Gun Rights vs Gun Control Essay - 2049 Words

The continuing Mass Shootings in the United States has caused the gun control debate to intensify. While anti-gun control advocates say the Second Amendment guarantees each individual the right to bear arms, the pro-gun control group reads the Second Amendment as a collective right to bear arms; meaning organized militia are the only ones with that right. This essay will analyse the effectiveness of several different articles which present arguments for and against gun control. Charles W. Collier’s article, â€Å"Gun Control in America: An Autopsy Report†, dives into the controversial topic of gun ownership and gun control in the United States. He uses recent shootings, including the George Zimmerman case and the Connecticut elementary†¦show more content†¦As seen in his article, Collier describes Trayvon Martin as an â€Å"unarmed black teenager† and George Zimmerman as the â€Å"nervous neighborhood vilgilante† (Collier 81). By describing them as such, he is effective in making the reader sympathize with the victim; Trayvon Martin in this example. Collier further uses pathos in his article by telling a true story of the effects for using a gun for self defense. In this story, Collier puts the reader into the story to add a personal feel to it. He tells the reader to imagine picking up the phone with the neighbor describing a masked man carrying something shiny around the neighborhood. Naturally, the person hangs up the phone and goes to investigate while carrying a gun. When the reader finds the masked man, he walks towards the main character. Little to the main character’s knowledge, the masked man is his or her teenage son. Since the son doesn’t think about how the parent sees him in their perspective, he innocently continues walking as he always had. The parent shoots and kills her or her son because of his or her instinct to blindly shoot. (Collier 82) Collier uses this story to bring the issue of misuse of guns to the reader. By writing a tragic story, he tries to get the reader connected to the article on an emotional level. By using pathos in the article, the reader feels a more personal attachment to the issue he is writing about. Collier alsoShow MoreRelatedGun Rights Vs. Gun Control856 Words   |  4 PagesGun control is an extremely controversial issue in the United States, and the debates around this topic has started many decades ago. According to the article â€Å"Gun Rights vs. Gun control† by Brianna Gurciullo, these debates are fueled by the people who defend the gun rights and the people who advocate in favor of gun control. It has been difficult to prove that gun ownership is directly related to an increase in violence due to the fact that researches tend to disagree on the impact of gun ownershipRead MoreGun Control Vs. Gun Rights968 Words   |  4 PagesGun Control vs. Gun Rights With conservatives, liberals, and moderates continuously arguing about what is right for this country or what is morally or politically correct, we are forced to find a compromised middle-ground, because it can be the difference between life and death in many unfortunate cases. Conservatives believe that The Second Amendment allows citizens the right to bear arms and protect their individual, inalienable rights. They believe that there are too many gun control laws andRead MoreGun Control Vs. Gun Rights1099 Words   |  5 PagesReflection Paper One: Gun Control Vs. Gun Rights Whether you gather your information from the newspaper, radio, or a website, you have certainly been exposed to one of the most controversial, current debates. It seems that the media refuses to stop talking about this topic. In fact, as soon as the press over one event disappears another event seems to revive the debate. Some citizens say that we need more restrictive gun laws. Meanwhile, other Americans say that more guns are what is necessary.Read MoreGun Control vs. Gun Rights Essay8911 Words   |  36 PagesRunning Head: GUN CONTROL VS. GUN RIGHTS Gun Control vs. Gun Rights By Robert Marlow For CJ 450 Senior Seminar Dr. Michael Eskey Park University September 2009 Abstract Gun control and gun rights have been an issue that has been debated for decades. Whenever there has been a mass shooting of any magnitude, it seems that the debate heats up even more. Consideration must be given as to what the benefits are of these gun control laws. Gun control laws must also be written asRead More Gun Control vs. Gun Rights Essays477 Words   |  2 Pagesstates â€Å" The right of the people to keep and bear arms†. What does that mean to us, basically and person in the United States is allowed to own and keep a fire arm in house. Gun control advocates believe that right does not extend to ownership of military-style firearms that are otherwise known as assault weapons. To curb gun-related violence certain checks are made, such as mandatory child safety locks, background checks on those wishing to purchase a gun, limits on the number of guns a person canRead MoreThe Issue Of Gun Control949 Words   |  4 Pageswould be Gun Control, because I am a gun owner w ho is a supporter of the second amendment. With shootings and other gun related trouble happening all over our country those who create and maintain our gun laws have a big responsibility to take care of. The policy issue of gun control has both people who support the right to bear arms, while there are others who think all guns should be done away with, and this dispute should be something people care about in a legal context. When gun control is broughtRead MoreGun Rights And Gun Control994 Words   |  4 PagesIn recent times, gun control is becoming a social issue in the US after the many incidents or accident happened related to the gun owner’s kill’s people at the social places. Gun rights means the every person have right to take or carry guns for their self protection is created controversial issue related to criminal justice that needed the requirement for the gun control to stop people from killing each other. Moreover, on 2 Dec, 2015, two suspects those opened fire in a California social serviceRead More Gun Control in America Essay1426 Words   |  6 PagesGun Control in America The American Constitution and the Bill of Rights are amazing documents in their wording. Its writers showed astonishing foresight in some ways, and understanding that they could not accurately predict the future in others. These documents grant specific and vague powers to different departments of the Federal Government. The wording allows for changes to be made in its content and interpretation. One example of all these qualities, is the Second Amendment, and its interpretationRead MoreThe Bill Of Rights Of The United States1557 Words   |  7 PagesThe Bill of Rights lists certain freedoms and liberties that are guaranteed to the people of the United States of America. Because these rights are in the Constitution, they are federal laws that apply to everyone in America. To ensure there was no question as to who the Bill of Rights applied to, the Fourteenth Amendment was passed in 1868 giving anyone born in, or a citizen of, the United States the rights guaranteed by the Bill of Rights. The amendment left clauses giving some interpretationRead MorePersuasive Essay On Gun Control928 Words   |  4 Pages Gun violence has risen in America tremendously. According to the White House.com, Over the past decade in America, more than 100,000 people have been killed because of gun violence and millions more have been the victim of assaults, robberies, and other crimes involving a gun. (Office of the Press Secretary). The most recent case where a gun was used to carry out an act of violence was the Las Vegas shooting that took place on October 1st,2017. During a concert, perpetrator Stephen Paddock opened

