Communicative Technology - Short Messaging Service (SMS) Essay

Communicative Technology - Short Messaging Service (SMS) - Essay Example The user should have activated the service of sending text messages, this activation involves paying a cost to some mobile network whereas on most mobile phone networks the activation is free. However, each text message costs some amount per text message, though nowadays mobile service networks offer packages that allow you to send a limited number of text messages for a cost in bulk. Lastly, the user who wants to send an SMS should know how to read and type a text message on the mobile phone and the model they have and should have a recipient to whom they want to send their texts to and they are good to go. (Illinois State University 2014). In 1984, a man named ‘Friedhelm Hillebrand’ was experimenting with casual sentences and questions on his typewriter at his house in Germany. Whenever he wrote a question or a sentence he made a count of the alphabets, number and the spaces in between them. This led to an odd discovery, which further on became the idea behind the length of an SMS. He noticed that every time he counted, the total quantity of characters was less than one sixty characters. (Gayomali, C. 2012). It is said that the first ever text message sent in the world was: ‘Merry Christmas’. It was sent by a man named Papworth. He was a computer designer at ‘Sema Group Telecoms’. Since the mobile phones at that time did not have the ability to type as there were no keyboards he used his computer to send the greeting to his buddy ‘Richard Jarvis’ who was employed at ‘Vodafone’. (Erikson, C. 2012). In 1993 ‘Nokia’ became the pioneer to launch the first ever mobile phone set which allowed the users to send text messages. However, there were limitations to the SMS service, firstly, it could only be typed through a numerical keypad by the multi-tap system and most importantly the SMS service was only limited to one network.  Ã‚  

Policy Alternatives Essay Example | Topics and Well Written Essays - 500 words

Policy Alternatives - Essay Example Due to the financial effects that are projected in the future, the current administration came up with a suggestion that the retirees of the defense department should cater for health care services instead of being provided for free. The government gave a proposal of the retirees paying about $200 per annum towards their health care. As per the calculation of the administration, the country will save approximately $6.7 billion. The other proposal that was also given said that soldiers are supposed to pay into a retirement plan instead of a pension plan (NPR.org, 2011). This shift of perspective will contribute in cutting down the expenses of the defense department. The impacts of this cut are, for instance, the impact of retirees paying $200 per year towards their medical care will save around $6.7 billion for the state. On the other hand, these proposals were not received with acceptance by the defense department. For instance, the protection of military benefits should not in any case undercut the military’s capability to fight and win the war. Despite the impacts, the cuts of the military benefits are seen to be very effective in achieving the goals of the administration. For example, the cutting of health care benefits seems to be effective in that the country will save around $6.7 billion per year (NPR.org, 2011). The paying of soldiers towards their retirement plan instead of the pension plan, will contribute a lot to the reduction of military benefits. The reduction of the military retirement benefits is very effective in the fact that it will assist the country to reduce the expenses towards the defense department (Washington Post, 2015). It will reduce the risk of the country becoming unable to pay the troops in the near future. From the text, it is evident that military retirement benefits cost the Pentagon around $50 billion per year. The expense is more than the

Australia Soft Drink Market Essay Example for Free

Australia Soft Drink Market Essay The FSANZ phone survey of adolescents and young adults in Australia found that Aboriginal and Torres Strait Islanders were more likely to consume sugar-sweetened soft drinks compared to other Australians (72 per cent versus 50 per cent) and consumed significantly larger amounts (249 ml versus 128 ml per day) (Food Standards Australia New Zealand 2003a). The 2004 SPANS survey of children in Years 6–10 in NSW found consumption of soft drinks to be lowest among students of Asian background and highest among boys of Southern European and Middle Eastern background (Booth et al. 2006). Gender Fewer girls than boys consume soft drink in Australia, and among those that do, girls consume smaller amounts of soft drink than boys (section 2. 