An Introduction and Guide to Real Business Cycle Theory

An Introduction and Guide to Real Business Cycle Theory Real  business cycle  theory (RBC theory) is a class of macroeconomic models and theories that were first explored by American economist John Muth in 1961. The theory has since been more closely associated with another American economist, Robert Lucas, Jr., who has been characterized as â€Å"the most influential macroeconomist in the last quarter of the twentieth century.†Ã‚  Ã‚   Intro to Economic Business Cycles Before understanding real business cycle theory, one must understand the basic concept of business cycles. A business cycle is the periodic up and down movements in the economy, which are measured by fluctuations in real GDP and other macroeconomic variables. There are sequential phases of a business cycle that demonstrate rapid growth (known as expansions or booms) followed by periods of stagnation or decline (known as contractions or declines). Expansion (or Recovery when following a trough): categorized by an increase in economic activityPeak: The upper turning point of the business cycle when expansion turns to contractionContraction: categorized by a decrease in economic activityTrough: The lower turning point of the business cycle when contraction leads to recovery and/or expansion Real business cycle theory makes strong assumptions about the drivers of these business cycle phases. Primary Assumption of Real Business Cycle Theory The primary concept behind real business cycle theory is that one must study business cycles with the fundamental assumption that they are driven entirely by technology shocks rather than by monetary shocks or changes in expectations. That is to say that RBC theory largely accounts for business cycle fluctuations with real (rather than nominal) shocks, which are defined as unexpected or unpredictable events that affect the economy. Technology shocks, in particular, are considered a result of some unanticipated technological development that impacts productivity. Shocks in government purchases are another kind of shock that can appear in a pure real business cycle (RBC Theory) model. Real Business Cycle Theory and Shocks In addition to attributing all business cycle phases to technological shocks, real business cycle theory considers business cycle fluctuations an efficient response to those exogenous changes or developments in the real economic environment. Therefore, business cycles are â€Å"real† according to RBC theory in that they do not represent the failure of markets to clear or show an equal supply to demand ratio, but instead, reflect the most efficient economic operation given the structure of that economy. As a result, RBC theory rejects Keynesian economics, or the view that in the short run economic output is primarily influenced by aggregate demand, and monetarism, the school of thought that emphasizes the role of government in controlling the amount of money in circulation. Despite their rejection of RBC theory, both of these schools of economic thought currently represent the foundation of mainstream macroeconomic policy.

Not All Memes are Bad

Not All Memes are Bad Not All Memes are Bad Not All Memes are Bad By Maeve Maddox I’ve recently become interested in the concept of the meme (rhymes with seem). The word was coined by British biological theorist Richard Dawkins in his 1976 book The Selfish Gene. Dawkins is an evolutionist. He argues that the human mind evolves in a manner similar to biological natural selection. He wanted a word similar to gene to describe the way ideas and beliefs spread and mutate. He bases the word meme on a Greek word meaning â€Å"something imitated.† We need a name for the new replicator, a noun that conveys the idea of a unit of cultural transmission, or a unit of imitation. He gives examples: Examples of memes are tunes, ideas, catch-phrases, clothes fashions, ways of making pots or of building arches. Just as genes propagate themselves in the gene pool by leaping from body to body via sperms or eggs, so memes propagate themselves in the meme pool by leaping from brain to brain via a process which, in the broad sense, can be called imitation. Here’s the definition given in the OED: meme:  A cultural element or behavioural trait whose transmission and consequent persistence in a population, although occurring by non-genetic means (esp. imitation), is considered as analogous to the inheritance of a gene. The word meme and the idea behind it is itself a meme and has propagated a new branch of science called memetics. The new memeticists have expanded Dawkins’ original definition and are not presently in total agreement as to what exactly meme means. Outside the scientific realm, the word meme is used to describe the replication of words, phrases, and ideas on the internet. In this context it refers to the item that â€Å"goes viral.† Scientists are also quick to compare the meme to a virus or a parasite. I question the wisdom of this method of explaining the action of the meme in a scientific context. It fosters a negative attitude towards the word that does not apply to its sister word gene. virus: fig. and in figurative contexts: a harmful or corrupting influence; (a form of) moral or intellectual perniciousness. Also in weakened use: a phenomenon liable to spread rapidly and pervasively. OED Memes, like genes, should be studied as objectively as possible. Not all genes are â€Å"good.† Not all memes are â€Å"bad.† Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:How to Format a UK Business LetterWriting the CenturyEnglish Grammar 101: Sentences, Clauses and Phrases

Application of Concept Analysis to Clinical Practice Essay

Application of Concept Analysis to Clinical Practice - Essay Example Some of the concepts that are related to nursing are health, nursing, parenting, coping, and managed care. A concept analysis is thus the primary action in communicating variables such as meanings, understandings and feelings. A concept is usually considered to be a measurable variable in a hypothesis, assumption, or proposition. â€Å"Nursing has traditionally valued processes of concept analysis for the identification of concepts suitable for subsequent research and as a means to determine the appropriate methodologies for investigating the concept of interest† (Penrod & Hupcey, 2004, p. 403). Shaun M. Ryles in his article ‘a concept analysis of empowerment: its relationship to mental health nursing’ had used the evolutionary concept analysis of Rodgers by clarifying the concept of ‘empowerment’ and the concept comparison of Morse in which the meaning of competing concepts are clarified. â€Å"Empowerment is described by Gibson (1991) as a composit e of three factors: attributes that relate to the client; attributes that relate to the nurse; and those that relate to the client and nurse† (Ryder, 2001). The evolutionary concept is used to clarify the term empowerment and this is done through the analysis of the characteristics of the term empowerment. ... Empowerment as a concept aroused from the movements of political awareness of the late 1960’s and early 1970’s. The concept was used in the movement for raising the political awareness among the people of the community. Thus the term empowerment is used in this article so as to raise the self awareness among the nurses as a result of empowerment. Empowerment is thus considered to be important so that they are capable of recognizing and fulfilling their individual responsibility and become accountable. The political willingness of the nurses is found to be meagre and it is said to be the result of the circumstances like subservient and deferential culture in which the nursing had grown. The lack of empowerment may further lead to tension and conflict which will have negative impact on the health care environment. â€Å"From these characteristics one can suggest that as a means of unifying the concept, empowerment can be seen as having a continuum that begins with an awa reness of something tangible, usually a deficit, and then proceeds to a point at which the actors feel this has been corrected† (Ryles, 1999, p. 602). Based on the literature, author divided the concept of empowerment into two models: Psychological model and community or political model. The psychological model is related to the humanistic approach to nursing practice giving emphasis to self-awareness and personal growth. The psychological model gives the path to the empowerment through the relationships. Thus it is related to the closeness of the people. The political model which is influenced by the humanistic perspective gives emphasis to the concept of synergy. The political model gives importance to the development of political consciousness. It is been made clear that the

