT as: a addendum to the course of study, a support or enrichment of the course of study, or a facilitator for an emerging course of study. The emerging ICT tools that may be utile in the instruction and acquisition of Mathematicss can be subdivided into two chief classs: Mathematicss package For the lower secondary pupils, the freeware Graph can be used for the subject Coordinates Geometry to pull simple additive graphs in the signifier. Thereof, pupils shall be able to place the different points on the line. This really light but utile package can besides be used with the Form IV pupils to pull quadratic curves every bit good as other maps like cubic, trigonometric, logarithmic and exponential. For 3-D representations of objects, the freeware Microsoft Mathematics 4.0 can be used. It has many characteristics from different of import Mathematicss subjects runing from statistics to trigonometry to calculus among others. This freeware may besides be used to explicate â€Å" absolutely † the subject on pulling simple additive inequalities and hence to happen the needed part fulfilling two or more inequalities. The Yenka freeware is another great mathematical package that incorporates different facets of mathematics and particularly the subjects in Statistics. Explaining the construct of chance becomes much more easy with it as lifes are besides provided. For case, when explicating about the different results possible when fliping two coins, Yenka provides a 3-D life whereby two coins are tossed. At the same clip, a tree diagram is constructed. Social Media The different societal media that I find dependable to integrate in instruction and acquisition are: Web log A web log can be created by the instructor whereby notes on specific subjects may be posted every bit good as related pictures can be embedded. Blogs besides offers the ability to post exposures. Useful links can besides be shared. Another benefit is that it offered the participants, that is, the pupils the possibility to post remarks and so, pupils can give their feedbacks and portion their positions. Wikis Like web logs, wikis can be created to post of import information about Mathematical subjects. But unlike web logs, participants can besides redact the station by adding other utile information. However, the danger is that can cancel any information or station information non related to the subject. Social Networking Sites ( SNS ) such as Facebook The different characteristics offered by Facebook make it a really utile tool in the instruction and acquisition of Mathematics. Some of these utile characteristics areFor instructorsBookTag: This app offers a great manner to portion and loan books out to pupils, plus make helpful quizzes for analyzing. Webinaria Screencast Recorder: Record a picture for pupils, and portion it with this application. Mathematical Formulas: Distribute expressions, solutions, and more with this application. SlideShare: Create presentations to direct to pupils with this slideshow application.For pupilsBooks iRead: Share the books you ‘re reading, and see what others think of books with this application. Notely: Form your school life with Notely, an app that helps you wrangle your calendar, notes, assignments, and more. Survey Groups: Get everyone together on your group undertaking by join forcesing with this application. HeyMath! : These mini-movies explain hard math constructs, so these are great to portion with pupils or utilize on your ain. ( Monaghan, 2008 ) A ‘fan page ‘ can besides be created to advance Mathematics. Each ‘Like ‘ will increase its popularity. Chirrup Refering its educational usage, it may enable the instructor to ‘tweet ‘ utile links and reminders to his pupils, for case, about an appraisal to be done in the coming hebdomad or to make a research on a peculiar subject. Furthermore, it has the characteristic of sentiment canvass. This may benefits the professional growing of the instructor. Vodcast The usage of Vodcast might benefits pupil that were absent for a peculiar lesson or have non to the full grasped the different constructs in a lesson. It may besides be an advantage when making alteration. The instructor can utilize the picture to measure his ain instructions. 2.2.2 Criticism This faculty was every bit interesting as all other faculties but I believe that this faculty needs to be accompanied with practical exercisings and lesser literature. These practical exercisings could be assessed and evaluated. 2.2.3 Self-Reflection The ‘Instructional Technology ‘ faculty provided us with introducing thoughts to heighten the instruction and larning experiences every bit good as to actuate pupils and instructors. While researching on the subject, I came to gain how powerful a tool engineering can be and besides how the worldwide web can be a manner of making out to different sorts of pupils. For case, Facebook has got many applications that would do Mathematicss much more easy and gratifying. I unfeignedly believe that engineering can be an integrating portion of the instruction and learning experience but before its integrating, there needs to be a alteration in the course of study, particularly for the usage of engineering in test. What is the point of utilizing a batch of engineering in learning and larning but in tests, merely really few pieces of engineering are allowed? At the same clip, I fear the abuse of engineering and its impact on society. 2.3 Introduction to Curriculum This faculty helped many of us pupils to understand the construct of course of study and at the same clip, to clearly distinguish the course of study from the course of study. Tyler ( 1949 ) defines the course of study as ‘all the acquisition of the topics which is planned by and directed by the school to achieve its educational ends ‘ . The different types of course of study were besides discussed. 2.3.1 Types of Curriculum Curriculum is subdivided chiefly as Official course of study Harmonizing to Posner ( 1992, p.10 ) , the official course of study, besides known as the written course of study â€Å" gives the basic lesson program to be followed, including aims, sequence, and stuffs. This provides the footing for answerability. † It can be said that the official course of study consists of the course of study and content of different topics, the legal model, the scrutinies, the school and its substructure, the disposal amongst others. Taught course of study The taught course of study, besides known as the operational course of study is â€Å" what is taught by the instructor, and how it is communicated. This includes what the instructor Teachs in category and the acquisition results for the pupil † ( Posner, 1992, p.10-12 ) . Therefore, the taught portion of course of study involves all the instruction and acquisition experiences that take topographic point in the schoolroom when pedagogues interact with pupils and vice-versa. Personally, I normally adopt different learning schemes with my pupil. The learner-centred instruction attack and the squad instruction attack are favoured for the upper categories while the important manner is favoured with the lower categories as it is a democratic attack in which the rights of both the instructor and the kid are recognized and respected compared to the autocratic manner ( Shaffer & A ; Kipp, 2007 ) . Formative appraisals are performed during the lessons so as to obtain feedbacks to both the scholar and myself and thereof, learning schemes are altered consequently. Hidden course of study Harmonizing to Horn ( 2003, p.298 ) , concealed course of study is defined as â€Å" the unrecognised and sometimes unintended cognition, values, beliefs that are portion of the acquisition procedure in schools and schoolrooms † . It can be deduced that the concealed course of study refers to those things which pupils learn indirectly at school. For illustration during a lesson, different teaching-learning schemes are used for active engagement. This indirectly inculcated values and accomplishments in them such as: Keeping subject Obedience To be democratic, that is, freedom of sentiment to give replies without any fright of being incorrect Tolerance and forbearance towards others ‘ sentiments to go good hearers To be critical, they are asked to notice on their friends replies in instance they do n't hold Social interactions through group treatments and whole category treatments Communication