Friday, November 29, 2019

a happy married life Essays - Love, Emotions, Personal Life

Love There are different kinds of love, and these are variously expressed as motherly love, brotherly love, sensual love, emotional love, sexual love, selfish love, selfless love, and universal love. If people develop only their carnal or selfish love towards each other, that type of love cannot last long. In a true love relationship, one should not ask how much one can get, but how much one can give. When beauty, complexion and youth start to fade away, a husband who considers only the physical aspects of love may think of acquiring another young one. That type of love is animal love or lust. If a man really develops love as an expression of human concern for another being, he will not lay emphasis only on the external beauty and physical attractiveness of his partner. The beauty and attractiveness of his partner should be in his heart and mind, not in what he sees. Likewise, the wife who follows Buddhist teachings will never neglect her husband even though he has become old, poor or sick. "I have a fear that the modern girl loves to be Juliet, to have a dozen Romeos. She loves adventure . . . . . The modern girl dresses not to protect herself from wind, rain and sun, but to attract attention. She improves upon nature by painting herself and looking extraordinary."

Monday, November 25, 2019

Analyse the film Titanic Research Paper Example

Analyse the film Titanic Research Paper Example Analyse the film Titanic Paper Analyse the film Titanic Paper Essay Topic: Film In this assignment I intend to analyse the film Titanic in light of the statement A tale of forbidden love and courage in the face of disaster that triumphs as a true masterpiece. On April 10th 1912 the White Star Line luxury cruiser Titanic set sail. The Titanic was the largest ship of its day and was deemed at the time to be unsinkable due to its 16 watertight chambers. The first few days went by uneventful. Then the unthinkable happened and just days into its maiden voyage the Titanic hit an iceberg causing it to subside to the bed of the Atlantic just 3 hours after it had hit the obstacle. Consequent investigations suggested that the Titanic was traveling too fast in the icy conditions and was warned several times about the icebergs that lay ahead but nevertheless continued at its optimum speed. The film incorporates a fictional love story with the historical sinking of the ship. Cameron uses the love story between Jack, a third class passenger and Rose, who is traveling in first class to access all the areas of the ship to show the wide divide of the classes. Cameron uses the universal theme of forbidden love to get the audience attached to the characters to make the ultimate sinking more unbearable and to show the audience the emotion of such a catastrophe. I wanted the audience to cry for Titanic. Which means to cry for any lost soul in their hour of untimely death Camerons attitude to producing the film was of the highest standard. He wanted everything to be as authentic as possible. He wanted a film that could be entirely believable and would truly reflect upon what happened on the fateful journey. I want to be able to say to an audience, without the slightest pang of guilt: This is real. This is what happened. Exactly like this. He brings the tale into the modern day with a wrap-around story, with a much senior Rose as the storyteller. Cameron used every piece of new technology at his disposal to produce the film. His use of computer generated imagery was the best of its time, even the people who used the imaging every day could not tell the difference between the real people and the generated ones. James Cameron uses the theme of forbidden love to make the audience connect emotionally with the characters so that we can experience the true terror of the sinking. Cameron also uses this theme to access all areas of the ship. In this story the theme of forbidden love seems impossible because of two aspects; firstly Rose is traveling first class whereas Jack is a third class passenger and secondly Rose is already engaged to Cal. When we, as the audience, first meet Jack, he is deep into a game of poker. His clothes and mannerisms give us clues as to his background and his finances. He seems to be a likeable, happy-go-lucky character that lives on the edge of his seat, taking things as they come to him. In contrast Rose is first seen vacating a luxurious coach. Her first words are it doesnt look any bigger than the Mauritania. This suggests that she is snobbish, regarding herself to be superior to anyone else. Her character seems the opposite of Jacks. The voice-over from the senior Rose tells us that she was unhappy on the outside I was everything that a well brought up girl should be but on the inside I was screaming. We can conclude from this that Rose was not a typical first-class women of her time. She is a more modern character. The first time that the two characters meet is at the stern of the ship. During this scene Rose is seen, from a panning shot, to be running towards the aforementioned location. She has her hair down and is wearing a revealing red dress. This symbolizes Rose struggling to break free from the clutches of the demanding first class society, meaning that she doesnt like the characteristics of the way she and the first-class are living and she is unsure of what she wants to do and if she should marry Cal, her fiancà ¯Ã‚ ¿Ã‚ ½. Consequently we see Rose precariously balanced on the wrong side of the railings, looking likely to jump off the back of the ship. Jack persuades her not to and holds out his hand to pull her in. We are then shown a close up of their hands with romantic music in the background, because this is the first time that Jack and Rose touch each other. Subsequently we see close-ups of the characters faces showing an instant emotional connection between them. In a following scene Jack is having dinner in the first-class section of the ship. From a point-of-view shot we see how intimidating the foreign atmosphere of the first-class must have been to him. A low-angle shot is used to look up at the colossal dome, which dwarfs Jack and makes him look vulnerable. During the dinner we hear music from a violin that creates a soothing atmosphere. The scene is shot in artificial soft light, which gives the impression of a romantic and warm setting. Close-ups on Rose and Jacks faces show feelings and emotion for each other. The party scene is a complete contrast to the dinner. The Irish music creates an up-beat atmosphere and the scene has an enjoyable theme to it. The scene is shot in a duller light than the dinner scene; this creates a less inviting and colder environment. Throughout the scene we are shown close-ups of various characters faces to show the enjoyment in which they are experiencing. The most important close-up of the scene is when we see Jack and Rose swinging while holding hands because this not only shows the enjoyment of the occasion but also the enjoyment of each others company. Cameron uses the topic of courage in the face of disaster to take the audience through the final part of Titanics history. He uses it to move us through Titanics last actions and ultimately the sinking. Cameron uses various scenes to build up the terror of the disaster. In one scene we see water cascading down the corridors; this shows the audience the power of the water. Another scene used to show this is when the glass dome shatters. During the final scenes when the ship is sinking we are shown people falling from the raised end of the boat; this creates an atmosphere of terror and panic. When the ship finally submerges, all we can see is masses of people screaming and splashing; Cameron shows us this to illustrate how many people went into the water and consequently how many perished. In contrast to the noise we here during the scene mentioned last, in the scene where one lifeboat goes back, the only thing we here is the water and someone shouting to survivors. During this scene we can observe the amount of dead bodies floating in the water; this produces a solemn atmosphere. These scenes create a terrifying environment that Cameron uses to show the amount of courage that is subs equently shown by some characters. The third-class passengers are shown to be courageous during the sinking. This is portrayed in scenes like the one where a young boy asks his mother what is happening and she replies we are just waiting dear, when theyve finished putting the first class people into the boats then theyll be starting with us and were going to be all ready arent we? In contrast the first-class are exposed as being cowardly, for example when told that half the people on the ship are going to die Cal replies not the better half. This shows that not only where the first-class cowardly they were also egocentric. Rose is one of the few courageous first-class passengers. During the scene where she is on her way to rescue Jack, strobe lighting is used to create the effect of the power failing. Blue light is also used to manufacture the effect of the water being cold, both of these help to set the scene and make it frightening. This frightening atmosphere shows the audience the extent of Roses courage to go back for Jack. The ships crew on a whole are perceived to be brave during the disaster, none more so than the band, who played on through all the panic, trying to calm the passengers down. The Captain traditionally went down with his ship and the Titanic was no exception. Captain E. J. Smith, who was on his last voyage, is shown to be valiant as he locks himself in the bridge of the ship and prepares to die. During this part of the film we are shown people who are preparing to go down with the ship. Music from the band on the ship produces a poignant mood. After the ship has been submerged Jack and Rose are seen to be swimming towards a section of wood. Jack shows courage by letting Rose stay on the floating object, while staying in the water himself. Later on in this scene make-up is used to create the effect of icicles in the characters hair, this is to show the audience how cold the water is. Also the dialogue is spoken in such a way as to make us think the characters are shivering which creates a similar effect. The courage shown by the various characters manipulates the audience into feeling emotionally attached to them, which makes the final scenes even more tragic and distressing. Is Titanic a cinematic masterpiece? To answer this question we need to look at what the film achieved, not only financially, but also technologically. I mentioned in my introduction about Camerons use of computer-generated imagery. Titanic set down the standard for other films to follow in this area, making groundbreaking technological advances. Camerons use of flashbacks helped link the past to the present to make the story more relevant to the audience. He used actual footage of the wreck, which meant him taking several long journeys down to the bottom of the Atlantic to film, to show us what it looks like now and he used fade-ins to show us what it looked like in its prime. The fact that this film cost $200million to produce, making it the most expensive film ever made at the time, shows how much commitment Cameron and the associated film companies made to the production. The expense was worth it as they began to see the profit rolling in as the movie hit the screens, with many of the audience going back to see it several times. This made it one of the most successful films ever, one that could challenge classic films such as Gone with the Wind as the most popular movie of all time. Titanic received record numbers of VHS sales with 15-20 million sold in the first week. I conclude that Titanic is a cinematic masterpiece. I believe that the time, effort and money that was put into the film was justified and that the final outcome is one of the greatest motion pictures ever produced. It wasnt just the cinema audiences that liked the film, it also excited the media, who gave it encouraging and complimentary reviews. I admire the film because the special effects are still, even in todays high standards, deemed to be among the best ever created, even though most of them were designed not to be noticed. I think the film was and is successful because of its combination of storylines; it has a love story but it also has action in the sinking, these are two factors that are hard to combine but when merged correctly produce dazzling results. Both parts of the film, the action and the romance, are essential in making this movie a hit with the modern cinema audiences. Titanic became a landmark film, one that other filmmakers could use as the standard that they had to work to, a standard that has rarely been breached since.