Surveillance And Surveillance Throughout The Book,...

Surveillance is a continuous close observation of a person. Surveillance plays a key part in the book, Villette by Charlotte Bronte. In Villette, Bronte is focusing on a specific character, Lucy Snowe. Throughout the book Lucy is telling us about her life story while surveillance appears throughout. The focus of this paper is on how surveillance changes over the course of Lucy’s life. Lucy’s opinion of surveillance changes over time because of her age, the people who come in and out of her life, and when she realizes she is the one being watched by different characters. In Villette, Lucy is telling us about her life story. Throughout the whole book we can tell that Lucy is a different age at different parts of the book. Lucy’s opinion of surveillance changes as she is growing up. In the beginning, Lucy is a young teenager living with her god mother, Mrs. Bretton. At this point in the story, Lucy’s opinion of surveillance is nonexistence, she really does no t care about the what is going on around her because at this point there is nothing big going on in her life. As the story goes on, another young girl comes into the Bretton house and Lucy is very curious about who this little girl is, who she belongs to, and why she is coming to stay at her god mother’s house. Lucy comes to find out through surveillance that the little girls name is Polly and she is coming to stay at the Bretton’s house because her father is ill and is traveling and she is too young to travel with her

Old Person Essay Sample free essay sample

Describe an interesting old individual– Who he is– Why you find him interesting– How he helps you– How frequently you meet him * I have met many old individuals in my life.* Many of them have influenced me.* But the one whom I find most interesting is my grandma.* She is in her late sixties* She is non really tall but really beautiful.* Although she has a wrinkly face but she ever wears a warm smiling on her lips and a beaming freshness on her face.* I have known her since my birth.* I was raised by her. * Earlier we used to populate in a little small town Mirzapur.* My parents shifted to Phagwara metropolis to spread out their concern.* I was left with my grandparents.* My grandma used to wake me up and acquire me ready for school.* She used to assist me in surveies. take me to the park. drama with me and featherbed me a batch. We will write a custom essay sample on Old Person Essay Sample or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page * Now that our household concern is good established she excessively has shifted in the metropolis with us.* She reads the paper daily and is abreast of what is go oning of the universe around us.* She seems to cognize about any subject on Earth. She is really chatty and loves to chew the fat with my friends.* My friends excessively are really friendly with her. * When my male parent is off on concern Tourss. she nicely runs his store in his absence.* She is really popular among our neighbors.* She is non merely my grandma.* She is my friend. philosopher and usher. Or You can acquire the thought from another reply* I have met many old people in my life but I find my maternal grandma the most interesting and here I would wish to speak about her.* She lives with my maternal uncle in London. but every twelvemonth comes to remain with us during my summer holiday.* She is in her late 1960ss. * She has a wrinkly face but ever has a warm smiling on her lips.* She is really interesting as she is ever willing to larn new things.* She is non like other adult females of her age who sit back at place making nil.* She has besides made her face-book history and keeps path of all her grandchildren through that.* She has a really wide mentality of life and is ever promoting me to larn new things.* I took my impulsive lessons late on her advice. * She is really wellness witting and does 20 proceedingss of yoga day-to-day.* She besides goes to the vicinity park daily.* She has non studied beyond high school. but encourages all of her grandchildren to analyze hard.*She is non merely my grandma. but besides my friend philosopher and usher.* I can portion my Black Marias innermost secrets with her. * When she is in London. I daily chat with her for 10 proceedingss.* Our age difference is no barrier to our friendly relationship.* I love her from the nucleus of my bosom.