Legalization of drugs Essay Example | Topics and Well Written Essays - 1500 words

Legalization of drugs - Essay Example A CNN poll showed that a vast majority of Americans favoured the legalization of marijuana for medicinal purposes. These are times where the issue needs careful deliberation because any decisions taken could have far reaching positive or negative effects. More importantly the consequences of any such decision could be irreversible. Before the article presents the case for legalization there is an honest admission of the terrifying adverse physical and psychological effects of drug use. The fact that drug laws do have an impact on the availability of drugs is acknowledged. It also admits that if drugs are accessible more people will experiment with them. The basis for the case promoted here rests on two arguments - one of principal and the other practical. The principle propagated is the right to individual freedom which was articulated by John Stuart Mill the British liberal philosopher. According to Mill the individual is sovereign over himself as long as no harm is done to others. Action on this count is supported by the argument that the principle has already been adopted by the government in the case of alcohol and of nicotine.The practical argument comes from the fact that drug bans encourage illegal trade, corrupt political institutions and criminal regimes. The poor are more affected by the laws and punishments. The lack of legislation prevents control of drug use and quality leading to use by minors, increased dangers to users because of poor quality and a premium on selling strength causing hard drugs to be preferred because of the difficulty in procurement. Lack of data because of the ban also prevents a better understandi ng of the physical effects of drug use. ... The poor are more affected by the laws and punishments. The lack of legislation prevents control of drug use and quality leading to use by minors, increased dangers to users because of poor quality and a premium on selling strength causing hard drugs to be preferred because of the difficulty in procurement. Lack of data because of the ban also prevents a better understanding of the physical effects of drug use. Distribution of drugs could be done using the models of caffeine, alcohol and prescribed drugs - depending on which is best suited. The article provides a good overview of the arguments that the pro-legalization lobby present to promote their case. For sources the author primarily uses known facts. Certain statements lack credible sources, although they may be true. The statement that nicotine's addictive power is greater than that of heroine needs a credible source that is missing. The statement about America's imprisonment rate for drug offences also requires credible sources to be confirmed. The second article that we review is entitled "Legalise Drugs Now!" by Meaghan Cussen published in the American Journal of Economics and society in July 2000. Once again this is a pro-legalization article which is extremely well researched and written. The article enumerates several arguments in favour of legalisation namely the protection of civil liberties thanks to the free choice of use and trade of drugs, reduction in crime thanks to the reduced role of the drug mafia, reversal of the Potency Effect - meaning the tendency to use more potent drugs because of scarcity, health benefits because of regulation of quality and cleaner

MSU Grade Module on Mobile using Android OS Essay Example for Free

MSU Grade Module on Mobile using Android OS Essay The proposed system entitled MSU Grade Module on Mobile using Android OS is a mobile version of the current Grade Module of Mindanao State University. This system enables the instructor to input grades and update INC grades at any location and at any time. Obtaining the Grade Module password is also done using mobile connection. Reasons: * With the convenience of an Android-powered mobile phone, the instructor does not need to physically go to the clerk to request for Grade Module password. * The Grade Module password is sent through email which is more secure than printed Grade Module stub. * The instructor does not need to be in their respective department or in the university to input and/or update grades. * The scarcity of available computers in the university is no longer a concern. * If the instructor is away for seminars, vacations, and other reasons, the instructor no longer needs to request favour from other instructors to input and/or update grades for them, thus the accountability of the grade resides only to the instructor in-charge and lessen bothering other instructors. * With this kind of application, an instructor can become invisible from students who keep following him/her because of various reasons. Possible Problem: * Not all instructors have an Android-powered mobile phone. * Not all instructors maintain an email address, especially those who are not technology-savvy. * Internet connection is not stable for instructors who want to input and/or update grades within the university. * The availability of online modules of the university is not stable.

The Contrariety Of Two Friends Essay -- Compare Contrast Friends Frien

The Contrariety Of Two Friends Everyone has friends. Some are so alike that it is shocking. They seem to walk, talk and even eat the same. But others are so very different that it is an absolute wonder that they can even stand each other, let alone be friends. That is how it is in the friendship of Sandra and Nancy. They differ in everything from their views on cleaning, their views on fun and even in their views on religion. The two girls are the best of friends but they are very different, even in the views on how they clean. Sandra is very neat and tidy. Everything must be in its place at all times. Nancy on the other hand is extremely messy. Wherever things happen to land is where they should belong. Sandra cleans her room at least once a day. While Nancy's room is lucky to be cleaned once a month. When Sandra cleans, it is a lengthy procedure. Sometimes she will spend hours just cleaning her room. When Nancy cleans, it is done as quickly as humanly possible. If she can get everything shoved under her bed in five minutes then she is happy. The thought of even sleeping in a messy room makes Sandra extremely uncomfortable. Though Nancy can't stand to be in a spotless room, with out the urge to mess something up. Since the two girls can hardly stand to be in each other's rooms, they frequently go out. But even in their choices of a good time, they have severe differences. Sandra is very quiet and shy. She doesn't like to be around a lot of people that she doesn'...