Thursday, November 21, 2019

The use of social media by criminal gangs Research Paper

The use of social media by criminal gangs - Research Paper Example The very basic, often considered as the pioneer, a text only social networking system was Six Degrees (Boyd & Ellison, 2007). Success of this free site did not go unnoticed and soon other enthusiastic companies came into play. MySpace was launched after this. In addition to the profile creation and connecting with different users of choice, myspace allowed users to change the layout of their profile as a direct reflection of their personality. Sharing and listening music was also added later. Myspace was one of the most popular websites ever launched though it has several problems like openness of profile to everyone in the network. The ease of finding other people in the network had influenced the stalker to harass the victims without minimal effort. Myspace’s problems pushed many users to visit a trendier and privacy concerned website, named Facebook. At the starting of the business, facebook was targeted to the young audience, but it is focused to a broader segment of users . Facebook tried to share more information about the people from their profile and they have changed their security settings numerous times. Continuous distraction of users by new messages, or any intimation has become an annoying factor. These drawbacks have shifted the site’s once loyal users to a different social networking environment. Twitter is the latest addition to this trend. Launched in 2006, twitter soon became successful because of their distraction free method of connecting with different users in the network just by posting the message. It is now integrated to many platforms, including mobile phones and different operating systems. Twitter is an instant success and the success of twitter inspired Google to launch their social networking website named Google+. The Company has registered more than 90 million users (Barnett, 2012) in a span of a few months and its contact management

Wednesday, November 20, 2019

A Quality Candidate for the Position of Teacher Essay

A Quality Candidate for the Position of Teacher - Essay Example Teachers are expected to create the most conducive learning environment that would design and impart theoretical concepts according to defined modules and encourage students to be actively engaged in the learning process. As a Bilingual Math teacher with extensive experiences in curriculum design, integrating technological applications and applying a multidimensional approach to teaching, I strongly believe that I am a quality candidate for the position of a teacher. Being a Bilingual Math teacher for the past 4 years has paved the way for the continued personal and professional growth in terms of honing skills in instructional design, the creation of an interactive learning environment, incorporating technology in education, and adhering to ethical and moral codes of conduct expected of the teaching profession. The continued interaction with various academic stakeholders from diverse cultural orientations enabled continuous improvement of knowledge, abilities, and skills required in the academe. Other than the teaching experience, one previously assumed the position of an accountant for Angelo & Carlos, lnc., an organization in New York and the role of a manager for the U.S. Marine. The leadership skills, professional discipline, interpersonal and communication skills, as well as problem-solving and decision-making abilities have all been gained from past personal and professional experiences. All of these are contributory to enhanced competencies in handling classroom management and maximizing learning opportunities in diverse academic environments.