accomplishments are developed Null course of study Harmonizing to Posner ( 1992, p.10-12 ) , the nothing course of study â€Å" consists of what is non taught † . Eisner ‘s ( 1995 ) place on the â€Å" void course of study † is that when certain topics or subjects are left out of the overt course of study, school forces are directing messages to pupils that certain content and procedures are non of import plenty to analyze. When the Mathematics course of studies of Cambridge for the O-level and A-level every bit good as that of the National Assessment at Form III, prepared by the Mauritius Institute of Education, are exhaustively analysed, it is observed that two really of import constituents of Mathematicss have non been included, viz. History of Mathematicss. The mathematician Glaisher one time said that â€Å" no topic loses more than mathematics by any effort to disassociate it from its history. † Hayes ( 1991 ) stated: â€Å" I believe that it is a sedate error and mistake of scheme to try to learn mathematics without mention to its cultural, societal, philosophical and historical background † . † Application of Mathematicss in existent life state of affairss for complex subjects. From past experience, when learning complicated subjects, like â€Å" Vector of Plane † , pupils frequently asked the inquiry: â€Å" Why should we analyze this subject? † as for them, they do non understand the importance of such a subject as the jobs they are faced with are sometimes excessively abstract. But, when they are made cognizant of its importance in existent life, they are more eager to make the subject. 2.3.2 Criticism Understanding the construct of course of study and all that it entails was a really of import measure in the calling of an pedagogue. However, cognizing all this and accordingly, placing the assorted defects of a course of study can be seen as a loss of clip as we, as pedagogues, can non make anything to alter a course of study, particularly for S.C and H.S.C, that is prepared by an elect group in England. 2.3.3 Self-Reflection Besides holding had a deeper penetration of instruction, the construct of course of study became much clearer. I realised that when following a peculiar course of study, it is non merely finishing the different subjects involved in the course of study. In fact, the course of study is merely one portion of the course of study and there is more to a course of study. We have the purposes and aims that besides need to be achieved. In fact, these course of studies that we usually follow are the official course of study. However, there is one other type of course of study that is every bit or more of import than the official course of study. It is the concealed course of study. It is through the concealed course of study that moral values and moralss are passed on. Therefore, this helped me to be even more cautious in category as acting severely or weirdly would ensue in the pupils acting as such. Sometimes, when I observe a pupil acting severely, I say to myself that possibly the pupil is acting like this because of his instructor who was rude. Besides, upon farther contemplation, on a larger graduated table, I came to gain that possibly the manner ordinary people behave may be the consequence of how those who are regulating them behave. 2.4 Education, Management and Supervision Among the many of import constructs learnt in this faculty, there is one that I think is indispensable for every instructor to possess – managerial accomplishments in the schoolroom. 2.4.1 Managerial Skills Required by Teachers in the Classroom Mintzberg ( 1973 ) identified the undermentioned managerial accomplishments: Leadership Skill This accomplishment is concerned with the ability of the instructor to actuate and assist his pupils and at the same clip, to cover with their jobs efficaciously. For those pupils who are per se motivated, the instructor merely acts as an instigator and a facilitator. However, for those pupils who are non motivated, the instructor ‘s leading function is critical of import to actuate them. As a Mathematics instructor, the undermentioned schemes can be adopted to actuate the pupils: The instructor himself/herself must be seen as being motivated Find suited ways to do pupils love the topic State the purposes and aims of the capable affair Let the pupils know that the instructor is ever available whenever person is holding troubles in his surveies. Set-up the schoolroom regulations and ordinances in coaction with the pupils. Use different instruction manners in order to fit the diverse larning manners of the pupils. Peer Skill Peer accomplishment would mention to the ability of the instructor to move, at one clip, as a director of the schoolroom and at another clip, as a friend to his pupils. This friendly relationship should be to some bound and the pupils should be made cognizant of it. Otherwise, being excessively friendly would do pandemonium and undiscipline in the category and later, the larning environment of the category would be to a great extent and severely affected. Conflict Resolution Skill Life in a schoolroom is non ever sweet. On and off, things get rancid between the pupils or even between the pupil and the instructor for diverse grounds. Classroom struggles, may it be a minor or a major one, must be dealt with every bit shortly as they arise so as to forestall the state of affairs from acquiring out of control. Otherwise, they would botch the instruction and larning environment of the schoolroom. Information Processing Skill This accomplishment is about the instructor ‘s ability to pull out, collect and portion information relevant to the capable affair or subject. In the traditional position of instruction and acquisition, the instructor was the exclusive beginning of cognition and hence, the category was dominantly teacher-oriented. However, despite the fact that this attack to learning and acquisition is regarded as being disused, some topics, like mathematics, are most of the clip teacher-centred. But, a good mathematics instructor would happen ways to do his category an gratifying and fruitful experience. A good mathematics instructor should be able to utilize a assortment of learning manners in order to do the topic appear interesting and easy, and at the same clip, cater for the different acquisition manners of his/her pupils. Resource Allocation Skill This skill trades with the instructor ‘s ability to pull off his clip decently and to make out to each pupil ‘s encountered troubles. The best manner to accomplish these is through proper lesson planning. From past experience, the followers should be taken into consideration when fixing a lesson program: Carry out one lesson at a clip The purpose and aims of the lesson should be good set and the pupils should be made cognizant of it Since about all subjects in mathematics is based on some pre-requisites, ever recall those old cognition in order to acquire the pupils in the temper Based on the trouble of the subject, take a considerable sum of clip to to the full explicate the subject, taking into consideration the jobs pupils are holding and blow no clip to unclutter these misconceptions Allow pupils to hold sufficient sum of clip to pattern some jobs in category and at the same clip, utilize this ‘free ‘ clip to cover separately with those holding farther jobs Summarize the whole lesson Give a sensible sum of prep Reserve the following session for rectifying prep and for farther pattern ( remedial plants if needed ) A well-prepared lesson program non merely affect the resource allotment accomplishment but besides the entrepreneurial accomplishment of the teacher-manager as the latter trades with the ability of the instructor to look for jobs and chances that may originate during a lesson and thereof, implement the necessary alteration swimmingly. 2.4.1.6 Introspection Skill This maybe the most of import accomplishment needed by a teacher-manager. It deals with the instructor ‘s ability to reflect upon his ain work and the impact it has on his pupils. In other words, after each lesson, the instructor needs to self-evaluate himself. Successful rating would be that learning and acquisition has occurred and each pupil has understood the lesson and all plants have been completed. Else, the instructor needs to alter his learning schemes and/or behavior in category. 