Orphanages in America

Issue: Whether the United States’ policy shift away from institutional care is warranted given the benefits it provides. Description: The stigma associated with orphanages has lead policymakers in the United States to discourage the use of these institutional care facilities. The Social Security Act of 1935 authorized the first federal grants for child welfare services. Since then, the federal government has continued to encourage states to adopt Foster Care as their main child welfare system.The policies encouraging Foster Care are in large part due to the government’s recognition that the nuclear family is a superior model for child development. This, coupled with the traditionally negative view of children being raised in group homes, has lead to many myths about institutional care and encouraged the public’s negative stereotype of these facilities. The government’s adverse position to institutional care must be disabused. It limits a form of childcare that is proven to be effective and beneficial. The reasons and history behind the government’s biased view of these facilities is still unclear.Orphanages offer many disadvantaged children distinct advantages over foster care, some of which are structure, stability, and a sense of permanence. Children’s homes permit siblings to stay together, afford children a chance to develop moral and religious values, encourage a sense of responsibility and work ethic, as well as much needed education and job-related skills. There is great potential for orphanages to meet the needs of the many children who currently languish for years in the modern foster care system.It is time for policymakers to recognize the distinct advantages institutional care can provide. Sources: Barth, R. P. (2002). Institutions vs. Foster Homes: The Empirical Base for the Second Century of Debate. Chapel Hill, NC: UNC, School of Social Work, Jordan Institute for Families Carp, E. Wayne, Orphanages: The St rength and Weakness of a Macroscopic View Second Home: Orphan Asylums and Poor Families in America by Timothy A. Hacsi. Reviews in American History, Vol. 27, No. 1 (Mar. , 1999), pp. 105-111. The Johns Hopkins University Press) Article Stable URL: http://0www. jstor. org. aquinas. avemarialaw. edu/stable/30031010 Dozier, M. , Zeanah, C. H. , Wallin, A. R. and Shauffer, C. (2012), Institutional Care for Young Children: Review of Literature and Policy Implications. Social Issues and Policy Review, 6:Â  1–25. doi:Â  10. 1111/j. 1751-2409. 2011. 01033. x Levesque, Roger J. R. , The Failures of Foster Care Reform: Revolutionizing the Most Radical Blueprint, 6 Md. J. Contemp. Legal Issues 1, 35 (1995)Nurith Zmora, Orphanages Reconsidered: Child Care Institutions in Progressive Era Baltimore (Philadelphia: Temple University Press, 1994) McKenzie, R. B. (Ed. ) (1999). Rethinking orphanages for the 21st century. Thousand Oaks, CA: Sage Whetten, K. , Ostermann, J. , Whetten, R. A. , Pence, B. W. , O’Donnell, K. , Messer, L. C. , . . . & The Positive Outcomes for Orphans Research Team (2009). A comparison of the wellbeing of orphans and abandoned children ages 6–12 in institutional and community-based care settings? in 5 less wealthy nations. PLoS ONE, 4, e8169. doi: 10. 1371/journal. pone. 0008169.