2). This gender effect has been observed in Europe also. For example, the large WHO collaborative cross-national study of Health Behaviours among School-aged Children 2001–02 showed that girls generally consume less soft drink than boys (Vereecken et al. 2005b). Psycho-Social Factors 3. 2. 1 Personal Factors Personal factors appear to moderate the relationship between environmental factors and behaviour. In Norway, personal preferences, i. e. taste, was the number one determinant of soft drink consumption, and attitude was the fourth most important determinant of soft drink consumption in adolescents, with the environmental factors of accessibility and modelling (consumption behaviour of significant others) in between (Bere et al. 2007). Soft drink consumption in school-aged children has been notably correlated with taste preferences in other studies (Grimm et al. 2004). In one study of 8–13 year olds in the US, those who reported the strongest taste preference were 4. 5 times more likely to consume soft drinks five or more times per week compared with those with a lower taste preference. A focus group study with groups of children aged 8–9 years and 13–14 years showed that younger children prefer the taste of still, fruit-flavoured drinks and adolescents prefer the taste of carbonated drinks (May and Waterhouse 2003). Attitude and subjective norm (perception of other people’s views and attitudes towards soft drink consumption), together with perceived behavioural control, explained 60 per cent of the variance in intention to drink regular soft drinks in 13–18 year olds in the US (Kassem et al. 2003; Kassem and Lee 2004). However, taste enjoyment was one of the most predictive expected outcome beliefs of regular soft drink consumption. In quenching of thirst was the second most important predictor of attitude, after taste, towards drinking soft drinks — yet soft drinks have been found to be poor at quenching thirst when compared to water (Rolls et al. 1990; Brouns et al. 1998). Parents and friends have been identified as being more influential than peers in the consumption patterns of younger children aged 8–9 years in the UK (May and Waterhouse 2003), although peer groups are considered to play a greater role in adolescence (Buchanan and Coulson 2006). Cost, availability and thirst were more important in older children aged 13–4 years. In the NSW Schools Physical Activity and Nutrition Survey 2004 (SPANS) of children aged 5–16 years, peer influences were not particularly apparent in soft drinks attitudes and intended consumption (Booth et al.2006). Adolescents who perceived more social pressure to limit soft drink consumption were found to be more likely to consume more in the Study on Medical Information and Lifestyle in Eindhoven (SMILE) study in The Netherlands (de Bruijn et al. 2007). The SMILE study also showed that moderate â€Å"agreeableness† (a measure of adolescents† willingness to comply with parental practices and rules) of adolescents is associated with less soft drink consumption, however, those that were most â€Å"agreeable† consumed a lot (de Bruijn et al. 2007). This was attributed to pressures outside of the home environment — pro-social motives where those most agreeable wanted to â€Å"fit in†. It is postulated that the more agreeable adolescents were more inclined to live up to expectations raised by prototype-based advertisements and marketing. One of the few studies examining the factors affecting soft drink consumption in adults showed that consumption of sugar-sweetened soft drinks was associated with less restrained and more external eating, i. e. sensitive to external stimuli such as taste (Elfhag et al. 2007). The study, conducted among 3265 adults in Sweden showed that, in contrast, diet soft drinks were consumed by persons with a higher body mass index (BMI) (possibly in an attempt to reduce their weight), more restrained eating and more emotional eating. Parents as Models A study in Australia showed that the influence of mothers, either as models of eating behaviours or as the providers of food, is pervasive (Campbell et al. 2007). Parental soft drink consumption was positively associated with younger children’s intake in two studies (Grimm et al. 2004; Vereecken et al.2004). Mother’s consumption was found to be an independent predictor for regular soft drink consumption among children in Belgium (Vereecken et al. 2004). In the US, children aged 8–13 years whose parents regularly drank soft drinks were nearly three times more likely to consume soft drinks five or more times per week compared with those whose parents did not regularly drink soft drinks (Grimm et al. 2004). A higher frequency of preparing food was found to be related to lower intakes of carbonated beverages among female adolescents in the US (Larson et al.2006). Parenting