Monday, November 18, 2019

Do the Poor Deserve Life Support Essay Example | Topics and Well Written Essays - 500 words

Do the Poor Deserve Life Support - Essay Example Therefore, a uniform or universal healthcare system should be made available to every person. The healthcare system can be funded by the government particularly for the poor people who may not be able to foot their medical bills. Morally, I am appalled, with what the hospital did and I think they pulled the plug for the wrong person (French & Fordney, 472). Even though, we are aware that the patient had almost no brain functionality left, it is ethically and morally wrong to do what they did. This was a cold act of greed on the part of the hospital. Their act showed no compassion. The hospital failed to show sympathetic consciousness of the patient’s distress as well as with the desire to alleviate it. I think rich people should also offer assistance to the poor either through the tax system or voluntarily. We should actually spend more to help the poor access the health care right with lots of ease. In addition, what we are currently spending should be spent effectively so as the poor can be helped (French & Fordney, 472). The current healthcare system requires a massive overhaul. But since that may require time and resources, with the current system, the federal government should effectively guarantee that nobody will die for lack of a ventilator. They should, therefore, give the poor fully funded ventilator insurance. There are also other ways that such patients can be helped. First, the hospitals are able to provide relief to the underinsured and uninsured patients who are not able to afford hospital bills by offering them discounts. In addition, they can offer waivers or reductions of Medicare cost-sharing amounts for those who are experiencing financial hardships. The hospitals effort in this area is fully supported by the Office of Inspector General. Hospitals, therefore, have the obligation to life support to the poor (French & Fordney,