Essay Teachers and Weapons in School Essay

Abstract In this paper, I will explore the controversial question of whether teachers should be allowed or required to carry weapons on school campuses. The question of whether the topic should be entertained has come up time and again after tragedies occur, the timeline of which will be summarized herein. The recent tragedy at Sandy Hook Elementary School in Newtown, Connecticut, that devastated the nation on December 14, 2012, has wrenched this debate crudely back into the spotlight. I will investigate different types of protective instruments that could possibly be used, as well as what types are used in schools that have such regulations. I will delve into the reasoning behind states that have implemented laws that allow teachers to carry guns in school and/or at school events. Included within are excerpts from this writer’s first-person interview conducted with Maria Otero-Ball, a kindergarten teacher in Albuquerque, New Mexico. As a teacher of children the same age as those involved in the Newtown tragedy, Mrs. Otero-Ball offers a first-hand view on the changes that she and the school have made following the tragedy, as well as her views on the practicality of weapons in the school. My goals in preparing this paper are to expand my thoughts on the subject, peruse the thoughts of others, and explore the statistics to provide a better overall understanding of the subject matter to myself and to my readers. During the research process, I found that a compromise on the types of weapons teachers should be allowed to carry would be the best option from my point of view. Keywords: teachers, weapons, school, tragedy, children Screams of terror, cries of anguish, tears of sorrow, heartbreaking agony; the nation bore witness to all of these and more as the first responders struggled to make sense of the scene that unfolded at Sandy Hook Elementary School on that fateful day of December 14th, 2012 in Newtown, Connecticut (Ardillas, 2012). Many families had their hearts torn apart during the rampage of that lone gunman as he unleashed his rage on teachers and young students who were just beginning their life’s journey. Amidst the suffering and the grieving for the departed, the question was once again raised: Should the teachers charged with protecting our children be equipped with weapons to allow them to do so in a scene of horror such as this? But I don’t think the questions should end there. More importantly, would arming teachers be safe for the children and the teachers? Are there other options that may be more appropriate that should be considered? Allowing teachers to carry weapons could go a long way towards making our schools more secure, but realistically non-lethal weapons would be the safer, more manageable solution in making our schools the haven the community deserves them to be. The tragedy at Sandy Hook Elementary, though undeniably one of the most horrendous of its kind and categorically the most recent of such magnitude, is preceded by numerous similar incidents throughout the United States over the years recorded as far back as 1927. On May 18th of this year, a farmer named Andrew Kehoe set off two explosions at Bath Consolidated Schoolhouse in Bath, Michigan, killing himself, six adults and 38 children. In Houston, Texas on September 15th, 1959, convict Paul Orgeron exploded a suitcase of dynamite on a playground at Edgar Allen Poe Elementary killing himself, two adults and three children. On October 5th, 1966, 15-year-old David Black injured another student before killing teacher, Forrest Willey, at Grand Rapids High School in Grand Rapids, Michigan. On November 12th, 1966, in Mesa, Arizona, 18-year-old student, Robert Smith, killed five people at a local beauty college. In Olean, New York, at Olean High School on December 30th, 1974, honors student Anthony Barbaro killed a school janitor and two innocent bystanders and then killed himself while awaiting trial. 16-year-old Stephen Goods was hit and killed by a stray bullet fired during a fight between two schoolmates on March 18th, 1975, at Sumner High School in St. Louis, Missouri. In 1978 on February 22nd, 15-year-old Roger Needham killed another student who had bullied him at Everett High School in Lansing, Michigan. During class on May 18th, 1978, at Murchison Junior High School in Austin, Texas, 13-year-old John Christian shot and killed his English teacher Wilbur Grayson. In San Diego, California, on January 29th, 1979, at Grover Cleveland Elementary, 16-year-old Brenda Spencer opened fire on a school across from her home, killing the principal and janitor. (CNN U. S. , 2012) In the 80’s, violent episodes in schools increased to nearly one incident per year beginning with 17-year-old Pat Lizzotte shooting and  killing her teacher Clarence Piggott during class at Valley High School in Las Vegas, Nevada, on March 19th, 1982. On January 20th, 1983, an unnamed student shot and killed another student before turning the gun on himself. On February 24th, 1984, at 49th Street School in Los Angeles, California, sniper Tyrone Mitchell began firing on children on the playground, killing one, injuring 11 and later taking his own life. In Goddard, Kansas, at Goddard Junior High on January 21st, 1985, 14-year-old James Kearbey shot and killed Principal Jim McGee. David and Doris Young, a couple in their 40’s, took over Cokeville Elementary School with a bomb, holding 150 children and adults hostage and demanding $300 million in ransom in Cokeville, Washington, on May 16th, 1986. The bomb accidentally detonated causing a fire during which 74 people were injured and David Young shot his wife and then himself. The same year on December 6th, 14-year-old Kristofer Hans shot and killed his substitute teacher, Henrietta Smith, at Fergus High School in Lewistown, Montana. In Dekalb, Missouri, at Dekalb High School on March 2nd, 1987, 12-year-old Nathan Faris shot 13-year-old Timothy Perrin and then took his own life. February 11th, 1988, Pinellas Park High School, Largo, Florida; two 15-year-olds with stolen weapons, Jason McCoy and Jason Harless, shot and killed Asst. Principal Richard Allen. At Hubbard Woods Elementary School in Winnetka, Illinois, on May 20th, 1988, 30-year-old Laurie Dann killed an 8-year-old boy and injured six other people before taking her own life. Copying the Winnetka, Illinois murder, 19-year-old James Wilson killed 8-year-olds Tequila Thomas and Shequila Bradley in the school cafeteria of Oakland Elementary School in Greenwood, South Carolina on September 26th, 1988. The worst year for school killings yet, 1988 comes to a close with the fourth incident on December 16th at Atlantic Shores Christian School in Virginia Beach, Virginia, during which 16-year-old Nicholas Elliott shot and killed teacher Karen Farley. Concluding the decade’s violence, a brief month later on January 17th, 1989, 24-year-old drifter Patrick Purdy used an AK-47 to kill five children on a playground at Cleveland Elementary School in Stockton, California before killing himself. (CNN U. S. , 2012) The momentum from the latter part of the 80’s decade did not lose velocity as the 90’s moved forward with a manifold of violent incidents every year succeeding the first episode on November 25th, 1991 at Thomas Jefferson High School in Brooklyn, New York, when 14-year-old Jason. Bently shot a gun during an argument with two other teens, the stray bullet killing a 16-year-old student who was not even involved in the altercation. Thomas Jefferson High School was