Styles Less restrictive parenting practices are associated with a higher consumption of healthier food options such as fruit and vegetables in children; however the evidence is not as equivocal for soft drinks. Indeed, the converse has been found in some recent studies. For example, van der Horst et al found that in The Netherlands less restrictive parenting practices, relating to specific behaviours such as â€Å"food rules†, were associated with higher consumption of sugar-sweetened beverages among 383 adolescents (van der Horst et al. 2007). This association was independent of perceived parenting practices by the adolescents, and was mediated by attitude, self-efficacy and modelling from parents (parental consumption). The association was strongest among adolescents who perceived their parents as being moderately strict and highly involved. These authors concluded that parents should be involved in interventions aimed at changing dietary behaviours including soft drink consumption and that interventions aimed at the promotion of healthy parenting practices are best tailored to the general parenting style of the participants (for example, strict and/or involved). More restrictive parenting practices were also found to be associated with less soft drink consumption (De Bourdeaudhuij and Van Oost 2000) and stricter parenting practices were found to be associated with less soft drink consumption in a recent study in The Netherlands (de Bruijn et al. 2007). However, findings from studies among younger children suggest that strict parental practices can in fact increase children’s preferences for, and intake of, the restricted foods. These different findings may relate to differences in the type of practices used between age groups. For example, parents of younger children might use pressure to get their children to eat more or may restrict access to certain foods. For adolescents, parents might use clearly defined rules about the times when a certain food can be eaten and how much of a certain food they can eat. Environmental Factors 3. 3. 1 Soft Drink Availability Availability at School Increased soft drink consumption has been related to the availability of soft drinks in vending machines in the school environment in a number of studies. However, it appears that when soft drinks are ubiquitous in schools the link between consumption and availability is less discernible (French et al. 2003; Grimm et al. 2004; Vereecken et al. 2005a). Access to vending machines selling soft drinks in schools in the US was not related to consumption in either boys or girls (Kassem et al. 2003; Kassem and Lee 2004). In Norway, most soft drink consumption occurs outside of school despite soft drinks currently still being available in schools (Bere et al.2007). Vending machines were not available in schools involved in a study of adolescent soft drink consumption in the UK (Buchanan and Coulson 2006); and this study found that consumption of soft drinks was higher at the weekends. Nevertheless, the availability of soft drinks at school, either in the school canteen or in vending machines, may send messages to children that they are suitable drinks; also their easy availability at schools negates the need to provide water. The sale of foods and drinks at schools is likely to have a ripple effect in the community (Bell and Swinburn 2005), thus banning soft drinks at schools conveys a healthy message to children and this message has the potential to affect community attitudes. In recent years four Australian state governments (New South Wales, Victoria, South Australia and Western Australia) have accordingly imposed a ban on the sale of soft drinks and other sugar-sweetened drinks by canteens in public schools (Bell and Swinburn 2005). In NSW this ban on sugar-sweetened drinks is part of Fresh Tastes @ School, the NSW Healthy School Canteen Strategy. Sugar-sweetened drinks with more than 300 kJ per serve or more than 100 mg of sodium per serve have not been allowed in school canteens and vending machines in NSW since Term 1, 2007 (NSW Department of Health and NSW Department of Education Training 2006). These drinks include: soft drinks, energy drinks, fruit drinks, flavoured mineral waters, sports drinks, cordials, iced teas, sweetened waters, sports waters, and flavoured crushed ice drinks. In Victoria the ban extends to high-energy, high-sugar soft drinks brought in to school. Portion Size. The beverage industry has steadily increased container sizes over the last 50 years. In the 1950s the standard serving size was a 200 ml bottle, which increased to a 375 ml can, which was superseded by a 600 ml bottle. Studies have shown that the larger the container, the more people are likely to drink, especially when they assume they are buying single-serve size containers. For example, Flood et al