Saturday, November 16, 2019

Vygotskys Work on the Zone of Proximal Development

Vygotskys Work on the Zone of Proximal Development Critically evaluate the contribution of Vygotskys work on the Zone of Proximal Development Vygotskys original ideas on the relationship between child development and learning, leading to his concept of the ‘zone of proximal development, have become hugely influential in education and teaching practice, spawning much research in this field in recent years.   It is important firstly, to situate  Vygotskys work alongside that of Piaget, whose theories have underpinned much of educational thinking and practice for many decades.   The concept of the zone of proximal development (ZPD) has opened up many new ideas, not only about the nature of child development itself, but also about how children may be helped to learn more effectively within the classroom context.   Researchers have studied work within the ZPD from a variety of perspectives and there are clearly contrasting views, emanating from Vygotskys work, about the nature of childrens learning and how it might best be enhanced through the interrelationships between children and adults and children and their p eers.   Vygotsky, a Russian psychologist writing in the 1920s and early 1930s, presented a view of child development and learning which was radically different from that of his contemporary, Piaget. Piagets work achieved recognition and subsequently became highly influential in the realm of education and teaching practice. However, as highlighted by Schaffer (1996) and Faulkner and Woodhead (1999), Vygotsky died in 1934 and his ideas became recognised only more recently, having been translated, during the 1960s and 1970s, into English from Russian.  Vygotsky criticised Piagets basic notion that the developmental process begins in infancy with the child progressing through a period of relative egocentricity, eventually reaching a condition in which his or her thinking and behaviour become socialised.   He suggests that this approach â€Å"precludes the notion that learning may play a role in the course of development or maturation of those functions activated in the course of learningâ⠂¬  (Vygotsky, 1978, p.79).   Whilst Piaget, then, essentially saw the child as initially egocentric, only gradually becoming a social being, Vygotsky turned this view completely around, suggesting that even the youngest infant is profoundly social.   In contrast to Piaget, Vygotsky believed that development moves from the social to the individual, the child progressively achieving self-awareness and a capacity for reflection through his or her interaction with others. Vygotsky, then, argued that interaction with others is crucial for the childs achievement of mental maturity and individuality.   He suggested further that this achievement depends upon interactions with those people, within the childs environment, who are more capable and advanced than the child.   Processes of interaction, through discussion and argument between the child and these others, become the basis for processes which take place within the child at an individual level (Faulkner and Woodhead, 1999).   These notions form the basis of what Vygotsky has termed the ‘zone of proximal development (ZPD).   Vygotsky (1978) points out that it has been commonly understood that learning, and instruction, should be matched in some way to the childs developmental level.   The teaching of reading, writing and arithmetic, for example, has been traditionally initiated at a specific age level.  However, according to Vygotsky, we should not â€Å"limit ourselves merely to d etermining developmental levels if we wish to discover the actual relations of the developmental process to learning capabilities† (Faulkner and Woodhead, 1999a, p.11).   Instead, he suggests that we must take account of at least two developmental levels. Vygotsky acknowledged the existence of the actual developmental level which is the summation of a childs mental functions, as determined through the childs performance on a battery of tests or tasks at varying degrees of difficulty.   He argues, however, that, through testing in this way, we tend to judge the level of the childs mental abilities according to those things that children can do on their own.   If the child is offered leading questions or is helped towards a solution in collaboration with other children, thereby perhaps just missing an independent solution to the problem, this is not regarded as evidence for his or her mental development (Vygotsky,1978).   We have failed, then, according to Vygotsky, to recognise that what children can do with the assistance of others could be even more indicative of their mental development than what they can do on their own. The zone of proximal development, then, constitutes those mental functions which are currently in an embryonic state but in the process of maturation.   Vygotsky summarises this idea thus â€Å"the actual developmental level characterises mental development retrospectively, while the zone of proximal development characterises mental development prospectively† (Faulkner and Woodhead, 1999a, p.12).   Vygotsky suggested, then, that if we were to seek to discover the maturing functions of a young child, his or her capabilities as shown in collaboration with others, we will be able to obtain an accurate picture of that childs future actual developmental level.   In terms of classroom practice, instruction which aims for a new stage in the developmental process, rather than oriented towards learning which has already been mastered, is seen as ultimately more effective for the learning process.   Vygotsky essentially argued that the relationship between learning and developme nt is not straightforward with development following school learning in a linear way.   Rather, the two processes tend to interact with each other continually in highly complex and dynamic ways (Vygotsky, 1978). The Vygotskian concept of the zone of proximal development, along with others, such as scaffolding and guided participation, is central to the socio-cultural approach to development.   Guided participation, for example, as outlined by Rogoff (1990), is rooted in the idea that cognitive, linguistic and social competencies are developed through childrens active participation in a variety of adult-guided activities.   Meadows (1994) describes how the more expert person, whether adult or peer, provides a context or â€Å"scaffolding† within which the child may act as though he or she were able to solve the problem posed and, ultimately, indeed master the problem.   The adult, for example, gradually leaves more for the child to do as he or she becomes more familiar with the task and is able to accomplish the whole task successfully and independently.   Once the task, together with its associated cognitive competency, is achieved, the child is then able to develop and pass o n these skills to peers.   Commentators such as Faulkner et al (1998) and King and ODonnell(1999) have highlighted that Vygotskys concept of ZPD has been commonly understood to imply that neither the task difficulty nor the guidance given to children should be too far in advance of their current level of ability.   The research evidence, particularly that presented by Tudge et al (1996) and Tharp and Gallimore (1998), for example, seems to be generally supportive of this observation.  Schaffer (1996) expands on Vygotskys emphasis on the importance of the ‘knowledgeable other for childrens learning and development.   He highlights the distinction between vertical and horizontal (also known as asymmetrical and symmetrical) relationships, and the unique contribution that each kind of relationship makes to childrens development.   Vertical relationships are those in which partners have unequal power and knowledge, such as that between adult and child or achild and older sibling.   The equal status between peers in horizontalrelationships, as Schaffer points out, allows children the opportunityto acquire skills, such as those involving co-operation andcompetition, turn-taking, sharing and leadership qualities moreeffectively than might be possible through, say family relationshipswhich are not egalitarian in terms of knowledge and power. Many researchers focus on play as an important medium through whichyounger children develop skills in negotiating shared understandingswith each other.   Pretend play, in particular, was seen by Vygotsky asproviding opportunities for children to explore role relationships andacquire social skills, perspectives and cultural roles that are far inadvance of their ‘actual developmental level.   Pretend play, thus,constitutes a good example of learning within the ZPD since childrenare constructing for themselves many possibilities for learning.   Whenwe consider peer collaboration in general, whether inside or outsidethe classroom, the concept of prolepsis, first articulated byRommetveit (1979), cited in Goncu (1998), has been identified as animportant mechanism through which children construct and communicateunderstandings with each other.   Stone (1993), for example, describesprolepsis as a communicative device whereby children take for grantedthat their partners share the ir knowledge and, therefore, will leaveimplicit some of the meaning embedded in that knowledge (cited inFaulkner and Woodhead, 1999).   This, in turn, is said to motivatepartners to test out assumptions about each others meanings andunderstandings, creating a climate for intersubjectivity to develop.   Schaffer (1996), however, points out that simply providing childrenwith appropriate experiences, whether in play or structured group workwithin the classroom, is insufficient for effective new learning totake place.   In keeping with the concept of ZPD, Schaffer defineseffective tuition as teaching which elicits from the child performanceat a developmentally advanced level.   Like Meadows (1994) mentionedearlier, Wood (1988) and Schaffer (1996) also argue that effectiveteaching involves the gradual transfer of responsibility for masteringthe task in hand from adult to child, as the child is able to masterincreasingly complex aspects of that task.   Although these lattertheorists focus upon adult-child tuition, these ideas could applyequally well to the transfer of skills and knowledge between childrenand their peers (Vygotsky, 1978). Vygotsky saw the ZPD as an essential feature of learning,maintaining that â€Å"learning awakens a variety of internal developmentalprocesses that are able to operate only when the child is interactingwith people in his environment and in co-operation with his peers†(1978, p.90).   However, as Faulkner and Woodhead (1999) point out,children do not necessarily acquire communicative and social skillsfrom each other.   Neither can it be assumed that effective learning isachieved by the strategies teachers use through discussion.   It seemsclear that, for example, in group situations the social dynamicsdictate that individuals tend to take on different roles.   Someindividuals emerge as dominant or natural leaders; some take on therole of mediator or critic or perhaps adopt a very passive stance.   Itcannot be assumed, therefore, that even the most skilled tutor canensure that group discussion and interaction will create an effectivelearning space for each participant (F aulkner and Woodhead, 1999). Researchers such as Wood (1988) and Mercer (1995) have noted thatformal teaching and learning contexts are ‘contrived encounters in thesense that, in contrast to informal, spontaneous gatherings, peoplehave to acquire specific ways of talking and behaving according toparticular ground rules.   Edwards and Mercer (1987) have presented adetailed analysis of one common teaching strategy, defined as theinitiation-response-feedback (IRF) mode of exchange.   In the IRF mode,the teacher initiates by posing a particular question or problemassociated with the topic of the lesson and pupils respond and aregiven feedback in terms of the rightness or wrongness of theiranswers.   However, it is argued that this reduces learning into asomewhat sophisticated guessing game which renders children as passiverespondents, merely trying to search for the answers required of them,rather than as active participants, through perhaps posing questions oftheir own, in the learning process (Wood, 19 88).   Mercer (1995) explores this theme further in his analysis of classroomdiscourse and its role in knowledge creation.   He describes how jointunderstandings and shared frames of reference between pupils andteachers are established in effective classroom discourse.   The aims ofskilled teachers are seen as firstly, to orientate students learningactivities to the formal curriculum, secondly, to co-construct with thestudents a shared understanding of educational knowledge and thirdly,to help students commit their learning to memory (Mercer, 1995).   Inhis socio-cultural analysis of the teaching/learning process, Mercerhighlights the many ways in which teachers sustain classroom discourseby â€Å"confirming, reformulating, repeating, elaborating, rejecting orignoring the contributions learners make to classroom discussions†(Faulkner and Woodhead, 1999, p.84).   