2.4.2 Criticism Dr Sohawon made this talk lively through his assorted real-life instances and so, it was an gratifying and enriching experience. However, some facets of the faculty, I believe, are out of range of a instructor, for case, the construct of quality control. I think that these constructs should be taught to a group of experient educational officers that entirely has for occupation to supervise the public presentation of instructors and pupils. 2.4.3 Self-Reflection At the beginning of the faculty, I thought that the subjects were beyond me as I am comparatively new to learning and the lector was speaking about being a director, a supervisor or an inspector and how to pull off or oversee. But, as the faculty was dealt farther, these managerial manners and accomplishments are as of import for a instructor as they are for a director. This is because, in the category, I concluded that the instructor has multiple functions. Furthermore, since I have been appointed as Section Leader for Form 4 and Form 5 ( Boys ) , I am gaining the importance of the different theories learnt in the faculty sing managing and supervision. 2.5 Tendencies in Pedagogy This faculty, harmonizing to me, is one of the most of import faculties of the whole class as it covered really of import subjects which are straight related to the instructor and his instructions. Among the many fruitful subjects, I would wish to portion my positions on instructor motive as it is a subject that is non frequently talked about. 2.5.1 Teacher Motivation A definition of instructor motive, harmonizing to me, would be a force that drives a instructor to make his best so as the best acquisition environment is formed for pupils. Associated to teacher motive are a low degree rate of absenteeism and a good disciplinary record of the instructor. Harmonizing to Michaelowa ( 2002, p.5 ) , teacher motive can be defined as â€Å" willingness, thrust or desire to prosecute in good instruction † . Hence, mathematically talking, teacher motive is tantamount to efficient instruction and accordingly, efficient acquisition. Some people believe they are born to be instructors. Others believe they have the necessary qualities for being a instructor. Normally, these people are per se motivated instructors. No external factors, positive or negative, would impact their finding to give their best as they care for the pupils and they want to see their pupils achieve in their surveies and in life. For making so, they are willing to make a batch of forfeit and utilize a battalion of schemes for the addition of the pupils. The bulk of instructors need to be motivated extrinsically, that is, their degree of motive is based on some external factors which may be straight related to the school environment or related to personal issues in their private life. A first issue that can assist in actuating a instructor, in my sentiment, is a just and just timetable. Bing a mathematics instructor, it would be really hard and demotivating to work excessively many periods per hebdomad, particularly if there are a batch of lower secondary categories. This is because to learn mathematics, one needs a batch of readying, concentration and energy so as to further a fruitful and dynamic acquisition environment whereby pupils are active and interested in the topic. Otherwise, from past experience, pupils are easy bored in mathematics categories that have a humdrum acquisition environment. Furthermore, instructors are motivated when they have pupils who make attempt and work good every bit good as participate in category. H armonizing to Csikszentmihalyi ( 1990 ) , a individual who is involved in an activity and is working at the extremum of his abilities reaches a province of felicity and satisfaction. Schonfeld ( 1989 ) claimed that being satisfied with one ‘s occupation is an index of morale and motive. Another component for teacher motive is being praised and rewarded by the direction or inspectors/supervisors. Bamisaye ( 1998 ) found that unjust administrative and supervisory patterns tend to sabotage teacher morale. Furthermore, harmonizing to Nwankwo ( 1984 ) , instructors feel extremely motivated when they are consulted about determinations sing their work. One farther component of import for actuating instructors would be a better wage. It is frequently argued that instructors are non being salaried for what they are truly deserving. The student-teacher ratio in a category should besides, harmonizing to me, be sensible. Just imagine learning mathematics with 40 pupils in a category. Will the instructor have sufficient clip to look at each of his pupils separately? To farther motivate instructors extrinsically, all educational installations should be offered to the instructor to to the full show himself suitably in category. For case, in mathematics, while explicating the subject ‘Transformation ‘ , a set of geometrical instruments is needed to heighten instruction and acquisition. Apart from offering the necessary installations for instruction, it would be every bit actuating for instructors to hold installations to rest or loosen up during their free clip. Some instructors, with a position to reenforce their instruction, like to introduce utilizing different schemes which may affect different siting agreement or the usage of modern technological tools. However, if the direction is loath to alterations, the instructor might be demotivated. Hence, holding the support of the direction is critical importance in the devising of well-motivated instruction and acquisition environment. Last, instructors may hold some personal crisis related to their household and relations. Problems such as statements with their childs and partner or divorce or even fiscal jobs, among others, may impact the end product of the instructor. By supplying appropriate psychological services, the direction could assist in work outing the jobs of instructors. In a survey by Gokce ( 2010 ) about instructor demands, there were 29 inquiries about the extent to which their demands were satisfied and 29 inquiries about the importance of those demands. He so compared most of his consequences to Maslow ‘s Hierarchy of Needs ( 1954 ) , reasoning that instructor ‘s psychological demands were non being met, though their most basic demands are. He besides concluded that if instructors know that their most basic demands will be met, it will increase motive. 2.5.2 Criticism I believe that this faculty, along with Functional English, was possibly the most apprehended faculty by all the pupils. Mr Bakarally generated a lively schoolroom environment through his treatments. However, sometimes, we had the same job as with Dr Rassool. We were confused about which faculty we are discoursing due to the fact that we did two faculties with Mr Bakarally, Trends in Pedagogy and Functional English. 2.5.3 Self-Reflection ‘Trends in Pedagogy ‘ allowed me to larn about the different attacks to learning. Upon farther reading, I came to recognize that for better bringing of a peculiar lesson in Mathematics, sometimes, a blend of these attacks is most appropriate depending on the contents of the lesson. For case, the behaviorist attack can be applied to take down secondary pupils holding troubles with simple arithmetic operations by giving them a considerate sum of jobs to undertake. Motivation is another facet of this faculty that I think is indispensable for the proper operation of a schoolroom activity. Without both teacher motive and pupil motive, I think that effectual instruction and acquisition will non happen. Chapter Three – General Decision I can state that after merely a twelvemonth following the B.Ed class, I have grown up professionally as a mature pedagogue. Through the faculties ‘Introduction to Curriculum ‘ and ‘Assessment and Evaluation ‘ among others, I have learnt the necessity of fixing a professional day-to-day lesson program. Five lesson programs have been annexed to the portfolio. Even though the journey was a hard one, I believe it was worthwhile to ship on it in order to be a better instructor. I think that this class helped us to gain that money is a secondary issue for a instructor. The most of import issue for a instructor is to utilize the different agencies at his disposal to bring forth efficient and effectual instruction and acquisition. Success for a instructor I believe is to see his pupils going some of import people in the society.