have shown that increasing beverage portion size from 350 ml to 530 ml significantly increased the weight of beverage consumed regardless of beverage type — in this case regular cola, diet cola or water (Flood et al.2006). As a consequence, energy intake increased 10 per cent for women and 26 per cent for men when there was a 50 per cent increase in the portion of regular cola served. Food intake did not differ under the controlled conditions; thus overall energy intake was increased as a result of the extra energy from the larger beverage intake. Most recently, a study showed that increasing portion sizes of all foods and beverages consumed by study participants by 50 per cent of baseline increased energy intake from all food and beverage categories, except fruit as a snack and vegetables, for an 11-day period (Rolls et al.2007). The amount of beverage consumed increased from about 470 ml in both women and men to 557 ml in women and 630 ml in men. Disproportionate pricing practices also encourage people to drink large servings as these often cost just a fraction more than the smaller servings (Young and Nestle 2002). Large serve sizes contribute to an â€Å"obesogenic† environment, as they facilitate excess consumption of energy (Dietary Guidelines Advisory Committee 2005). Dietary guidelines and public campaigns have highlighted the importance of portion size as a central concept related to energy intake (Matthiessen et al.2003). Cost In a number of papers, Drewnoswki and co-workers purport that the main issue in relation to nutrient-poor foods and beverages and obesity is the cost; that is, nutrient-dense diets are more costly than nutrient-poor, energy-dense foods which are relatively cheap. Drewnowski and Bellisle (2007) conclude that the obesity-promoting capacity of different beverages is linked not so much by their sugar content but by their low price, although these researchers concur that taste is likely to be the main factor affecting the obesity-promoting capacity of soft drinks (Refer to Section 3. 1). Cost was reported as being an important determinant of carbonated soft drink consumption, as opposed to fruit juice and still fruit drinks, in children aged 13–14 years in a study in the UK (Buchanan and Coulson 2006). Availability and thirst were also recognised as important determinants, although foremost was taste. Exposure to TV advertising Television is a medium through which children are commonly exposed to food marketing. Food marketers advertise heavily during children’s programming in Australia (Hastings et al.2007; Kelly et al. 2007), and soft drink is consistently featured near the top of the list of advertised food items in different countries, including Australia (Kotz and Story 1994; Lemos 2004). Increased soft drink consumption has been related to TV exposure in a number of studies (Grimm et al. 2004; van den Bulck and van Mierlo 2004; Utter et al. 2006). The relationship was observed for adolescent boys only — not girls — in a recent study of children in grades 7–8 in Belgium (Haerens et al. 2007). A study of children aged 5–6 years and 10–12 years in Melbourne showed that children who watched TV for more than 2 hours per day were 2. 3 times more likely to consume ? 1 serve/day of high-energy drinks than children who watched less than or equal to 2 hours of TV per day (Salmon et al. 2006). Functional Drinks 5. 4. 1 Sports Drinks Sports drinks were designed to aid sport performance as well as provide rehydration after sporting events. They contain 6–8 per cent carbohydrates, usually in the form of sugar, plus other electrolytes (Sports Dietitians Australia 2007). As the name implies, sport drinks are designed for sports participants. Using sport drinks for normal hydration purposes is not recommended because of their energy content (one 600 ml bottle of sport drinks provides around 780 kJ) and their acidity which is associated with the same dental health problems as soft drinks. In Australia sports drinks currently account for less than 5 per cent of the more than 1. 3 billion litres of non-alcoholic beverages sold per annum, but the sale of sports drinks is growing faster than most other beverages (Australian Convenience Store News 2006). Energy Drinks In recent years, energy drinks have also been introduced as alternative premium products to ordinary soft drinks. Their sales have risen quickly and it has been reported that in the United States energy drinks outperformed all other beverage categories, with more than 500 per cent growth in sales from 2001–06 (Montalvo 2007). The Australian Convenience Store News (Nov/Dec 2006) indicates that energy drinks accounted for 22 per cent of total drink sales. Most consumers were in the 15–39 age bracket and consumption is slightly skewed towards males (Australian Convenience Store News 2006).