Through his extensive experienceof classroom research across different societies, Mercer concludes thatsuch guidanc e strategies, although commonly used in schooled societies,are underpinned by certain ‘common-sense assumptions about teachingand learning and may, therefore, be questioned and challenged. Mercer and Fisher (1998) argue that scaffolding, as a concept, isuseful for analysing how teachers may actively organise and supportchildrens learning when they in pairs or small groups.   However, theymaintain that a focus upon learning within the ZPD is too narrowlyrestricted to the dyadic interactions between adults and children andis therefore less useful within the classroom context.   They suggestthat in terms of analysing the quality of teaching and learning inclassrooms, the ZPD seems to have limited applicability becauseâ€Å"practical circumstances force most teachers to plan activities on thescale of classes or groups, not individuals.   The notion of any groupof learners having a common ZPD seems untenable!†(Mercer and Fisher,1998, p.127).   Other researchers, however, such as Moll and Whitmore (1998), haveargued that the ZPD concept can be useful in classroom contexts.   Theysuggest that traditional conceptions of ZPD based on dyadicinteractions are, indeed, too narrow and do not account for thesocio-cultural dimensions of the classroom as a context for learning.  Moll and Whitmore (1998) use examples of childrens written work todemonstrate how one particular class teacher provided a series of‘authentic social contexts within which her bilingual students wereable to explore the myriad of oral and written conventions of theirlanguages.   Moll and Whitmore (1998), thus, suggest that it isunnecessary to view ZPD simply in terms of the characteristic of eachindividual child but that classrooms can accommodate ‘collectiveZPDs.   They redefine the ZPD as â€Å"a zone where children can beencouraged to participate in collaborative activity within specificsocial (discourse) environments† (Moll and Whi tmore, 1998, p. 132).  They conclude that classrooms should be viewed as socio-cultural systems where, over time, teachers and students build up a history of shared understandings and generate new knowledge. The idea of creating shared meanings and joint understandings, whilst central to the socio-cultural approach to teaching and learning, has been queried in other circles.   Stone (1998), for example, has been concerned to elaborate more precisely the mechanisms involved in the process of intersubjectivity.   He argues that the quality of the interpersonal relationship between teacher and learner is crucial for the quality of learning that takes place within the classroom.   Stone emphasises the importance of shared understanding between teacher and learner and observes that adults may not always be sensitive enough to the lack of understanding, particularly in younger children, of the pragmatic conventions apparent for effective communication and dialogue.   He is particularly concerned to point out that shared understandings and commonly understood frames of reference between teacher and pupils do not occur instantly but take time to develop.  The argument for longitudinal studies, such as the research by Moll and Whitmore (1998) mentioned earlier, is therefore a strong one since these provide a richer description over time of teacher/learner relationships than ‘snapshot studies of isolated teaching and learning exchanges which can often produce a skewed and negative view of teachers competence. King and ODonnell (1999) point out that although Vygotsky himself focused more on the benefits of adult-child interactions rather than those of peer collaborations, his theory has â€Å"tremendous implications for our understanding of peer collaboration† (p.40). Many researchers have explored the ways in which peer interaction impacts upon childrens learning, problem solving and cognitive development.   Forman and Cazdan, for example, investigated how â€Å"the reasoning strategies of collaborative problem solvers differ from those of solitary problem solvers† (1998, p.192).   They compared the performance of three pairs of 9 year old children working on a series of scientific reasoning tasks with the performance of three pairs of 9 year old children working alone on identical problems.   They found that, when a Vygotskian perspective is adopted, children gained more valuable social and linguistic experiences through working collaboratively on the tasks than throu gh working alone on the same tasks. King and ODonnell (1999), along with Light and Littleton (1998),provide evidence that, in some circumstances, peer interaction does not promote individual cognitive progress.   Not all children work well together, and not all tasks are conducive to joint problem solving.  King and ODonnell (1999), for example, argue that applying Vygotskys theory to collaborative problem-solving involves more than simply pairing a child with a more competent other and focusing on the interactions between them.   They suggest that relying on the ZPD in terms of the interpersonal aspects of interaction is insufficient.  What is required instead, according to King and ODonnell, is anâ€Å" interweaving of different aspects of development, involving the individual and the cultural-historical as well as the interpersonal†(1999, p.40).   They cite evidence which demonstrates that not all social interaction has beneficial effects and, under some conditions, collaboration can, in fact, have detrimental outcomes.   Factors such as age, gender and ability level of the child and partner(s) and childrens motivation to collaborate can all affect the quality of learning outcome.   The extent to which children are exposed to more sophisticated reasoning by a partner together with willingness to accept and use that reasoning can also play a key role.   King and ODonnell, thus, note that â€Å"individual and contextual factors interact and mutually affect each other† (1999, p.46). King and ODonnell (1999) cite other research by Ellis and Rogoff(1982; 1986) and Gauvin and Rogoff (1989) which provides support for the idea that a ZPD can be constructed with either an adult or a peer.  However, they also point out that this research â€Å"indicates that pairing with an adult has different consequences (often more beneficial) for childrens learning† (King and ODonnell, 1999, p.50).   Many researchers have explored the ways in which teachers can guide knowledge construction through promoting effective group work in the classroom.   As mentioned earlier, children are likely to need adult input if they are to work on collaborative tasks productively.   Tharp and Gallimore (1998), for example, use the concept of scaffolding to support their argument that individual self-determined competence in any area may be generated only after successful performance has been achieved by assisted learning in the childs ZPD.   They characterise the ZPD not as a disti nct, discrete growing point for an individual child but rather as a complex array of growing edges involving all areas of developing competence.   They describe in some detail how the adult assistance provided between parent and child is not a linear, step-like procedure but an ongoing process involving a myriad of reciprocal interactions which reflect, monitor and adjust to the childs learning needs at any given time.   Tharp and Gallimore argue that â€Å"attempts by assisting adults to assess a childs readiness for greater responsibility (in the mastery of a task) often are subtle and embedded in the ongoing interaction† (1998, p.105). One example of teaching as assisted performance through the ZPD, as delineated by Tharp and Gallimore (1998), is the study by Baker-Sennett et al (1998) which explored the relationship between group collaborative processes and the nature of childrens creativity.   This study includes a fascinating account of the ways in which the ideas, planning and organisation of a play based on a fairy tale by one group of six girls, aged between seven and nine, changed over a period of one month.   The role of the class teacher in structuring the task for her pupils was also discussed.   The ways in which this teacher encourages the girls to reflect upon and address the interpersonal dilemmas they encounter are also illuminated in the research report.   Baker-Sennett et al (1998) draw out the evidence in the study for the girls movement, collectively, through parallel interpersonal zones as well as literary, creative zones.  Ã‚  Ã‚  Ã‚   Tharp and Gallimore (1998) suggest, however, that the kind of assisted performance commonly evident, and successful, in the interactions of parents and children is rarely found in teacher/student relationships within the classroom.   The assistor, if he or she is to work effectively within the ZPD, must remain in close touch with the learners relationship to the task.   In short, it seems that commonly in the classroom, there are too many children for each teacher and not enough time available for working closely enough with the ZPD.   As Tharp and Gallimore observe, â€Å"public education is not likely to reorganise into classrooms of seven pupils each† (1998, p.107).   They do remain optimistic, however, suggesting that small group collaborative working, promoted through innovative instructional practices, together with the increasing use of new materials and technology could create the conditions for assisted performance to flourish in the future. In conclusion, then, Vygotskys work on the zone of proximal development, and its associated concepts of scaffolding and guided participation, has stimulated thinking and research about the nature of child development itself, its relationship to childrens learning and the implications for classroom practice.   It seems clear that there are contrasting views on the ways in which children relate to the ‘knowledgeable other, the nature and value of peer collaboration, the nature and extent of adult-assisted learning and the implications of all this for the quality of learning achievable.   As Tharp and Gallimore (1998), King and ODonnell (1999) and others argue, it seems that working effectively with the ZPD must take account of not only individual factors and immediate interpersonal interactions between children, adults and peers, but also the myriad of cultural-historical influences upon children and adults.   This undoubtedly presents a challenge in terms of current constr aints on classroom size and organisation in public education.   Some research studies, for example the account by Baker-Sennett et al (1998), have shown that through sensitive and creative classroom practice the conditions for optimal learning through working with the ZPD can be created.  Ã‚  Ã‚   References Baker-Sennett, J, Matusov, E, Rogoff, B (1998) ‘Sociocultural processesof creative planning in childrens playcrafting, in Faulkner, D,Littleton, K, Woodhead, M, Learning Relationships in the Classroom,Routledge, London, pp. 237-257 Edwards, D, Mercer, N (1987) Common Knowledge: the development of understanding in the classroom, Methuen, London Faulkner, D, Woodhead, M (1999) Child Development in Families,Schools and Society Study Guide, The Open University, Milton Keynes Faulkner, D, Woodhead, M (1999a) Child Development in Families,Schools and Society Offprints, The Open University Press, MiltonKeynes Forman, E, Cazdan, C (1998) ‘Exploring Vygotskian perspectives ineducation: the cognitive value of peer interaction, in Faulkner, D,Littleton, K, Woodhead, M, Learning Relationships in the Classroom,Routledge, London, pp. 189-206 Goncu, A (1998) ‘Development of intersubjectivity in social pretendplay, in Woodhead, M, Faulkner, D, Littleton, K, Cultural Worlds ofEarly Childhood, Routledge, London, pp. 117-132 King, A, ODonnell, A.M (1999) Cognitive Perspectives on Peer Learning, Lawrence Erlbaum Associates, London Light, P, Littleton, K (1998) ‘Cognitive approaches to group work,in Faulkner, D, Littleton, K, Woodhead, M, Learning Relationships inthe Classroom, Routledge, London, pp. 171-188 Meadows, S (1994) ‘Cognitive development, in Bryant, P, Coleman, A (Eds) Developmental Psychology, Longman, Harlow Mercer, N (1995) The Guided Construction of Knowledge, Multilingual Matters Ltd, Clevedon Mercer, N, Fisher, E (1998) ‘How do teachers help children tolearn?   An analysis of teachers interventions in computer-basedactivities, in Faulkner, D, Littleton, K, Woodhead, M, LearningRelationships in the Classroom, Routledge, London, pp. 111-130 Moll, L.C., Whitmore, K.F (1998) ‘Vygotsky in classroom practice:moving from individual transmission to social transaction, inFaulkner, D, Littleton, K, Woodhead, Learning Relationships in theClassroom, Routledge, London, pp. 131-155 Rogoff, B (1990) Apprenticeship in Thinking: cognitive development in social context, Oxford University Press, Oxford Schaffer, R (1996) Social Development, Blackwell, Oxford Stone, C (1998) ‘What is missing in the metaphor of scaffolding?,in Faulkner, D, Littleton, K, Woodhead, M, Learning Relationships inthe Classroom, Routledge, London, pp.156-167 Tharp, R, Gallimore, R (1998) ‘A theory of teaching as assistedperformance, in Faulkner, D, Littleton, K, Woodhead, M, LearningRelationships in the Classroom, Routledge, London, pp. 93-110 Tudge, J, Winterhoff, R.A., Hogan, D.M (1996) ‘The cognitiveconsequences of collaboration and feedback, in Child Development, Vol.67, pp. 2892-2909 Vygotsky, L.S (1978) Mind in Society: the development of higher psychological processes, Harvard University Press, Cambridge, MA Wood, D (1988) How Children Think and Learn, Blackwell, Oxford