Realism

Cognitive sentences are those that are dependent to facts and readily have or consist of truth values, such as true and false. Non-Cognitive Sentences constitutes statements which are independent of facts and are cannot be assumed to have a truth value. In this regards, statements such as â€Å"Girelle is stands about five feet and five inches tall† and â€Å"the vase is red† are statements which falls under the Cognitive division. While statements like â€Å"keep quiet† and â€Å"you must not lie† corresponds to Non-cognitive statements.(Marturano 2006, 1)According to the Stanford Encyclopedia of philosophy, Non-cognitive holds that moral properties otherwise known as moral facts do not exist. This means that moral statements are statements that can neither be true or false or simply these statements do not contain any truth condition. Moral sentiments are merely â€Å"approval or disapproval† expressions more akin to wishes and aspirations that ar e seldom associated with emotions than to cognitive â€Å"state of mind† such as beliefs or ideas. Moral Realism on the other hand holds that moral statements were actually reports of factual actions or ideas that are always true or real or existing. ( Sayre-McCord 2005, 1)Non-cognitivist argues that moral statements have no truth conditions in such case that their predicate was merely moral utterances or sentiments that neither have truth or falsity. It does not tell anything about its subject that could prove its truthfulness. In a sense, moral sentiments are meaningless and remain to be mere expressions. They further argue that moral statements were emotive, prescriptive and motivational that cannot be classified as either true or false (Ayer 1936, 28-55) .Non-moral statements on the other hand can express beliefs and ideas that can be evaluated as either true or false (Blackburn 1984, 12-25).Thus the Non-Cognitivist holds that since moral claims are non-cognitive statemen ts, they do not contain any descriptive sentence and are therefore not describing anything at all which means that they do not contain factual statements and are not asserting anything.(Railton 1986, 4-6)The Non-cognitivist believes that normative claims are not valid of any logic since they cannot be true or false. According to Ayer, as quoted in the Internet Encyclopedia of Philosophy, â€Å"ethical claims are comprised of pseudo concepts which merely convey commands or feelings and do not contain any meaning (Marturano 2006, 1). Ethical statements remains important or significant because it is being use to persuade other people most specifically the receiver to perform or act in a certain way. In such case, ethical claims can be debated or can cause several disagreements and agreements but it can never comprise a logical understanding or reach any rational conclusion because normative claims cannot express the truth value of the statement. Thus, logical laws or basic rules of lo gic are inapplicable to moral statements (Hooker 1996, 3-5).By being a non-cognitivist, a person can deal with more relevant questions concerning reality. For instance, instead of dealing with the question of truthfulness of the statement â€Å"abortion should not be permissible†, people would be more focused on assessing the claim with respect to its effect or to its general utility. If abortion is done what would be its effect, thus basing the judgment on the factual outcome and not on mere assumption. To make this point clearer, consider the statement â€Å"genocide is wrong†, since it does not express any truth value, its assessment or its continuation would depend on its result.Non-cognitivism, by removing the truth value of normative statements has ended the dispute regarding the reality of an objective moral code or morality. This paved the way for moral relativism which favors the variation of moral codes in the different parts of the worlds at different times. This results to more respect to different cultures and traditions across national and ethnic boundaries.By denoting that moral statements are merely expression of approval/disapproval or sentiments, the non-cognitivist have also succeed in emphasizing the reason why there have been different reactions among different people regarding a certain moral issue. The varying reason as to why and how people view things differently. It also shows that moral statements cannot be true or false, thus they cannot be use to persuade other people in doing this or that.Moral realism on the other hand purports that moral statements is either true or false. The moral claim, â€Å"abortion is wrong† is either true or false. If this will be the case, there would be fixed moral codes that should apply to everyone else or at least every rational person in the planet. Yet, the relativity and subjectivity of moral statements seems to contradict the moral realist position because in different countr ies there were differing view regarding this matter and this is something that is prevalent in the reality in which we lived in. People does not agree on the same moral issue, most often they would argue differently depending on their position, biases, outlook, experiences and so on. The reason why I agree that â€Å"abortion is wrong† would be very different from your or his or her reason.In moral realism, people would continue to argue and debate over claims fruitlessly. In the end they would come up with a conclusion that is not far from being the decision of the â€Å"majority†. If moral realism are right in asserting that moral statements expresses truth value, then what people, specially influential and powerful ones would do is to persuade other people into believing that their statement is the right and whatever that contradicts their statement and purpose are wrong.Moral realism maintains that there can be â€Å"objective moral values† which contradicts the Non-cognitivist claims. However, moral realist failed to account what constitute the objective moral facts (Shafer-Landau 2005). They argued that â€Å"death penalty is wrong† can be accounted as either true or false simply because they believed that it is the same as any cognitive statement such as â€Å"it is dark†. Moral realist cannot prove that â€Å"death penalty is wrong is in fact true† for it differs from people’s opinion, perspectives and desire. There is no factual evidence that could actually prove that it is true (Stevenson1944, 15). The reality of the existence of moral facts is inaccessible to scientific inquiry and cannot be observed directly through our senses without appeal to our emotions, sentiments or feelings.References:Ayer, A. J. 1936. Language, Truth and Logic. London: GollanczBlackburn, S. 1984.   Spreading the Word. Oxford: ClarendonHare R. M. 1997. Sorting Out Ethics. Oxford: O.U.P.Hooker, Brad. 1996. Truth In Ethics. Ox ford.Kim, Shin. 2006. Moral Realism. The Internet Encyclopedia of Philosophy.Marturano, Anotonio. 2006. Non-Cognitivism in Ethics. The Internet Encyclopedia of Philosophy.  Railton, Peter. 1986. Moral Realism: The Philosophical Review. Vol. 95, No. 2 (Apr.,), pp. 163-207Sayre-McCord, Geoff. 2005. Moral Realism. The Stanford Encyclopedia of Philosophy. Retrieved on September 20, 2007. Retrieved from the World Wide Web: http://plato.stanford.edu/entries/moral-cognitivism/Shafer-Landau, Russ. June 15, 2005. Moral Realism: A Defense.   USA: Oxford University PressStevenson, C.L. 1944. Ethics and Language. New Haven: Yale U.P