Eve Essay -- essays research papers

Reinventing Literary History- Cregan  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Joselyn Wohl Paradise Lost by John Milton  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  2/16/99   Ã‚  Ã‚  Ã‚  Ã‚  It is obvious to the reader that John Milton blames Eve entirely for initiating the original sin and thus losing Paradise. It is she who convinces her husband to allow them to work separately, and it is she who is coerced to eat the fruit that was expressly forbidden by God. John Milton’s view is patriarchal, but involves a contradictory description of Eve as logical, for men at that time did not view women as intelligent. Milton’s demonstration of Eve’s ability to analyze God’s commands with reason and her own judgment emphasizes his opinion that in order to succeed one needs only to have faith in God, which supersedes all intellect, for God is the most knowledgeable being. Adam has the undying faith necessary to remain in Paradise, but Eve obviously does not and is therefore responsible for her sins, and for their banishment.   Ã‚  Ã‚  Ã‚  Ã‚  In deciding how Adam and Eve will carry out their daily labors, Eve wants to work apart from Adam and to â€Å"divide [their] labours† because   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  While so near eachother thus all day   Ã‚  Ã‚  Ã‚  Ã‚  [Their] task [they] choose, what wonder if so near   Ã‚  Ã‚  Ã‚  Ã‚  Looks intervene and smiles, or object new   Ã‚  Ã‚  Ã‚  Ã‚  Casual discourse draw on, which intermits   Ã‚  Ã‚  Ã‚  Ã‚  [Their] day’s work brought to little, though begun   Ã‚  Ã‚  Ã‚  Ã‚  Early, and th’hour of Supper comes unearn’d (ix, 220-224). Eve’s rationalization for working separately from Adam is that she thinks that they will be able to get more work done considering the fact that they will not be distracted by each other. Adam feels protective over Eve and is fearful that the â€Å"malicious Foe/ Envying [their] happiness, and of his own/ Despairing, seeks to work [them] woe and shame/ By sly assault† (ix, 253-256). Adam is taking into careful considerat... ...ton emphasizes a woman’s inability to think without her husband, because when Eve goes off on her own and tries to use â€Å"logic† she sins. The Serpent’s â€Å"words replete with guile/ Into her heart too easy entrance won... and in her ears the sound/ Yet rung of his persuasive words, impregn’d/ With Reason, to her seeming, and with Truth† (ix, 733-738|). Milton is insinuating here that the serpent’s malicious lies seemed like the truth to ignorant and naive Eve. Eating the fruit explicitly forbidden by her creator, she is guilty of the fall of Paradise, despite her obvious intelligence and reasoning. The irony of Milton’s argument is that Eve does have a well functioning brain, but he final judgment is wrong. Women may be intelligent but they are not wise because Eve has sinned against God, and there is no worse act that a Protestant can commit. In order to be successful in life, one must possess wisdom, and it seems that Milton does not place it within Eve’s character, but in Adam’s character, the man. In conclusion, even though a woman can think analytically, she cannot make wise judgements on her own and is susceptible to mistakes and sins, usually brought about by foul temptation. Eve Essay -- essays research papers Reinventing Literary History- Cregan  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Joselyn Wohl Paradise Lost by John Milton  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  2/16/99   Ã‚  Ã‚  Ã‚  Ã‚  It is obvious to the reader that John Milton blames Eve entirely for initiating the original sin and thus losing Paradise. It is she who convinces her husband to allow them to work separately, and it is she who is coerced to eat the fruit that was expressly forbidden by God. John Milton’s view is patriarchal, but involves a contradictory description of Eve as logical, for men at that time did not view women as intelligent. Milton’s demonstration of Eve’s ability to analyze God’s commands with reason and her own judgment emphasizes his opinion that in order to succeed one needs only to have faith in God, which supersedes all intellect, for God is the most knowledgeable being. Adam has the undying faith necessary to remain in Paradise, but Eve obviously does not and is therefore responsible for her sins, and for their banishment.   