revisited by the sickness on February 26th, 1992, as 15-year-old Kahlil Sumpter shot and killed two other students. On May 1st, 1992, at Lindhurst High School in Olivehurst, California, 20-year-old dropout Eric Houston returned to school to kill a former teacher and three students. Without ado, 1993 started off with a bang on January 18th when 17-year-old Scott Pennington shot and killed a teacher and a custodian at East Carter High School in Grayson, Kentucky. Three months later on April 12th, 16-year-old Jason Robinson was stabbed to death in his Social Studies class by three teenage attackers at Dartmouth High School in Dartmouth, Massachusetts. Only 3 days had passed when, on April 15th, 44-year-old David Taber invaded Ford Middle School in Acushnet, Massachusetts, taking three hostages and later killing school nurse Carol Day. Pennsburg, Pennsylvania suffered a visit from the beast on May 24th, 1993, as 15-year-old Jason Smith, a student of Upper Perkiomen High School, killed another student who had bullied him. The fifth assault of 1993 ensued on December 21st at Wauwatosa West High School in Wauwatosa, Wisconsin when 21-year-old former student Leonard McDowell returned to his high school killing Asst. Principal Dale Breitlow. February 1994 did not start off well at Valley View Jr. High School in Simi Valley, California; on the 1st day of the month, 13-year-old Philip Hernandez stabbed a 14-year-old student to death in the hallway. April 12th of the same year was no better in Butte, Montana, when 10-year-old Jason Osmanson shot and killed an 11-year-old classmate on the playground. The ominous cloud passed over Wickliffe Middle School in Wickliffe, Ohio, on November 7th, 1994, as 37-year-old drifter Keith Ledeger shot and killed school custodian Peter Christopher and injured three others. On October 12th, 1995, at Blackville-Hilda High School of Blackville, South Carolina, 15-year-old Toby Sincino killed a teacher and then himself. The 15th of November, 1995, 17-year-old Jaime Rouse killed a business teacher and a 16-year-old student at Richland High School in Lynnville, Tennessee. At Winston Education Center in Washington, DC, 14-year-old Damion Blocker encountered two masked gunmen in the stairwell where he was shot and killed by 16-year-old Darrick Evans on January 19th, 1996. In Moses Lake, Washington, at Frontier Jr. High School on February 2nd, 1996, 14-year-old Barry Loukaitis killed two students and a teacher with a rifle. 1997 saw three violent incidents on February 19th in Alaska, October 1st in Mississippi, and December 1st Kentucky with a combined death toll of 8, including a parent, a principal, and six students. Three episodes in 1998 in Arkansas on March 24th, Pennsylvania on April 24th, and Oregon on May 21st claimed the lives of 10 more. Littleton, Colorado was devastated on April 21st, 1999, when 18-year-old Eric Harris and 17-year-old Dylan Klebold murdered 12 students and one teacher before committing suicide in the library of Columbine High School. The final wreckage of 1999 came to pass on November 19th at Deming Middle School in Deming, New Mexico when 12-year-old Victor Cordova shot and killed a 13-year-old classmate. (CNN U. S., 2012). The first scene of 2000 unfurled with the youngest offender to date, a 6-year-old boy, who shot and killed a 6-year-old girl at Buell Elementary in Mt. Morris Township, Michigan on February 29th. On May 26th of the same year in Lake Worth, Florida, 13-year-old Nathaniel Brazill returned to school after being sent home for misbehaving to shoot and kill his teacher, Barry Grunow, at Lake Worth Community Middle School. At Santana High School in Santee, California, on March 5th, 2001, 15-year-old Charles â€Å"Andy† Williams killed two classmates and injured 13. The last upset until 2003 transpired on December 5th, 2001, at Springfield High in Springfield, Massachusetts when troubled teen Corey Ramos stabbed Reverend Theodore Brown, a counselor at the school, to death. 2003 saw two tragedies on April 24th at Red Lion Area Jr. High School in Red Lion, Pennsylvania when 14-year-old James Sheets shot his principal, Eugene Segro, and then himself, and on September 24th in Cold Spring, Minnesota, at Rocori High School, where 15-year-old Jason McLaughlin killed one student and critically injured another who died in October. The sole incident in 2004 struck on February 3rd at Southwood Middle School in Palmetto Bay, Florida, involving 14-year-old Michael Hernandez who slashed the throat of 14-year-old Jaime Rodrigo Gough. 16-year-old Jeff Weise perpetrated a multiple murder in Red Lake, Minnesota, beginning with the murder of his grandfather and another adult followed by killing four fellow students at Red Lake High School, a teacher, a security guard and finally himself on March 21st, 2005. In Jacksboro, Tennessee, Campbell County Comprehensive High School felt the sting of madness on November 8th, 2005, as a 15-year-old student opened fire on a principal and  two assistant principals, killing one and critically wounding another. Three vicious episodes rocked 2006: two dead in a Colorado high school shooting on September 27th, one dead in a high school shooting in Wisconsin on September 29th, and six dead, six wounded in a Pennsylvania Amish school on October 2nd. The singular attack in 2007 befell Henry Foss High School of Tacoma, Washington on January 3rd, culminating with 18-year-old Douglas Chantabouly fatally shooting 17-year-old Samnang Kok. 2008’s lone incident was a shooting at Central High School in Knoxville, Tennessee, leaving one dead. 2009 witnessed three brutalities in rapid succession commencing on September 15th at a Florida high school leaving one fatally stabbed, shadowed on September 23rd at a Texas high school where a teacher was stabbed and killed and the closing fatality on October 16th at a South Carolina high school where a police officer shot and killed a student after the student had stabbed the officer. One confrontation on February 5th, 2010, at an Alabama middle school resulted in a 14-year-old with a fatal shot to the head and a conflict on January 5th, 2011, at a Nebraska high school bringing about the death of a vice principal and the suicide of the shooter. Prior to the Sandy Hook horror in December of 2012, an attack occurred on February 27th at Chardon High School in Chardon, Ohio, killing three and wounding four others (Timeline: School violence in the US, CNN U.S. , 2012). 