Kodak and Fujifilm Essay Example | Topics and Well Written Essays - 1500 words - 3

Kodak and Fujifilm - Essay Example Although Fujifilm has in the past two decades become one of the leading names in the industry, Kodak possessed a long standing history of more than 130 years. In 1988, Kodak camera was launched in the market of the United States (US). Contextually, it came to prominence as a distinct organization with its slogan of â€Å"You Press the Button, We do the rest† which influenced the people to buy its offerings (Kodak, n.d.). George Eastman was the founding figure of the Eastman Kodak Company whose main aim was to make the facet of photography more useful, simpler along with pleasurable. The core principles that were followed by Eastman from the inception of Kodak entail a clear focus upon the needs of the consumers, global distribution, widespread advertising and mass production or manufacturing at relatively reduced cost (Kodak, n.d.). Conversely, Fujifilm is essentially a Japan based company which too is one of the giant companies in its segment. Fuji Photo Film Co., Ltd started its operations in Japan in the year of 1934. As a key turning point in the success of Fujifilm, it established its United States based manufacturing unit in 1988 which facilitated the company to challenge the dominance of market leader Kodak. In the last decade the company has made a number of acquisitions and has established its subsidiaries in emerging economies such as India, Indonesia and Colombia among others. A few of the areas of innovations where Fujifilm’s interests lie include graphics cards, optical devices, high tech gadgets and a wide range of cameras. Kodak’s core business lies on manufacturing cameras, photographic films, slide projector, scanner and printer. It also engaged itself in performing video analysis and motion processing, mobile communication and audio signal processing. Whereas, Fujifilm deals in offerings digital cameras,3D image products, films, binoculars, medical systems, graphic systems, photofinishing products, motion picture products, optical devices, recording media, industrial products, image management and semiconductor materials among others. Thus, it is apparently visible that the business of Fujifilm is quite diverse. In this regard, it is observed that despite being a giant in the technological field, Kodak faced bankruptcy situation in the year of 2012 due certain drawbacks in its approach such as a lack of focus on innovation. Fujifilm, on the other hand, has been maintaining its market share and profitability quite successfully (Fujifilm Corporation, n.d.). Comparison Between Management That Each Company Pursued In Order To Embrace Innovation In order to make the comparison between these two ‘technology based’ corporations regarding their management approach to sustain innovation, it is imperative to learn about how much the companies provided importance to innovation and technological feature development. The management of Fujifilm always plans to upgrade its innovation process through ex cellent research and development (R&D) process. The management of every company invests a good percentage of capital on its R&D to compete with its competitors. Fujifilm has followed the similar path. It has build ‘Fujifilm Advanced Research Laboratories’ to continue its innovation process in the year of 2006. It has facilitated to create milestone offerings in bio chemistry, pharmaceuticals and printing technologies segments. On

Management of Industrial Relations Essay Example | Topics and Well Written Essays - 2500 words

Management of Industrial Relations - Essay Example For the better part of a century, it has played a key role in the representation and advising of employers all over Australia and their employment law experts have been actively involved in majority of the test cases in the industrial jurisdiction of fair work Australia (Australian Federation of Employers, 2014). AFEI is a nonprofit organization and its membership spans over 3,500 with more than 60 affiliated industry associations, today, their key role is advisory and they also represent and assist employers in as far as meeting their obligations in respect to workplace relations in concerned. They may or may not include collective agreements and unlike trade unions which are comprised of individual workers, employer organizations allocate membership to enterprises instead. However, most of the legal terms that are used to define trade unions can also be applied on employer organizations. It has been argued that employer organization is simply the employer’s response to trade unions which by virtue of their numbers and activism tend to have considerable power over employers. While this is debatable, it is not by any means simple, employers’ organizations to a large extent are indeed the response to trade unions but they also serve other purposes that have no bearing on the issue of labor. There has nevertheless been an extensive history of antagonism between trade unions and employees organization which gives credence to the assumption that in many ways their interests are mutually exclusive. In the 1890’s in Australia, powerful worker unions tried to dictate to the ship owners what goods they should carry this was done through a strike that threatened to bring down the shipping industry and which rewired over 2000 constables to manage. However three years after the fact, the ship-owners had come together and in response

Promoting Positive Health Behaviors Article Example | Topics and Well Written Essays - 1000 words