Ã‚  Ã‚  Ã‚  Ã‚  In deciding how Adam and Eve will carry out their daily labors, Eve wants to work apart from Adam and to â€Å"divide [their] labours† because   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  While so near eachother thus all day   Ã‚  Ã‚  Ã‚  Ã‚  [Their] task [they] choose, what wonder if so near   Ã‚  Ã‚  Ã‚  Ã‚  Looks intervene and smiles, or object new   Ã‚  Ã‚  Ã‚  Ã‚  Casual discourse draw on, which intermits   Ã‚  Ã‚  Ã‚  Ã‚  [Their] day’s work brought to little, though begun   Ã‚  Ã‚  Ã‚  Ã‚  Early, and th’hour of Supper comes unearn’d (ix, 220-224). Eve’s rationalization for working separately from Adam is that she thinks that they will be able to get more work done considering the fact that they will not be distracted by each other. Adam feels protective over Eve and is fearful that the â€Å"malicious Foe/ Envying [their] happiness, and of his own/ Despairing, seeks to work [them] woe and shame/ By sly assault† (ix, 253-256). Adam is taking into careful considerat... ...ton emphasizes a woman’s inability to think without her husband, because when Eve goes off on her own and tries to use â€Å"logic† she sins. The Serpent’s â€Å"words replete with guile/ Into her heart too easy entrance won... and in her ears the sound/ Yet rung of his persuasive words, impregn’d/ With Reason, to her seeming, and with Truth† (ix, 733-738|). Milton is insinuating here that the serpent’s malicious lies seemed like the truth to ignorant and naive Eve. Eating the fruit explicitly forbidden by her creator, she is guilty of the fall of Paradise, despite her obvious intelligence and reasoning. The irony of Milton’s argument is that Eve does have a well functioning brain, but he final judgment is wrong. Women may be intelligent but they are not wise because Eve has sinned against God, and there is no worse act that a Protestant can commit. In order to be successful in life, one must possess wisdom, and it seems that Milton does not place it within Eve’s character, but in Adam’s character, the man. In conclusion, even though a woman can think analytically, she cannot make wise judgements on her own and is susceptible to mistakes and sins, usually brought about by foul temptation.

School Counseling

Which is the most difficult part being a school counselor? After I read the ASCA Model on page 9 of textbook, I knew the leadership, advocacy, teaming and collaboration and systemic change are all what school counselors should focus on. I also learned that school counseling is a profession that focuses on the relations and interactions between students and their school environment with the purpose of reducing the barriers in order to help students to success. In my opinion, the team-member and collaborator is the most challenging for a school counselor in an urban school setting.Because as an effective team-member and collaborator, school counselor work with teachers, administrators and other school personnel to make sure that each student succeeds. However, sometimes working with other school setting educators is not very easy. For example, some teachers do not like to follow the advices from counselors, they believe that their ways are perfect. Hence, they do not want to hear the v oice from counselors. I understand everybody has different ideas, but I also believe that our students will get benefits if we can work together as a team.We share our opinions and hear everyone’s advice. Because our goals are same, we all hope each student succeeds. Even though the coloration is challenging and difficult, we still need to do it with our efforts. What the elements for school counseling as a profession? Threatened by who? From the framework for a school counseling program, there are four elements of school counseling of a profession, foundation, delivery system, management system, and accountability. On the page 9 of the textbook, foundation includes beliefs and philosophy, mission statement, ASCA national standards.Delivery system includes school guidance curriculum, individual student planning, responsive services and system support. Management system includes agreements, advisory council, use of date, use of time and calendars. The last one, accountability includes results reports, school counselor performance standards and program audit. I think school counseling profession may be threatened by other educators, like teachers, principals and other administrators. Sometimes school counselors cannot get enough support for a new idea, some changes cannot get approval by high level administrators or supervisors.From the supporting articles, we have to get more effective data to prove our idea is right. Being a counselor, we must do more research in order to get sufficient evidence if we want to persuade teachers or other educators to accept our changes or new ideas. Because counselors are not in the classroom, no direct relationship with students likes teachers. Hence, our advice or new idea is not easy to be accepted by teachers. For dealing with these difficulties, the most effective way is research! Using data to speak! Compare the traditional and contemporary model?The most recognizable models for school counseling focused on the â₠¬Å" three Cs† of school counseling: counseling, consultation, and coordination. These three elements are all what traditional model has. However, as school counseling system was improved and developed in today’s world. The contemporary model still includes counseling and coordination as well as leadership, advocacy, collaboration and teaming, and assessment and use of data. From the ASCA National Model, the skills of leadership, advocacy, and collaboration and teaming are emphasized as very important and essential elements of being a school counselor.And it also needs efforts to improve systemic change. Comparing with the contemporary model of school counseling, the