Language in Conrads Heart of Darkness free essay sample

The Segmentation of Language in Heart of Darkness Language in the broadest sense is communication between species, with varying degrees of complexity. The purpose of all human languages is to communicate – to transfer a message from one person to another. The message content consists of facts and meaning; being the logical and emotional elements, respectively. Messages may consist solely of facts â€Å"It is five oclock. † or purely meaning, such as â€Å"I love you. † However, most messages require both elements, yet developed countries elevation of fact over meaning has hamstringed languages efficacy. Throughout Heart of Darkness Joseph Conrad focuses on this divorce of fact and meaning, providing an interwoven critique of the segmentation of language using frame narrative, analysis of written word, and juxtaposition of modern language with the raw language from untouched Africa. Marlow begins and ends his tale in a lotus position, evoking the concept of mind over matter. But how accurately does this describe Marlow? At many points Marlow loses his composure due to his inability to convey meaning. In the beginning, the â€Å"outside† narrator equates a story’s meaning with a â€Å"haze†, or fog (1893). In his analogy, the meaning is â€Å"brought out† with a â€Å"glow† of light. But shine too much light, and the fog envelopes the path (i. e. facts of the story). This is what happens when Marlow concentrates solely on the point he wishes to convey; the meaning is lost in a sea of emotions with no facts to anchor them, producing anger and frustration that destroy his Buddha emulation. Fernandez 2 Conrad’s use of a frame narrative serves multiple functions. The same phrases conveyed through an ethereal narrator would lack the emotional content. The reader empathizes with a human narrator who has emotions, while an ethereal narrator conventionally can convey options but not utter doubt. The frame narrative underscores the irony that African natives have little difficulty orally telling a story. Civilization’s mass production of the written word has atrophied its citizen’s ability to tell a simple story. Interestingly, the fact that Marlow lived this tale actually frustrates rather than buttresses his ability. Bruffee points out Marlow’s â€Å"disillusionment with words† grows as he gets closer to Kurtz, all the while â€Å"becom[ing] less and less enamored of words as Fernandez 3 the verbose Kurtz talks† (Bruffee 327). As a seaman, Marlow may feel inadequate to perform a job that is outside his profession. The industry of storytelling discourages laymen from attempting this refined skill. Heart of Darkness does have an â€Å"outside† narrator (not Marlow) who is a crewman aboard the Nellie. While nothing is known about this narrator crewman, the other three Nellie passengers represent civilization’s upper-middle class. The Accountant and the Lawyer are fitting recipients of a tale of unethical corporate greed, while the Director, looking â€Å"so nautical† (1891) embodies industrialization’s excessive segmentation, for his position keeps him ashore. Unlike Heart of Darkness, The Return – an earlier work of Conrads – uses a conventional, omniscient narrator that clearly indicates the internal tensions the protagonist feels. Conrad was criticized for this excessive narratorial spoon-feeding, and the novel lacked public appeal. But like Marlow, The Returns protagonist struggles with a dichotomy of language. Upon learning his wife has left him, he exclaims, â€Å"She’s gone! It was terrible – not the fact, but the words; the words charged with the shadowy might of a meaning† (Kramer 8) (emphasis added). Skilleas refers to Conrad’s theme of restraint as the â€Å"saving grace of†¦ work† that anchors one to reality (Skilleas 53). Specifically, it is industrialized work, or work that does not directly provide food, clothing, or shelter, that vaccinates Marlow from insanity. â€Å"[I]ndeed,† says Marlow, â€Å"to be busy with material affairs is the best preservative agent against reflection, fears, [and] doubts† (McIntyre 193). Industrialized work depends upon facts; little emotional meaning is needed to monitor a boiler. Kurtz, alone and engaged in less monotonous work, becomes susceptible. While benign, the native’s culture mixed with paternalistic ideals produces megalomania within Kurtz. Fernandez 4 The restraint of industrialized work goes both ways. Both the chief accountant’s laundress and Marlow’s fireman (boiler operator) were â€Å"improved specimen† after learning a skill (1916). While this implies that civilization protects humanity from savage insanity, Marlow goes out of his way to normalize the natives and their culture. Prehistoric man[‘s]† rituals may be â€Å"ugly† (1916), but he likens them to â€Å"the sound of bells in a Christian country† (1904). Within Heart of Darkness are two written works: Towson’s An Inquiry into Some Points of Seamanship and Kurtz’ pamphlet to the International Society for the Suppression of Sava ge Customs. Both are instructional in nature. As Towson’s book teaches a technical skill, it need solely focus on facts to