Promoting Positive Health Behaviors - Article Example Summary of Every Woman Matters Program The Every Woman Matters Program (EWM) was designed to promote preventive healthcare service to females. The specific preventive healthcare strategies aimed at were improved screening of breast and cervical cancer. To this end, the program targeted healthcare providers with an aim of promoting practice change in their operations. Consequently, the EWM program utilized the GAPS model procedure to device interventions within the healthcare provider practice (Backer et al. 2005). These interventions would be targeted at removing obstacles towards preventive breast and cervical cancer. As a result, the achievable goals set were; to increase public awareness pertaining to the risk of breast and cervical cancer. Moreover, it aimed to increase awareness on the benefits of screening. Furthermore, the program aimed at reducing the cost of screening to low income females. The practice based interventions employed were based on case studies conducted with s even individual practices. The core aims of the practice intervention were to; aid the practices identify obstacles pertaining to the delivery of screening services. Second, was to aid the practices in creating plans for mitigation of the barriers. Third was to promote the services of the EWM program to females from low incomes. Despite these well articulated goals, the EWM program fell short of achieving its core objective. Reasons for Ineffectiveness of the EWM Program The overall aim of the EWM program was to increase the level of breast and cervical cancer screening among healthcare practices. However, the program was not effective in achieving its objective due to myriad of reasons. Foremost, the practice change method for promoting EWM program lacked the sufficient support and leadership role by the leaders in the healthcare providers. The successful implementation of the goals for promoting preventive healthcare for women requires the motivational factor and sense of leadersh ip from heads of practices. Consequently, the program was ineffective since the momentum for promoting the program was not spearheaded by some of the leaders across the practices. A second plausible reason for the failure of the program was the insufficient level of teamwork between support staff and leader of the respective practices. Consequently, the lack of synergy in implementing the EWM program resulted in the over burdening of either the support staff or leaders. Third pertains to the issue of disparities in resources among the various healthcare practices. The healthcare practices all had different amounts of resources available to them based on their organizational capacities. Furthermore, the health care practices were operating within the limits of their resources. Consequently, additional resources for the EWM program were not sufficiently explored within the action plans for each healthcare practice. The fourth reason for the ineffectiveness of the EWM program was the i nsufficient public awareness creation mechanism pertaining to the need for screening. The need for successful increase in screening of breast and cervical cancer requires sufficient and mandatory public awareness. Consequently, the program was ineffective owing to insufficient efforts aimed at promoting community outreach through a variety of media such as increased free testing clinics and radio programs. Characteristics of

The project management in the construction and operation of a Assignment

The project management in the construction and operation of a restaurant - Assignment Example The technical component is necessary to recognize the critical activities that influence the total length of time a project takes to finish. The human resource elements deal with the issues of headship and worker inspiration within a group or team atmosphere. A project is an organized activity to accomplish an objective. It can be defined as a series of related tasks that are directed towards a common output which will be completed during a period of time. It is the planning, directing and controlling resources (people, equipment, material) to meet the technical, cost and time constraints of the project. A project is a completely new task; thus there are no repetitive activities. It will be operated for the first time and the challenge cannot be predicted which may incur in future. The team members have to be conscious about their work and should monitor whether they can achieve the desired objective. Thus there will be continuous evaluation, monitoring, controlling till the project is completed. In short, we can say that the project management has taken place during the overall life of the project. New project team will be formed and after accomplishing its objective, it will be dispersed. Thus there will be more time required for the team members to perform effectively and there should be a conscious effort to ensure the participation of the team members by way of effective communication and motivation. Responsibilities of the project manager: Project managers characteristically have a distinctive role within the conventional organisation structure. Most project management squads are multidisciplinary in character, concerning a wide variety of abilities and organisational units. Frequently these teams consist of people from engineering, operations and marketing, and from support services that include risk management, systems operations, auditing, and legal groups. Accordingly, today's project managers have to often cross conventional functional lines to achieve the support necessary for the completion of a project. In most occasions, this support is requested without formal authority. Therefore, the project manager must make a combined culture that relies a lot on social skills as well as practical expertise. Without the authority of a traditional functional manager and the allied system of rewards and penalties, project managers have to make their authority by building trust, respect, and credibility among project members, as well as by representing sound decision making - all within an exciting work situation. High-performance project teams: In today's multifaceted and hi-tech sophisticated environment, the cluster has remerged in significance in the structure of project teams, the qualities of a project team and its vital performance relied on many aspects that involve both people and structural matters. Even though each organisation has its own methods of performance, there is common agreement among project managers on which aspects are separated into the following four categories: 1. Task-associated variables are direct measures of task performance, such as the skill to generate standard results on time and within budget, inventive performance, and the skill to change. 2.

An examination of how Arlafoods practices Relationship marketing in Essay

An examination of how Arlafoods practices Relationship marketing in the dairy industry. Why relationship marketing has become important in dairy service bas - Essay Example lysis, will be able to relate to the increased threat of new entrants or competitors, the availability of substitute products, decreased bargaining power of suppliers, increased bargaining power of buyers, and increased intensity of rivalry within the industry. Government deregulation, globalization, and technological advances have changed the â€Å"minimum requirements† for organizations to remain competitive. Dairy industry producers and farmers have been hard hit by these changes. Increasing production levels, rising production costs, and softening market prices have resulted in the commoditization of dairy products. Companies such as ARLA Foods have had to re-examine its way of doing business in order to adapt to this new environment; in particular, ARLA Foods has redefined its business with its focus on customer relationship marketing. This proposal will examine ARLA Foods’ implementation of new strategies of relationship marketing and its corresponding self-realignment activities. The proponent of the study is currently employed with ARLA Foods. Kotler (2000) defines marketing as: â€Å"the process of planning, and executing the conception, pricing, promotion, and distribution of goods, ideas, and services, to create exchanges that satisfy individual and organizational goals.† Through manipulation of the â€Å"4 Ps† (Product, Price, Place, Promotion or the marketing mix), marketers seek to meet and satisfy customer’s needs and wants through a process of exchange that may culminate in a transaction. What forms the bases of the â€Å"4Ps† framework? Christopher, Clark, Peck, and Payne (1999) trace the framework’s origins to Borden’s work in 1960s. Borden identified 12 factors that comprised the â€Å"marketing mix† that influenced demand. These 12 factors would later be simplified in the popular â€Å"4Ps† framework. The prevailing mass manufacturing – mass marketing conditions of the 1950s and 1960s, with its emphasis on customer acquisition rather