2013 has already suffered the first school assault at Taft High School in Taft, California leaving one student in a coma and fighting for his life (Simmons, 2012). Following the Newtown tragedy of Sandy Hook, several state lawmakers have begun the process of introducing legislation to allow teachers to bear arms. These states include Florida, Minnesota, Oklahoma, Oregon, South Dakota and Tennessee. Oklahoma State Representative Mark McCullough is quoted as saying: We cannot continue to be shackled by politically correct, reflexive, anti-gun sentiment in the face of the obvious — our schools are soft targets. It is incredibly irresponsible to leave our schools undefended — to allow mad men to kill dozens of innocents when we have a very simple solution available to us to prevent it. I’ve been considering this proposal for a long time. In light of the savagery on display in Connecticut, I believe it’s an idea whose time has come. (Celock, 2012, para. 3) While these states are only beginning their journey to allow teachers to bear arms, there are places where such laws already exist. In Indiana, state law makes schools â€Å"gun-free zones†, but exempts employees or others authorized by a school â€Å"to act as a security guard, perform or participate in a school function, or participate in any other activity authorized by a school† (Wilson, 2012, para. 2). Harrold, a small Texas town, allows teachers and school officials to carry concealed weapons on school grounds. This was unanimously voted upon by the school board in 2007, requiring only that any school employee who plans to carry a weapon obtain first a state concealed-weapons permit, and then be approved by the school board to carry concealed weapons on campus. (Brown, 2012) While allowing teachers to carry guns may seem an obvious solution to many, there are those who favor other approaches to making our schools safer. Maria Otero-Ball is a kindergarten teacher in my hometown of Albuquerque, New Mexico. Being a teacher of five and six year-old students, the Sandy Hook Elementary School tragedy struck a very personal chord with Mrs. Otero-Ball. Following the horrific event, Mrs. Otero-Ball made the changes that she was able to on her own to make her classroom safer; she cleared out her supply closet to enable her to hide students in such an event, put in place a classroom emergency procedure for use in conjunction with the school’s emergency procedure and she now runs a drill at least weekly to ensure her students know what to do in case of an attack such as the one in Newtown, Connecticut. Even so, she knows that these are small changes whose chances of effectiveness are uncertain at best. Mrs. Otero-Ball has another idea that she will be proposing in the next school board meeting. Her idea is for teachers to be issued and trained on non-lethal weapons such as stun guns, tasers, tranquilizer darts, and/or pepper spray. Mrs. Otero-Ball’s stance is, â€Å"I believe that we [the teachers] would have a much better chance of immobilizing a perpetrator if armed with something like this [stun guns, tasers, tranquilizer darts, and/or pepper spray]. † (Interview: Maria Otero-Ball, 2012) Non-lethal weapons are intended to cause pain and/or physically disable an adversary with a minimal risk of serious or permanent injury. The available types of non-lethal weapons include pepper spray, which comes in a compact cylinder and emits a pepper based, oleo resin spray that has the ability to incapacitate an attacker regardless of size and/or strength. Pepper spray is most effective in close range encounters and do not require accurate aim nor much training. Pepper spray is widely used by the general public and would not require legislation  to be allowed in schools. Tasers are one of the more painful non-lethal weapons and work by shooting small electrodes which penetrate the attackers clothing and skin. These electrodes are connected to a wire which conducts a strong electrical current and incapacitates offenders for up to 10 minutes. Tasers are good for distance use and the incapacitation time of the offender would allow time for the victims to take control of the situation, remove themselves to a safer location and contact law enforcement. Stun guns work on the same basic premise as tasers, but are a hand held, close range weapon. Stun guns could be very effective if one was able to surprise the victim from behind and take them down with a shock to the back of the neck. Both tasers and stun guns would require more training for use as well as for safety of the handler. One could expect legislature would be required to allow these in schools and supply sufficient training for the teachers designated for their use. Tranquilizer darts are best known for their use on wildlife such as bears, but can be modified for use on humans by utilizing a smaller dart and lower dosage of sedative, anesthetic or paralytic agent. The drawbacks with the use of tranquilizer guns include a delay between the time the dart connects and the incapacitation of the attacker and a danger of the offender dying if not monitored closely. (Admin: Just be Safe, 2011) Based on the research of the benefits and drawbacks of these non-lethal options, a combination of availability of pepper spray, stun guns and tasers for teachers and training on their use and handling would be most beneficial in a situation involving a single or multiple assailant(s). After being faced with a dreadful scene such as that which was encountered in Newtown at Sandy Hook Elementary School, it may well be the gut reaction of the general public to shout, â€Å"Arm our teachers! † In fact, since I have begun this paper, several more schools have begun legislation, voted to allow teachers to carry concealed weapons and even purchased weapons for the exclusive use of the school. However, if more thought is given to the implications of arming teachers with guns, one must see that this could prove more dangerous than helpful if the gun were to be appropriated by the wrongdoer. Another thought that had not been considered during my research was brought to light by ‘The Ed Show’ on January 10, 2013; many parents do not condone teachers having guns, concealed or otherwise, near their children (The Ed Show, 2013). With proper training on non-lethal weapons such as stun guns, tasers, and pepper spray, teachers would be able to defend our youth without the fear of having to kill or having a murderous weapon wrested from them while attempting to defend those they strive to protect. The facts are painfully evident: 1. Violence in school has escalated over the years and something must be done to protect the students and faculty. 2. The death toll relating to school violence is much too high for comfort. 3. Regulating gun laws will not prevent guns from being in circulation. 4. There are many drawbacks to allowing teachers to have access to guns in schools including fear of the gun falling into the wrong hands, discomfort of the parents knowing there are guns in the schools and what the shooter would have to deal with if they were to kill someone. 5. Conceivably, non-lethal weapons would be the safer, more manageable solution in making our schools the haven the community deserves them to be. In light of all of the evidence, it is apparent that a compromise could be made to keep our schools safe by giving the teachers the tools they need and still keep guns out of our schools, thus satisfying government, parents, teachers, students and families alike. This could be achieved by introducing a comprehensive plan to supply all teachers with pepper spray, select teachers with Tasers and stun guns and providing the training the teachers need to successfully use these defenses during an attack. References: Admin (2011, June 5). Tasers, stun guns & pepper spray: Non-lethal self defense weapons | Just B Safe. Just B Safe. Retrieved December 15, 2012, from http://www. justbsafe. com/? p=84 Aradillas, E. , Baker, K. C. , Billups, A. , Breuer, H. , Dennis, A. , Weisensee Egan, N. , . . . Zuckermann, S. (2012, December). Tragedy in new town: Remember forever. People, 78(27), 52-59. Brown, A. (2012, December 20). Texas town allows teachers to carry concealed guns. Breaking News and Opinion on The Huffington Post. Retrieved December 24, 2012, from http://www. huffingtonpost. com/huff-wires/20121220/us-gun-toting-teachers/? utm_hp_ref=green&ir=green Celock, J. (2012, December 18). Guns for teachers legislation on the rise in states. Breaking News and Opinion on The Huffington Post. Retrieved December 22, 2012, from http://www. huffingtonpost. com/2012/12/18/guns-for-teachers_n_2324095. html.