accurately convey its message. Kurtzs pamphlet is an analysis of how to better the natives. This pamphlet provides the most severe example of language segmentation. An accurate assessment must contain both facts and meaning, yet al the meaning has been stripped from the message. Only facts remain, obscuring and encoding the recommendation to be more palatable, prefiguring Adolf Hitler’s â€Å"Final Solution. † Marlow comments that â€Å"what saves us is efficiency – the devotion to efficiency† (1894). But efficiency is mocked by the pamphlet’s content – seventeen pages are summarized by the postscript’s four words that convey the pamphlets true meaning: â€Å"Exterminate all the brutes! † (1927). Marlow amusingly juxtaposes the Europeans English with the native crew mates language when their steamboat is attacked by Kurtzs natives. The scene begins with the war-cry. (While Marlow later describes the cry as â€Å"protective† (1921), war-cry remains a valid label. ) Besides ethically announces the natives’ presence (something eschewed in modern warfare as inanely chivalrous) its piercing tone conveys – in a few syllables – the fact that the Europeans are trespassing and are to turn back. The underlying meaning – â€Å"I am dangerous† – is also Fernandez 5 conveyed. In this capacity the war-cry mimics nature, as a cobra’s hissing and rattling convey the most lucid message â€Å"Back away or else! † War-cries exist in other cultures. Many Native American tribes used war-cries, and all hand-to-hand combats (i. e. pre-WWI) employed them to different extents. High schools and colleges have extended the practice to the observers, where fans shout chants to spur on their team. The war-cry appears universal. The war-cry has the intended effect on the Europeans, instilling fear and confusion. Their native crew mates, however, display â€Å"an alert, naturally interested expression† (1918). The superior firepower of the Europeans should have alleviated much of their concern; it initially did not, perhaps because none of the Europeans were soldiers. Division of labor, or maybe diplomacy, stripped them of this warrior faculty that is just another facet of the natives’ lives. After the initial shock of the war cry, the Europeans are â€Å"greatly discomposed†. In contrast the natives â€Å"exchange short, grunting phrases, which seemed to settle the matter to their satisfaction† (1919). The breadth of meaningful content exchanged in a couple of grunts is astounding. Industrialization champions the virtue of efficiency, yet the inevitable segmentation under the banner of specialization tends to impede efficiency. For example, current military personnel must be taught code and gestures – a new language – to communicate effectively during battle. While a nation may speak one dominate language, industry jargon and socioeconomic dialects serve to limit the transmission of meaning. Communication is now a college major, creating uncertainty as to who is actually qualified to conduct such a task. Shortly afterward, the manager asks Marlow if he thinks the natives will attack. Marlow responds with a long lecture, stupefying his fellow Europeans. This soliloquy is probably ten to twenty times longer than his fellow natives’ assessment. Many valid reasons, such as Fernandez 6 unfamiliarity with Africa and a sense of diplomacy, exist for Marlow’s loquaciousness. But the contrast does suggest a superfluousness in modern language that impedes its primary goal. Marlow employs body language once, when he turns his shoulder towards the manager after he comments, â€Å"You are the captain† (1921). The natives, however, use body language, including hand gestures, more often. This utilization of the entire body gives the user more tools to effectively communicate. Kurtz’s Russian disciple (the â€Å"harlequin†) throws up his arms while extolling the virtues of his guru (1931). Before this particular gesture, the Russian had many times undulated his arms while speaking. But this occurrence drew the stare of one of the natives onboard the steamboat. The Russians action foreshadows the latter incident where the native woman raises her arms as a final plea for Kurtz to stay or perhaps an abject concession of loss (1940). Heart of Darkness is a journey towards a conversation, as Marlow is â€Å"looking forward to – a talk with Kurtz† (1924). Personally, Marlow’s frustrations in storytelling may be semiautobiographic, as Conrad’s mastery of written English (his third language) was spoken with a heavy French accent and many mispronunciations, proving severe enough to turn down lecturing positions (Pousada 345). Conrad also noted that writing in English â€Å"required a formidable effort on [his] part† (Pousada 346). Despite this, Heart of Darkness displays Conrads adept understanding of the nuances of language. Conrad withholds just enough information to force the reader to think while not inducing frustration. Marlow will never know what exactly â€Å"the horror† is; therefore, neither will the reader. Yet Marlows struggle with his own narration conveys the importance of incorporating both fact and meaning in order to accurately and fully communicate.