First semmester in the university Essay Example | Topics and Well Written Essays - 250 words

First semmester in the university - Essay Example In the past, I had incomplete notes and often went out with my friends before studying. Now, I always take down notes during class discussions, join study groups, and do advance reading whenever I can. In addition, I also rely on my learning style to retain what I am studying. I have learned that I am a visual-auditory person. I learned from the web site Ldpride.net that as a visual-auditory learner, I learn best by reading and listening. Thus, whenever I study for a quiz, I ask someone to pair up with me and read the notes to me. This way, I can listen to the terms and definitions I need to memorize. Likewise, I also use my mobile phone recorder to record my voice while reviewing for exams. I found this very effective especially for memorization tests. The second thing that makes this semester better is the fact that I have made some nice friends. My friends serve as my motivators and study group. Whenever I feel like not attending to classes due to colds, my friends are there to encourage me to attend. They are positive influences in my studies, and in return, I do the same kind of motivation and inspiration to them. We also conduct out-of-class sharing and discussions to analyze issues and concepts discussed in class. So far, everything is going well and we are enjoying each others’ company. The third thing that keeps me on track is the fact that I have made friends with other students internationally. I recently found some friends through social networking sites, thus whenever I have time, I communicate with them online and we exchange ideas on various topics about life. Along with the good start are some things I need to improve on in the next semester. These include getting subjects I want and having the freedom to choose my schedule. I was a bit late during the enrollment, hence I had limited choices relating to class schedule. I promise to enroll earlier next time to get the subjects I want. Moreover, I believe I need to study

Relation to the Socio-Political Essay Example for Free

Relation to the Socio-Political Essay Comparison and Contrast of the General Tones of the Sumerian and Egyptian Hymns, in Relation to the Socio-Political and Geographic History of these Nations It is interesting to note that the Egyptian and Sumerian civilizations both sprung up beside rivers: Egypt lies in the delta of the Nile while the Sumerian civilization was on the fertile Mesopotamia along the banks of Tigris and Euphrates. It is thus expected that both civilizations revere their river, and associate them with gods, because the rivers prove to be vital to their existence and a channel of life for them. These forces of nature are considered holy and addressed by prayers. Examples of such pleas can be found in both hymns â€Å"A Sumero-Akadian Prayer to Every God† and the â€Å"Hymn to the Nile. † In these prayers, however, we find very different attitudes of the early people towards their gods. In the Sumero-Akadian prayer we will read a tone of sorrow, grief and fear by a troubled soul over his offences with the gods. The introduction fearfully desire for peace with the divinity: â€Å"May the fury of my lords heart be quieted toward me. † Throughout the text we will also find out that the gods are not named, but is rather just sanctified as an existing being that may not be offended. This apparent fear of the divinity may be attributed to the structure of the Mesopotamian civilizations, where the land was divided into different city-states believed to be owned by a deity. The Sumerian state is therefore not a solid state, but is a conglomeration of small states. Consistent fear of invasion made them turn into the divine beings for protection and blessing. As a further note, in the Sumero-Akadian civilizations, the power of government is divided into two: the lugal took care of the military powers and the even more powerful ensi was the supreme religious leader who also controlled â€Å"economic and technological expertise† (Krejci and Krejcova, p. 31). It can therefore be seen that the fear of the gods was the way of the ensi to maintain political control over his dominions. Political and social structure in Egypt proved much different from the Sumerians. The whole of Egypt was controlled by only one ruler – the Pharaohs. This unity gave the Egyptians more control over their surroundings and their country. Early on, the Egyptians had a clear sense of identity (Kemp, p. 25). This control is best exemplified by their ability to time and control the flooding of the Nile. However, geographically, the Egyptians were not as lucky as the Sumerians, as they were surrounded by deserts. This made them consider the Nile as a gift from the gods, a means by which they would live. It is therefore not surprising that the â€Å"Hymn to the Nile† is a joyous song of praise. The overall theme of the hymn is perhaps best stated in the first lines: â€Å"Hail to thee, O Nile! Who manifests thyself over this land, and comes to give life to Egypt!† References Mircea Eliade `From Primitives to Zen`: A SUMERO-AKADIAN PRAYER Ancient History Sourcebook:Hymn to the Nile, c. 2100 BCE Jaroslav Krejci, Anna Krejcova (1990). Before the European Challenge: The Great Civilizations of Asia and the Middle East. SUNY Press. Barry J. Kemp (2006). Ancient Egypt: Anatomy of a Civilization, 2nd Ed. Routledge