Wednesday, November 13, 2019

stock market crash Essay -- essays research papers

The Stock Market crash of 1929 has been looked at as the greatest symbol of depression is our countries history. Although the Stock Market crashing had a huge effect on the beginning of the Great Depression, there are still factors to consider when looking for a source to blame. It’s hard to put responsibility on the stock market for something so huge and disheartening. The Great Depression is seen as a slippery road downward, not a sudden jolt into hopelessness.   Ã‚  Ã‚  Ã‚  Ã‚  The Stock Market in the 1920’s had consistently seen prices climb over the last few years. By the fall of 1929 the prices of stock were severely overpriced and unaffordable. When stockholders saw the severity in the prices they all panicked and began to sell all the stock that they owned. This is what caused the Stock Market to crash. Other causes for the Great Depression are there just not obvious.   Ã‚  Ã‚  Ã‚  Ã‚  The Tax system in the United States in this period was struggling. Income Tax on the middle class was way too high. The middle class would end up paying the vast majority of the tax. Rich and well off people, seemed to find loopholes in the system to get around paying the taxes that they should. This led to the rich getting richer and the poor got poorer. Unemployment rose to a high of 25%.   Ã‚  Ã‚  Ã‚  Ã‚  Due to the lack of money in the middle class Americans pocket, there was a great problem with overproduction. The products were being made, but...

Monday, November 11, 2019

McDonald’s Faces “Millennial” Challenge Essay

McDonald’s has been around for nearly 60 years and is accustomed to dominating the fast food industry. However, McDonald’s is losing that dominance to the more modern fast-casual restaurants such as Chipotle and Panera Bread. People of ages 22-37, also known as millennials, are a major reason for the decrease of McDonald’s success because they seem to prefer the healthier and more modern option. Fast-casual restaurants big selling point is the freshness and healthiness of the food they provide. While it may be slightly more expensive than the combo-meal choices at McDonald’s, millennials seem to care more about the quality and freshness of their food over paying bottom dollar. Take a fast-casual restaurant like Chipotle, for example. Their â€Å"claim-to-fame† is that they use the freshest meat available and allow the customer to see the food they are getting before they order and eat it. Another popular characteristic of Chipotle is that there is no set menu. There is a list of ingredients which you can pick and choose from; on the contrary, McDonald’s has an extensive menu of pre-selected combo choices which doesn’t allow for much personalization from the customer. Because of this wide variety of options at fast-casual restaurants, McDonald’s is beginning to lose many of its’ â€Å"millennial† customers. Not only is McDonald’s losing customers in the United States, but they are also experiencing a sales and customer decline globally. One recent crisis in China involved the selling expired meats to customers. McDonald’s reported a sales decrease of 7.3% in the Asia/Pacific, Middle East, and African regions. Recently, McDonald’s has admitted to having and overly large menu which resulted in slow service times to customers. In conclusion, McDonald’s will need to make some necessary changes if they wish to regain the coveted business of millennials. First, they could have less preset combos and allow the customer to pick which stuff they would like to pair up. The more power that is in the customer’s hands, the happier that customer will be because they are getting exactly what they want.  Another thing that needs to happen is to become healthier and more modern. Recently, McDonald’s has incorporated wraps into their menu which is a good start. Fast-casual restaurants are appealing to most millennials because they have the healthier/fresher foods. In order for this fast food chain to survive and thrive once again, they will need to make the changes necessary to get them there.