Teamwork Rating (5 points) Essays - Teamwork,

Teamwork Rating (5 points) Name___Jonathon McNeil____________ Team Number______1_________ Please use the following scale to describe your project team for this class. Describe how the team acted when planning and conducting the presentations. To what extent does our team actively work to .. 12345 Not at allVery LittleTo Some ExtentTo a Great DealTo a Very Great Extent ___4__1. Identify our main tasks? ___4__2. Identify the key challenges that we expect to face? ___5__3. Determine the resources that we need to be successful? ___3__4. Set goals for the team? ___5__5. Ensure that everyone on our team clearly understands our goals? ___4__6. Link our goals with the strategic direction of the organization? ___5__7. Develop an overall strategy to guide our team activities? ___3__8. Prepare contingency (if-then) plans to deal with uncertain situations? ___2__9. Know when to stick with a given working plan, and when to adopt a different one? ____4_10 Regularly monitor how well we are meeting our team goals? ___3__11. Use clearly defined metrics to assess our progress? ___5__12. Seek timely feedback from stakeholders (e.g., customers, top management, other organizational units) about how well we are meeting our goals? __5___13. Monitor and manage our resources (e.g., financial, equipment, etc.)? __2___14. Monitor important aspects of our work environment (e.g., inventories, equipment and process operations, information flows)? __3___15. Monitor events and conditions outside the team that influence our operations? __5___16. Develop standards for acceptable team member performance? __5___17. Balance the workload among our team members? ___5__18. Assist each other when help is needed? __4___19. Communicate well with each other? _4____20. Smoothly integrate our work efforts? __5___21. Coordinate our activities with one another? __4___22. Deal with personal conflicts in fair and equitable ways? __5___23. Show respect for one another? __5___24. Maintain group harmony? __5___25. Take pride in our accomplishments? __5___26. Develop confidence in our teams ability to perform well? __4___27. Encourage each other to perform our very best? ___4__28. Share a sense of togetherness and cohesion? ___3__29. Manage stress? ___3__30. Keep a good emotional balance in the team?