Persuading on Genetically Modified Food Essay Example for Free

Persuading on Genetically Modified Food Essay The article called Genetically Modified Foods, has a style that is use to grab an audience emotion while still putting some facts. Right away in the first paragraph you will find ethos. Per Pinstrup-Anderson plays a key role in the article, he is the H.E. Babcock Professor of Food, Nutrition and Public Policy at Cornell University. Giving Per Pinstrup-Anderson a creditability, and having the audience attention. This is the only time in the article when ethos is being used to help their argument. In the next two paragraphs, Pathos and logos are used. It shows some facts as well as getting into the audience emotion. The way this was done was by talking about helping farmers in developing countries produce more food, making it more affordable to buy food, as well as not harming the environment. It goes on to say, â€Å"Many millions of people do not have access to sufficient calories and many more suffer from micronutrient deficiencies†. Another quote is, â€Å"which avoided mass starvation and helped millions out of poverty and hunger†. Notice they never gave an exact statistic on how many people are suffering from poverty and hunger, letting the audience see that it is so many people affected, and not just a specific number. It gives it more of a feel then would be given an exact number. In the next paragraph it goes back to logos, in the paragraph it is said science is the answer to fixing the hunger. It describes action that must be taken an order to be able to start helping starving people, as well as how will science help farming, like drought tolerance, mitigation of negative climate change, and pest resistance in crops. Those are just a few of what the paragraph claims to be able to do with a little investment for the technology. The way this paragraph is phrase is by letting the audiences see the processes that have to be done in order for an action to start. That way the audiences may start to have an opinion. At the end of this article it starts to talk about how long test must be done, and how the longer we wait the more expensive food will be as well as leaving millions to die. This passage is using pathos for its persuasiveness. It’s getting the audience that deep emotion of people waiting and starving. It goes on to say that anti-science ideology and the failure of the government brought the food crisis in the first place. This paragraph points a finger to show they are right, as well as preceding to say we have to change if something is not working. In the second article of, â€Å"The Failure of Gene-Altered Crops†, Vandana Shiva is presented as the ethos in this paragraph; she is the founder of Navdanya in India which is the movement of seed keepers and organic farmers. She written many books on how genetically modified foods are failing and how they will affect us. This grabs the audience attention because she’s a strong believer on organic substance. In the next paragraph it says we need biodiversity intensification that can work with nature instead of going against it, it doesn’t give a specific details as to why. The only argument made was when Doug Gurian-Sherman of the union of concerned scientist published a studied, â€Å"Failure to Yield†. In the study it is closely evaluated on the genetically modified for 20 years to see if they would increase yield or to just see better progress. In the end it showed that the experiment failed to increase yields as well as it failed to engineer crops to be insect-resistant nor herbicide tolerance. In this paragraph it was use ethos and logos. Ethos was Doug Gurian-Sherman and his research study, â€Å"Failure to Yield†. Logos was the bits of facts that came from Doug Gurian-Sherman research study. In the next to paragraph, it is shown by the International Assessment of Agricultural Science and Technology for Development [IAASTD] has concluded that genetic engineering did not seem very promising in the future. IAASTD found that the small farms that based on agri-ecology would produce much more food. This paragraph had also ethos, being IAASTD. As for the logos was what IAASTD found in the 4 years on figuring out what genetic engineering could hold in the future. The article makes a lot of tactics with logos and ethos to reach the audience, giving a great amount of facts from other credited people. The next three paragraphs have ethos as well as logos. In the passages, the book, â€Å"Soil, Not Oil† is brought as an example to give that industrial monocultures are more vulnerable to climate changes since the soil kept in organic plants help keep moisture making them less likely to die in draughts. In the next passage it is brought up the false statement by genetic engineering industry that it’s only possible to respond to climate change with modified food. Vandana Shiva made a statement on crops evolved to be better resilient to climate, as well Vandana has helped create seeds for drought resistance, and flood resistance as well as salt tolerance. This give the audience the idea that genetically modified food isn’t always needed when nature can just evolve. The last two passages gets more in depth on how genetically modified food and organically produced food will take us in the future. The passage give the audience a since of the future that genetic engineer for modified food is a waste a time, it does not give a sense of food security in the future and it will cause small farmers to go dept. As for Vandana Shiva Navdanya, it is a conserving biodiversity that tries to not be wasteful in water at the same time make much more food per acre. The best article that is persuasive is the second article, â€Å"The Failure of Gene-Altered Crops. The first article was very persuasive, but it never made it secure enough to make it believable that it close to happening. It produce more emotion then logic tactics, making it very hard to determine whether it is a dream that the nation wishes to reach or something that could be accomplish for the future. Great syntax on making it very emotional with pathos, but argument stance it would be weak. The first article could have been stronger if it talked about other countries that are already doing genetically modified foods. Korea has been doing genetically modified food for years, about 20 countries including the European Union, Japan, Australia and New Zealand have already a labeling system for genetically modified foods, (Hae-Yeong Kim 132). Another good point would be to bring up Matin Qaim, â€Å"Vitamin A deficiency is a serious nutritional problem, causing multiple adverse health outcomes. Simulations for India show that Golden Rice could reduce related health problems significantly, preventing up to 40,000 child deaths every year.(552) In India Bt cotton has reduce some poverty and actually help small famers, now some in China and South Africa, Bt cotton are a first-generation of genetically modified technology. As for the second argument, many ethos and logos were presented. One being Doug Gurian-Sherman published study on how genetic industries isn’t really going anywhere, it has great facts, it was a 4 year study so it showed what was being done in long term. A lot of facts on how genetic industry is failing on making modified food was claimed, but not many on how it could do more harm as well as it would bankrupt some small farmers for even trying to use modified seeds. The plant evolving had a great way point in Gebre Egziabher, Tewolde B( The Use of Genetically Modified Crops in Agriculture and Food Production, and Their Impacts on the Environment A Developing World Perspective) â€Å"Scientists believe that species evolved from a common ancestor through competition and natural selection. They also believe that changes in genes occur in all species owing to mutation, with the probability of mutation of each gene remaining constant under the same environment†. (11) Giving this quote would remind the audience that life has a way of fixing itself and just because the technology is here does not give scientist right to use a different approach but instead try harder to help organic farming when it has been secure food source. Cite American Medical Assoc. Gebre Egziabher T. The Use of Genetically Modified Crops in Agriculture and Food Production, and Their Impacts on the Environment A Developing World Perspective. Acta Agriculturae Scandinavica: Section B, Soil Plant Science [serial online]. December 2, 2003;53:8-12. Available from: Science Technology Collection, Ipswich, MA. Accessed April 27, 2012. American Medical Assoc. Hae-Yeong K, Jae-Hwan K, Mi-Hwa O. Regulation and detection methods for genetically modified foods in Korea. Pure Applied Chemistry [serial online]. January 2010;82(1):129-137. Available from: Science Technology Collection, Ipswich, MA. Accessed April 27, 2012. American Medical Assoc. Qaim M. Benefits of genetically modified crops for the poor: household income, nutrition, and health. New Biotechnology [serial online]. November 30, 2010;27(5):552-557. Available from: Science Technology Collection, Ipswich, MA. Accessed April 27, 2012.