Saturday, November 9, 2019

Progress during the early modern era essays

Progress during the early modern era essays PROGRESS DURING THE EARLY MODERN ERA Francois Marie Arouet said, "The most important value in the Western culture is freedom. The Scientific Revolution was caused by people seeking to free themselves from outmoded ways of thought. The Enlightenment was caused by people seeking to free themselves from traditional religious doctrines and social values. The French Revolution was caused by people looking for political freedom. The story of Western Civilization can rightly be termed the story of freedom." In this quote he is saying that the root of all human revolutions is freedom. In my personal studies I have come to the conclusion that this quote is in fact true. In all these revolutions the people involved were in fact searching for a freedom of some kind, whether that freedom be religious, political or scientific. Robert A. Hatch a Professor at the University of Florida stated, by tradition, the scientific revolution refers to historical changes in thought and belief, to changes in social and institutional organization, that unfolded in Europe between 1550 and 1700; it began with Nicholas Copernicus who asserted a heliocentric cosmos, it ended with Isaac Newton, who proposed universal laws and a Mechanical Universe. The Scientific Revolution started with Nicholas Copernicuss theory that the earth is not fixed and stationary but instead rotates on its axis each day and revolves around the sun each year. This theory challenged the traditional ways of thinking of the universe. In traditional ways of thinking Earth was the center of the universe and all things rotated around it. Copernicus theory called for a new explanation of traditional thoughts and started a study of cosmology and astronomy. Among these studying cosmology and astronomy were Tyco Brache who made astronomical observations, Johannes Kepler who studied planetary orbits and movements, and Galilieo Galilei, Rene Des ...

Wednesday, November 6, 2019

Free Online Resources for Writers - Paperell.com

Free Online Resources for Writers Free Online Resources for Writers From perfect grammar, compositions free from syntax errors, academic  referencing, and originality  to correct spelling, the concern of  how to write better  boils down to using the best resources. This post samples the best resources for writers. Because without an expert guide  finding free  writing software  on the web can be a real hassle.It is also important to note that resources for writers  cut across many issues. Some are best used at schooling level, others help company secretaries craft perfect reports, and some will help a blogger  to grab attention  and multiply the audience  with  top quality content. Of course,  that is not all. Writing is an expansive enterprise, and even after crafting a beautiful story, an author will still need editing software, which is a part of many writing resources  out there that help fine-tune a literary piece.Best tools to improve your writing skillsWhether you are a seasoned journalist or a newbie seeking to imp rove your  skills in crafting top-notch articles, blogs, news and essays, below you will find links  to  some  resources that will help improve your expertise. We categorize everything into subtopics  so that it is easier for you to navigate through the list. Take a look.Improving your language skillsGrammar handbook. A good handbook for writers is all you need to kick-start your grammar prowess. Access this masterpiece handbook via the Center for Writing Studies at the University of Illinois Champaign-Urbana.Guide to Grammar and Writing. Capital Community College Foundation created this tool to help with language and grammar structuring in literary composition.HyperGrammar.Here is your one-stop guide for structuring literary pieces, punctuations and spellings.The Tongue Untied:Want to improve your grammar? This website has the best and most basic tips on sentence structuring, punctuations and corrects use of words.Grammar Girl. Proper use of grammar can be tricky, but wit h a top and popular website like Grammar girl, all your worries are taken care of.Center for Writing Studies:Sometimes words like ‘lay’  or ‘lie’  can be tricky when it comes to using them in sentences, but this resource has the best tips for  overcoming such challenges.How to Use English Punctuation Correctly. If you’ve always had problems with sentence punctuation, then head over to this resource and put all the worries behind. Use commas and semicolons correctly.Data and information resourcesAre you stranded with finding facts to include in your story? Does your research work lack proof and fails on data authenticity? Well, in this section, we have put together, resources that will help you.GeoHive. If you are looking for statistics from a global perspective, this is the best resource for all your research needs.Internet Public Library. Access tons of information on this website such as newspaper, journal and newspaper articles, not to menti on other collections. Everything is free of charge.The Library of Congress. The best place for primary data and information, all of which you find in archived files.Ref Desk. Not sure about your facts? Ref Desk helps you to verify everything, thanks to being one of the best places containing millions of referencing materials.Wikipedia. We all know you cannot rely solely on Wikipedia for your writing, but it still remains a great website for basic information and reliable references.ePodunk: Looking for listings, maps and information about over 46000 US communities? This is the place to be for the best resources.Blackfacts.com. Do you want to write a well-researched paper on black history? Blackfacts.com is the resource for you.Answers.com. A popular website providing answers to all your dictionary, encyclopedia, almanac and thesaurus searchers.FedStats. Find all information about the government covering over 100 agencies on this website.NACo: Find information about local events, cou nty-level matters and among others with great ease, speed and convenience on NACo.The Old Farmer’s Almanac:Get access to annual information and data on weather, astronomy, climate, gardening tips and cooking recipes.US Census Bureau:There is no better place to dive  into America’s demographic information than this resourceful website.Blog writing resourcesAre you a blogger who would wish to fine-tune his or her skills so you can start publishing quality content? Here are good writing sources  you should consider.ProBlogger: Building your blogging brand online and also becoming a professional in the blogosphere will get a facelift when you follow tips on this website.CopyBlogger: This website will give you some tips about how to earn from your online-Harriet the Blog: Here, you find amazing information on poetry, news and reviews. This website is maintained by Poetry Foundation.Fiction Writing: Becoming a great fiction writer should hassle-free if you bookmark this website for all your learning resources.Write to Done: Do you want to improve your comic writing skills and draw inspiration from wide-ranging articles? This all-things-writing website will never disappoint.Evil Editor:Here, find tips on mistakes you should avoid when submitting your work to an editor.Writer Unboxed: Get to read from professional contributors every month on writer unboxed. They share fiction writing tips with aspiring and existing authors of the genre.The Creative Penn: Learn from Joanna and get started with insights on crafting, publishing and marketing your book with simple easy steps.Writer’s Digest: From finding your way with writing to working with an agent who can help get your compositions out there in reputed blogs, this resource has been a budding ground for thousands of writers.Jeff Goins Writer: Jeff Goins is a blogger that helps writer map out their writing journey. There is the option of downloading an eBook ‘The Writer’s Manifesto à ¢â‚¬Ëœand become a pro.Resources for media professionalsMass media professionals such as journalists, editors, photojournalists and film directors should back up their data and information with as many sources of information as possible. Here are resources with verifiable information for media persons.Journalism.org: This is a journalism project whose aim is to help people working in the media industry access and use methodologies for measuring, verifying and evaluating performance of the press.The Readership Institute: Here, tips on how media can improve readership base, training of writers and guides on best journalistic practices will help you get better in the enterprise. It is a functional division of the Northwestern Media Manager Center.State of the News Media:Find yearly reports on the state of America’s journalistic landscape giving insights into the field and how it is changing with every passing day. State of the News Media is a project of The Pew Research Center.N AA.org:Log into the News Paper Association of America and find information relating to print journalist and media trends in the country.Investigative Reporters and Editors:If you are an editor, reporter or a journalist, here you will find useful educational resources that will help ace your skills in investigative journalism, including professional prowess.Tools for writersEvery writer needs the best writing software, and here is a quick run-through some of the best on the web, most of which are free of charge:Grammarly: Grammarly is an online editing software that will change your writing for good. Correct grammar mistakes, misspellings, wrong use of words and language formatting on the go.Hemmingway:   Works more or less like Grammarly. In the end, you will not have to worry about lengthy and ambiguous sentences, wrong spellings and many other issues because Hemmingway helps you get rid of grammar mistakes.Definr: This is an online dictionary that suggests words as you type sear ch phrases into the search engine.Online Spell Checker: Access resources for correcting spelling mistakes in up to 28 different languages such as English, French, Russian, Portuguese, German, Spanish and many others.WordWeb:An online thesaurus and dictionary that help you find webs when using any program both offline and online with a one-click.Word counter:This software helps you use words sparingly by ranking them based on  the  frequency of use. Avoid overusing words which Google many interpret as bad SEO practice.Advanced Text Analyzer:This is a sign-up tool that counts and calculates  the  number of words in a given text. It also lets you know words per sentence, characters in a word, lexical density as well as readability.Markdown: Covert your texts to HTML With ease and speed using Markdown. It also helps you write in plain text format which is easy to read.Verbix:With this program, using verbs correctly will never be a problem when crafting blogs.GNU Aspell:Check and correct your spelling mistakes free of charge with this great tool. The good thing about it is the fact that it suggests replacements to misspelled words.