Goal Setting Exercises to Help Dreams Become Reality

Goal Setting Exercises to Help Dreams Become Reality Goal setting is a topic that transcends the traditional curriculum. It is a key life skill that if learned and used daily can truly make a difference in your students lives. Goal setting materials are abundant, yet many students fail to receive adequate instruction in goal setting for two reasons. First, most teachers cannot afford to neglect their subject matter for several weeks, and second, purchasing textbooks with the intention of using only a single chapter on goal setting is hardly a justifiable use of limited educational funds.   Many teens need be taught to dream for themselves, for, if they are not, they are apt to accept goals foisted upon them by adults and thus miss the joy of seeing personal dreams fulfilled. Introducing Goal Setting Since visualizing the future is often difficult for teens, it is helpful to begin the unit with daydreaming. To integrate goal writing into your course, introduce the unit with material related to your content that refers to dreams or goals. This might be a poem, a story, a biographical sketch or a news article. Be sure to distinguish between dreams as sleep experiences and dreams as aspirations. Defining Goal Areas Explain to your students that it is easier to think about our lives in categories than it is to think of all aspects at once. Then ask them how they might categorize the various aspects of their lives. If they have difficulty getting started, prod them by asking them to list people and activities that are important to them and to see if they fit them into from five to eight categories. It is more important that students devise their own categories than that they create perfect classification systems. Allowing them to share ideas will help students realize that a variety of categorization schemes would work. Sample Life Categories Mental Families Physical Friends Spiritual Hobbies Sports School Dating Jobs Finding Meaning in Daydreams Once students are satisfied with their categories, ask them to select one that they would like to focus on first. (The length of this unit can easily be adjusted by the number of categories you guide students through. Care should be taken, however, that students dont work on too many categories at once.) Distribute goal dreaming worksheets. Explain to students that their goals must be only for themselves; they cannot set a goal that involves anyones behavior but their own. They are, however, to spend at least five minutes daydreaming about themselves related to this category, imagining themselves in the most wonderful ways - successful, glorious, and as perfect as imaginable. A three to five minute period of silence may be helpful for this activity. Next, ask students to describe how they imagined themselves in this daydream on the goal dreaming worksheet. Although this writing could alternatively be assigned as a journal entry, keeping this sheet with later, related goal activities may be more helpful. Students should repeat the process with one or two additional life categories. Students should then determine what part of their dream seems to call to them. They should complete, the sentences, The part of this daydream that most appeals to me is __________ because__________. Encourage students to explore their feelings fully, writing as much detail as possible because they may use some of these ideas later when they write their personal goals. When two or three goal dreaming sheets are complete, students should select the category they want to write goals for first. Getting Real The next step is to help students identify a desire from which to form a goal. To do this, they should look at the reasons certain aspects of their daydreams appeal to them as well as the daydreams themselves. For example, if a student dreamed of being a lifeguard, and decided it appealed to him because he would work outdoors, working outdoors may be more important to him than actually being a lifeguard. Thus, students should spend some time reflecting on what seems truly important. It may help to have students highlight ideas that seem really important.Then they should also examine which aspects of their daydreams seem far fetched and which seem within the realm of possibility. While it is popular wisdom that we should teach youth that they can achieve anything if they want it badly enough, badly enough is rarely translated by teens into years of dedicated work and dogged determination. Instead, youth interpret this popular wisdom as meaning that if their desire is strong enough, mi nimal effort will is all that is needed. Thus, when we present as role models, individuals who achieve unexpected accomplishments such as Christopher Reeves directing movies after nearly complete paralysis, we should always describe the grueling work that came between the goal and its fulfillment. Directing the Dream without Damaging the Dreamer Another problem created by people espousing you can do anything is the tendency to ignore the requirement for superior intelligence, which cannot be created by will power or diligence. Tackle this issue delicately so as not to discourage students from having dreams while keeping in mind that if you encourage students to set goals they have little chance of meeting you deprive them of the joys of achieving personal goals. You can help students make realistic self-assessments without hurting their feelings if you point out that people are happiest when they work and play in areas of their interests and relative strengths. Discuss the concept of multiple intelligences, letting students read the short descriptions of each type of intelligence, marking those they think are their areas of strength. This allows students with low intellectual ability to focus on an area of potential success without having to announce he is incapable of being something requiring superior intelligence. If you have time and resources for personality and interest inventories, these should be given at this time point in the unit.   