traditional model just has three basic elements. For the contemporary model, more positions and skills were involved for school counselors. School counselors spend more time to develop and maintain relationships with students, teachers, parents, administrators, and community resource educators. As the change s from traditional model to contemporary model, leadership becomes an important role in our school counseling.According to Philiips, leadership involves influencing others to create a shared commitment to a common purpose. Then, the other new model element advocacy is also effective, advocates in schools work to reduce barriers that lead to achievement gaps between poor and minority students and their more advantaged peers. Our end goals are all making students to be successful. After that, collaboration and teaming part is difficult but necessary. It is an essential process for promoting systemic change. As our last week discussion, we all noticed the power of assessment and use of data.We need to do effective research in order to support our new ideas and changes. Without doubts, data use is also a bright improvement of being one of the new elements for school counseling. After knowing the differences between traditional and contemporary model, we can see that school counseling sy stem is really on the right track to move. More useful skills came out in order to promoting student achievement. For Comprehensive School Counseling Progams, Describe, compare, and contrast the Missouri Model and the ASCA Model. Are these models relevant and/or realistic for school counselors in urban schools?After reading the chapter four, it is good to know a new model of school counseling program. The comprehensive guidance program model is also known as the Missouri model in 1917. In this model, it includes self-knowledge and interpersonal skills, life roles, settings, and events, and life career planning. It also offers three elements and four components. The elements include the content of the program, the organizational framework, and resources. Four components include guidance curriculum, individual planning, responsive services, and system support.We have already familiar with the ASCA model. For the ASCA National model, the framework has four elements. (foundation, delive ry system, management system and accountability). It also has four themes. (leadership, advocacy, teaming and collaboration and systemic change) ASCA National Model is conducted in collaboration with key partners, monitors student progress, is driven by data, seeks improvement, and shares successes with stakeholders. For the Missouri Model, it presents a complete framework that can be adapted for each school.Being a school counselor, these developments are indeed good for our students. Especially, the life career development can help student’s development awareness and acceptance of themselves and others, also help students develop and incorporate practices that lead to effective learning, responsible daily living, finally help students understand and use a decision-making process in determining their life goals. As we know, the purpose of both Missouri Model and ASCA National Model is providing a framework for counselors to promote academic achievement, career planning, and personal social development.Theoretically, these models are good in urban schools from above aspects. However, the reality is different. For an example, we all know systemic change and collaboration are not easy to do. Even though these models give us many valuable instructions to help our students, sometimes we still have many difficulties from various realities. the roles of the â€Å"resource broker† and explain the â€Å"School Change Feedback Process (SCFP)? After reading the article by Colbert and Kulikowich, I learned a new term: resource broker and a new process: School Change Feedback Process (SCFP).The role of resource broker is offered to help counselors with data-driven programs. A resource broker is a school professional who functions as an active force to identify, provide access to, and ensure the utilization of resources that enhance student development. (Colbert, R. D. , & Kulikowich, J. M. (2006)) As a resource broker, it includes teacher efficacy in progra m assessments when data show inequities in student access to rigorous academic classes. Hence, the resource broker indeed plays an important role in school counseling.After that, regarding to a role for school counselors in education reform, the research produced the emergence of a new method called the School Change Feedback Process (SCFP). It has four steps in the SCFP process: 1. Obtain teacher efficacy beliefs. 2. Share teachers' efficacy beliefs with the principal and teachers. 3. Incorporate teachers' beliefs into the ongoing education reform or school improvement plan implementation with continuous feedback. 