Monday, November 4, 2019

Terrorist Organization Hezbollah Research Paper

Terrorist Organization Hezbollah - Research Paper Example Similar to Taliban’s rise as an extremist independent organization in the aftermath of the Afghan-Russian war of 1979, Hezbollah too falls in the same category. Taliban emerged as a confrontation group aiming to remove Russian army from invading Afghanistan, with United States and Pakistan providing full military and financial support to them. Likewise, Hezbollah emerged as a consequence of Iranian revolution to back-out Israeli army from invading Lebanon back in 1982, and being backed up heavily by Iran and Syria. The formation of Hezbollah was an asset to the Islamic world, protecting it from invasions and western imperialism. But the view of Hezbollah as a protector is not same to all. Hostility towards Israel and United States has resulted in Hezbollah being declared as a terrorist organization. Before studying the origins of Hezbollah and its future imperatives, along with its hostility towards Israel and United States, one must visually understand the strategic importance of its homeland- Lebanon. Lying in between Syria and Israel, and a gateway to major Muslim countries of the world, Lebanon has a politically strategic location. Lebanon is the center of most of the religious activities that are carried out in the world. Because of intensely political and religious dissections, the circumstances and stability of Lebanon is easy to manipulate. Also Iran’s nuclear program establishment is itself a great threat to Israel (who always has an eye to counter Iran’s powers). However Israel can benefit if it is somehow able to capture Lebanon, as that will bring them one step closer to their ultimate target, Iran. Hezbollah is the leeway of many factors. Most important of which are the religious, military and political tensions in Lebanon. The religious roots of Hezbollah state back to Shia Islamic revival during the 1960’s and 1970’s in Iraq. After returning to Lebanon in 1970’s from Iraq, Najaf educated preachers and students

Saturday, November 2, 2019

Discrimination and the Role of Business Research Paper

Discrimination and the Role of Business - Research Paper Example However, the commonness of the term in our societies, there has been no stable and neutral definition of the feud. In an attempt to define the term, Altman (2011) views discrimination as the means of treating groups of people in distantly different ways. Discrimination in the workplace occurs when an individual employer or employee treats one group of employees with less consideration than others. All the same, Altman (2011) admits that not all unequal handling of employees constitutes discrimination considering the fact that various people in an employment set up perform different kinds of duties. Employment discrimination practices as comprising issues like biased hiring of workers, selective promotion, unequal job assignment, unreasoned termination of ones duties and unfair compensation. Furthermore, discrimination can be defined as the use of ones power to induce legal and behavioral restrictions on the impoverished societal members to with a vision to maintaining the inequality and desires of particular individuals. In addition, discrimination refers to the unfair treatment of a particular society or group having different believes and views on concerning particular issues. Workplace place discrimination does not just result from the specific work place but the established social relations mostly influence it. The elements of social discriminations are influenced by the varying relationship between groups, which later dictates power and participation in various issues. The hostile existence between groups and social prejudice can lead to development of bullying and stereotyping among various employees in the working organization. Discrimination in an organization may also result as a way of reiterating against past discriminatory acts to previously low ranking employees. Discrimination takes various dimensions that include race, gender, age, ethnicity, or disability among other natures of discrimination. Discrimination classifies under two major forms that include direct and indirect discrimination. Direct discrimination involves the act of treating particular individuals in a disfavored manner with consideration to specific traits such as of gender, race, disability, nationality, disability, and culture (Altman 2011). Indirect discrimination on the other hand refers to the policies that tend to be transparent and fair from the outlook but appears opposite when critically investigated. Indirect discrimination can involve blockade of job applicants on the grounds of petty reasons such as age and unreasonable requirements. In most cases, indirect discrimination persists in organization since it is never for an individual to identify and disclose it on the open. Indirect discrimination have been problematic to certain individuals especially women and the disabled groups (Altman 2011). The general concept of discrimination involves unethical treatment of specific individuals in ways of harassment, bullying, and prejudices that finally ma y have negative impacts on the victims’ concentration. The impacts of discrimination are usually borne by the society as well as the organization in which the act is pursued. The gender form of discrimination has been problematic and with great influence to the society and job organization as well. Gender discrimination in the societies has seen women being viewed as the minority members of the particular families (Glucks 2011). Gender discrimin