Remember, although most of us would love to teach a unit on goal setting that includes a variety of assessments, career exploration, goal writing, scheduling, and self-reinforcement is ideal, most of us also have packed curriculums. Nevertheless, if students spend a few hours practicing goal writing in many different classes together, perhaps, we can teach students how to make their dreams come true. Once students have summarized results of various assessments  on a summary sheet or have simply decided which is their area of strength on a list of multiple intelligences, and they have chosen one of the goals they want to work on first, they are ready to learn to write a specific, personal goal. General goals are just the first step in making dreams come true. Once students have established general goals and have identified what appeals to them, they should be taught to write specific goals the way winners do. Suggestions for Teaching Students to Write Specific Goals Students will have to be coaxed to state their goals positively and are likely to argue that they cant say they will accomplish a particular goal because they are not sure that they can. Tell them that, despite their reservations, it is essential that they use the words, I will... since the wording will affect their belief in their ability to meet the goal. Be insistent on this, even to the point of saying they will not get credit for the assignment unless they follow your directions.At first, some students will have difficulty translating a general goal to one that is specific and measurable. Class discussion is very helpful both for learning how to be specific and seeing a variety of possible goals. Have students suggest ways that that various goal could be measured for students who are having difficulty. This might also be done in cooperative learning teams.Estimating completion dates troubles many students. Tell them just to estimate a reasonable time that it should take to accom plish their goal and to be honest with themselves about when they plan to actually begin working on it. Since estimating the completion of big goals involves completion of steps or sub-goals, have students list the steps and the length of time they estimate is needed for each. This list will be used later to make a Gantt chart. Have students hold off on beginning to work on the goal for a week to give you time to teach scheduling and reward techniques. After listing the many steps required to reach a goal, some students may decide it is too much bother. It is helpful at this point to have them write the benefits they expect to derive from completing their goal. These usually involve feelings about themselves. Be sure students are still enthusiastic about their goal. If they cant regain their original enthusiasm, have them start over with a new goal.If the goal involves various steps, creating a Gantt chart is helpful and fun for students whether they use project software or fill in a chart by hand. Some students have trouble with the concept of putting time units across the top, so be sure to walk around and check each students column headings. You may want to check your software to see if you have any project management programs since they probably can be used to make Gantt charts. The examples of Gantt charts found on the Internet are not clearly marked, so you may want to show students a simpler one done by hand or with software that makes grids such as Microsoft Word or Microsoft Excel. Better yet, if you could use a project management software since it is likely to be a strong motivator. Once students have learned to write specific goals and to schedule sub goals on a Gantt chart, they should be ready for a lesson on self-motivation and maintaining momentum. Focusing on Whats Next Once students have made goals, sub-goals and a schedule for completion, they are ready for the real work: Changing their own behavior. Since telling students that they are beginning a difficult task can be discouraging, you will have to use your professional judgment to decide when to discuss the difficulties people encounter when they attempt to develop new patterns of behavior. Helping them to see this opportunity as a challenge that successful people master may help. Focusing on people who have overcome major challenges in their lives could also lead nicely into a unit on heroes. Begin the lesson this third goal lesson by asking students to review their goal dreaming worksheet for the goal area they are working on and their goal writing worksheet. Then lead students through the steps on the worksheet Maintaining Motivation and Momentum.

Essay On Hunger in Developing Countries Example | Topics and Well Written Essays - 500 words

On Hunger in Developing Countries - Essay Example It is primarily concerned with regulating the financial aspects of most of the interactions amongst nations. It is primarily concerned with surveillance, wherein it monitors and regulates the fiscal policies and economic interactions of a member-nation, lending money to the developing and under-developed world, it provides technical assistance and aids in the dissemination of know-how, from the developed world to the rest of the world, it also comes up with certain standards and codes, that govern economic policies and interactions between nations. On a broader note, the IMF is involved in handling the economic scenario that rules the world and is also committed to the fight against terrorism and its impact on the economies of the world. While the membership of the IMF comprises all kinds of nations---the developed, developing and the under-developed, the IMF has often been accused of favoring the developed nations form where it gets its funds. The developing and under-developed worlds are often discriminated against, when it comes to financial assistance, protectionism, transfer of technology et al.