Causes of WW1 essays

Causes of WW1 essays World War I is probably one of the biggest wars that contained so much chain reaction. One feels threatened, they ally with their friends, and another nation feels threatened, so they ally with their friends. The feeling of threat leads into invasions then leads into their allies helping and invading and pretty soon, more allies come from both sides. Some would argue that the assassination of a leader in Europe caused the war to happen, that person being Archduke Franz Ferdinand. However, war like this was started even before they called it World War I. In a 1915 issue of the Clock Magazine, it states, It is thought that this war that has been ongoing for over a year, began with the assassination of the Archduke Francis Ferdinand. However, many other reasons led to this war, some occurring as far back the late 1800's. Nationalism, militarism, imperialism, and the system of alliances were four main factors that pressed the great powers towards this explosive war. (Clock Magazine 1915 Aug. 17) Yes Francis Ferdinand was assassinated and sparked the beginning of the war, but that was not the main cause. The four major roles that played in the cause of World War I were Nationalism, Militarism, Imperialism, and the Alliance System. Nationalism: a philosophy that is purely focused on patriotism, loyalty to ones nation and seeing its nation as the superior nation. Such philosophy remained popular around this time. In fact, its popularity started in late 1800s. Most countries in Europe were nationalistic about their country and wanted their country to have strict culture and language system. Some countries even tended to take aggresional means of nationalism by wanting to get rid of inferior and small countries and convert them to their own culture, this is much like a monopoly in an industry, the stronger prevales. Such ideas threatened countries tha...

Teaching Strategies to Promote Student Equity

Teaching Strategies to Promote Student Equity Designing a classroom learning environment where all students are being attended to (even the ones who may not seem to be engaged) may seem like an impossible task when you are in a classroom of twenty elementary students. Luckily, there are a host of teaching strategies that foster this type of learning environment. Sometimes these strategies are referred to as equitable teaching strategies or teaching so that all students are given an equal opportunity to learn and thrive. This is where teachers teach to all students, not just the ones that seem to be engaged in the lesson.​ Often times, teachers think they have designed this wonderful lesson where all students will be willfully engaged and motivated to participate, however, in actuality, there may only be a few students who are engaged in the lesson. When this happens, teachers must strive to structure their students learning environment by providing a place that maximizes fairness and allows all students to equally participate and feel welcomed in their classroom community. Here are a few specific teaching strategies that elementary teachers can use to promote student engagement and foster classroom equity. The Whip Around Strategy The Whip Around strategy is simple, the teacher poses a question to his/her students and gives every student the opportunity to have a voice and answer the question. The whip technique serves as an important part of the learning process because it shows all students that their opinion is valued and should be heard. The mechanics of the whip are simple, each student gets about 30 seconds to respond to the question and there is no right or wrong answer. The teacher whips around the classroom and gives each student the chance to voice their thoughts on the given topic. During the whip, students are encouraged to use their own words to describe their opinion on the set topic. Often times students may share the same opinion as their classmates but when put into their own words, may find out their ideas are actually a little different than they first thought.   Whips are a useful classroom tool because all students have an equal opportunity to share their thoughts while actively being engaged in the lesson. Small Group Work Many teachers have found integrating small group work to be an effective way for students to equally share their thoughts while staying engaged in the lesson. When educators structure opportunities that require students to work together with their peers, they are giving their students the best possible chance for an equal learning environment. When students are placed in a small group of 5 or fewer individuals, they have the potential to bring their expertise and thoughts to the table in a low-key atmosphere. Many educators have found the Jigsaw technique to be an effective teaching strategy when working in small groups. This strategy allows students to support one another in order to complete their task. This small group interaction allows all students to collaborate and feel included. Varied Approaches As we all know now after must research, all children do not learn the same or in the same way. This means that in order to reach all children, teachers must use a variety of approaches and techniques. The best way to teach equitably to a large number of students is to use multiple strategies. This means that the old singular teaching approach is out the door and you must use a variety of materials and strategies if you want to meet all learners needs. The easiest way to do this is to differentiate learning. This means taking the information that you know about the way each individual student learns and using that information to provide students with the best possible lesson. Studies have shown that using different strategies and techniques to reach different learners is the best possible way that teachers can cultivate a classroom of equity and engagement. Effective Questioning Questioning has been found to be an effective strategy to promote equity and make sure all students are actively being engaged. Using open-ended questions is an inviting way to reach all learners. While open-ended questions require some time to develop on the teachers part, it is well worth it in the long run when teachers see all students actively and equally being able to participate in classroom discussions. An effective approach when using this strategy is to give students time to think about their answer as well as to sit and listen to them without any interruptions. If you find that students have a weak answer, then pose a follow-up question and continue to question students until you are sure they have understood the concept. Random Calling When a teacher poses a question for his/her students to answer, and the same children constantly raise their hands, how are all students supposed to have an equal chance at learning? If the teacher establishes a classroom environment in a non-threatening way where students can be chosen to answer a question at any time, then the teacher has created a classroom of equality. The key to the success of this strategy is to make sure that students do not feel pressure or threatened to answer in any way, shape or form. One way that effective teachers use this strategy is to use craft sticks to call upon random students. The best way to do this is to write down each students name on a stick and place them all into a clear cup. When you want to ask a question you simply pick out 2-3 names and ask those students to share. The reason you choose more than one student is to minimize the suspicion that the only reason the student is being called upon is that they were misbehaving or not paying attention in class. When you have to call upon more than one student it will ease all students anxiety level. Cooperative Learning Cooperative learning strategies are perhaps one of the simplest ways teachers can effectively keep their students engaged while promoting equity in the classroom. The reason being is it gives students the opportunity to share their thoughts in a small group format in a non-threatening, non-biased way. Strategies like think-pair-share where students each take a specific role in order to complete a task for their group and round robin where students can equally share their opinion and listen to the opinion of others gives students the perfect opportunity to share their thoughts and listen to the opinions of others. By integrating these types of cooperative and collaborative group activities into your daily lessons, you are promoting participation in a collaborative versus a competitive way. Students will take notice which will help turn your classroom into one that cultivates equality. Enforce a Supportive Classroom One way teachers can cultivate a classroom of equality is to establish a few norms. A simple way to do this is to verbally address the students at the beginning of the school year and let them know what you believe in. For example, you can say All students are treated with respect and When sharing ideas in class you will be treated with respect and will not be judged. When you establish these acceptable behaviors students will understand what is acceptable in your classroom and what is not. By enforcing a supportive classroom where all students feel free to speak their mind without feeling or being judged you will create a classroom where students feel welcomed and respected.

LEVEL 4 VTCT BEAUTY THERAPY Essay Example | Topics and Well Written Essays - 750 words

LEVEL 4 VTCT BEAUTY THERAPY - Essay Example e salon is a safe place for all, and that by default the practices in the salon will not lead to accidents or pose health, safety and security risks to customers and employees. These are   fundamental to business practice The justifications for such recommendations and proposals stem from the need to secure the salon and to make it safe, primarily because accidents and harm to customers can result in lawsuits, loss of trust, the tarnishing of the image of the salon, and even business closure and loss of revenues.    Compliance with the law ensures that practices relating to safety, security and health meet legal standards and regulatory standards. This is good business practice that can protect the salon from lawsuits and regulatory fines and problems. What can happen when regulations and the law are not followed is that the salon can be subjected to lawsuits and legal problems that can hamper operations. Also, these translate to shortcomings that can be used against the salon by customers in cases of legal and regulatory disputes. A good way to manage improvements is to benchmark processes versus a checklists of compliance targets, and those targets must meet minimum legal and regulatory standards for such points of compliance. The checklists must be strict and that post-implementation measures to measure compliance must be put in place to gauge whether the compliance activities led to adequate compliance with such minimum standards. The regular evaluation of salon health, security and safety measures acts as a kind of regular audit of how well the salon is implementing procedures and measures to ensure those, and how well the work processes of the salon meet minimum regulatory and legal standards for compliance. As well, the idea is to exceed those minimum standards. This acts as a kind of health check for the salon, to make sure that it does not slide downwards in terms of its security, health and safety standards and practices. Written communication modes

Microeconomics Essay Example | Topics and Well Written Essays - 1000 words

Microeconomics - Essay Example â€Å"A Laspeyres index number is a form of index number where prices, quantities or other units of measure over time are weighted according to their values in a specified base period† (Laspeyres Index Number 2001). A benefit of using Laspeyres index is that it does not require revised knowledge of the present payment model. Following are the calculations of Laspeyres Price Index for 2009. year Food price index Spending on food Transport price index Spending on transport 2001 94.9 60814 101.6 96954 2009 123.2 81185 99.7 122265 The Laspeyres Price Index for 2009 = ((Q food price (2001)* P food (2009)) + ((Q Transport price (2001)* P transport (2009)) ((Q food price (2001)* P food (2001)) + ((Q Transport price (2001)* P transport (2001)) ((94.9*81185)) + ((101.6*122265)) / ((94.9* 60814)) + ((101.6* 96954)) ((7704456.5 + 12422124)) / ((5771248.6 + 9850526.4)) ((20126580.5 / 15621775)) 1.288367071 Laspeyres Price Index for 2009 = 1.288367071 Then, naturally, the cost is multiplie d by 100. Therefore, the base year cost of the index will at all times be equal to 100. Index value 2009 = 1.288367071* 100 = 128.8367071 =128.84. PART B: ‘Quantity proxy’ for food and transport for 2001 and 2009. ... ansport price index Transport spending Transport index Quantity proxy for transport 2001 96954 101.6 954.2717 2009 122265 99.7 1226.329 The graphical representation of Quantity proxy for Transport proxy: Quantity proxy’ for a household with the same food & transport budget, but which spent its entire budget on food. Food spending Transport spending Entire budget Food price index Quantity proxy 2001 60814 96954 157768 94.9 1662.466 2009 81185 122265 203450 123.2 1651.38 Quantity proxy for a household, which spent no money on food, but spent its entire (food & transport) budget on transport Food spending Transport spending Entire budget Transport index Quantity proxy 2001 60814 96954 157768 101.6 1552.835 2009 81185 122265 203450 99.7 2040.622 The indifference curve is a graph, which shows the different bundles of goods. In the different bundle of goods the consumer also has indifferent choices. At each point on the indifference curve the consumer has different preference choice , which varies according to the income of the consumer, the change in price of a product and the change in prices of products. A budget line symbolizes the mixture of combinations of two commodities, which can be procured with a given income, taking into account the assumed prices of goods. The quantity proxy for household with the food and transport budget together and spent its entire budget on food is more in the year 2001, compared to the entire budget spent on transport in the year 2001. Similarly the quantity proxy for household with the food and transport budget together and spent its entire budget on transport is greater in the year 2009 as compared to the entire budget spent on food in the year 2001. â€Å"The index numbers of prices may be calculated for a certain locality, for a certain