4. Obtain teachers' beliefs again, and repeat the cycle.In this process, three basic counselor responsibilities includes identify resources, gain access to resources and ensure the utilization of resources. According to ASCA, â€Å"School counselors must show that each activity implemented as part of the school counseling program is developed from a careful analysis of s tudent needs, achievement and related data†. Hence, we should use data to monitor student’s progress. Being a school counselor, we should use database to disaggregate data related to achievement, attendance, discipline, and so forth to develop action plans.In additional, school counselors also work with principals and teachers. So, using SCFP is a good way to corporate with them. As we all know, getting the efficacy from teacher is very important. Hence, resource broker helps counselors with data, then using SCFP to get feedback in a contemporary urban school setting. concept of â€Å"behavioral momentum,† as discussed in Lee's article. Explain how this concept, and those of high-p and low-p tasks, might be relevant to school counselors?The term behavioral momentum is described as â€Å" the dynamics of behavior in changing environments†. Nevin indicated that behavior possesses a momentum much more like physical objects. The high-p request intervention is based on the theory of behavioral momentum. A high-probability request sequence is an intervention that practitioners can use to make it more likely that a nonpreferred behavior will occur. For this intervention, many requests with a high probability of compliance is delivered just prior to a request with a low probability of compliance.In this article, it gave us an example to understand, â€Å"a teacher may ask a student to take out a pencil (high-p request), write his or her name on a piece of paper (high-p request), and write the date at the top of the paper (high-p request), immediately prior to asking the student to begin math seatwork, a low-p activity†. The responses generated by the high-p requests carries over and increases compliance to the request that had previously resulted in noncompliance. The effects of high-p request sequences have been examined.From this example, we can clearly know what is high-p and what is low-p. In our counseling program, we can use thi s method to help our students in academic work. It indeed has many advantages to help students to succeed. Teachers can spend more time on direct instruction, as opposed to managing student behavior. Then, decreasing the work of students who are already behind academically may have a negative effect on skill development. After that, teachers can use these tasks to make transitions more efficient and to increase proficiency at performing those same high-p tasks.

Fossil Story Essay

Northeastern Illinois has a great deal of geological history hidden beneath the surface. If you just take a trip to the Larson Quarry or even Pit 11 you can find some interesting rock formations as well as fossils in them. But, if you cannot get to these areas, this paper can tell you what you can find in 5 different locations in Northeastern Illinois. We will be looking at Larson Quarry, Thornton Quarry, Mazon River, Pit 11, and the Glacial Drift which is at Palos Hills and throughout the surface of the Chicago area). The first stop is the Larson Quarry. This is located near DeKalb, Illinois. The specific coordinates are 42? N, 88? 35’ W at 920 feet. This site contains specimens from 450 million years ago which include trilobites like Flexicalymene, brachiopods like platystropia, rafnesquina, leptaena, the horn coral streptelasma, an unnamed bivalve, bryozoans, various crinoid stem parts, the cephalopod endoceras, and the gastropods cyclonema and malcurites. The rock types and formations that were found around these fossils were Cincinnatian Maquoketa Shale and Galena Dolomite. â€Å"The Maquoketa shale, which contains seams of argillaceous dolomite†¦and ranges from highly to slightly weathered, with the highly weathered portions having the consistency of a stiff clay and are extremely fissile† (Preber). These fossils were preserved by replacement as well as mold and cast. The Mazon River, which is near Morris, Illinois is located at 41? 20’N, 88? 30’W at 525 feet. This site had fossils from 290 million years ago and included seed ferns like alethopteris and neuropteris, true fern Pecopteris, horsetail rush parts calamites (trunk), and annularia (leaf whorl), lycopod tree (club moss) parts and bark lepidodendron, and leaf lepidophylites. The rock types were shale and sandstone as well as coal and the formation was Francis Creek. The Illinois State Museum writes in an article about how Francis Creek formation is formed: â€Å"Much of the area that we now call Illinois was a mixture of swampy lowlands and shallow marine bays. From the northeast flowed at least one major river system. The river(s) built large deltas through the low swamps and into the shallow bays. The mud that the river(s) carried was deposited in these deltas and bays. This mud turned into a rock called the Francis Creek Shale†. The preservation type was impressions in concretions. Next is Pit 11 which is the Mazonia/Briadwaood State Fish and Wildlife area at 41? 15’N, 88? 15’W at 590 feet. These specimens were found from 290 million years ago. The fossils include the same basic plants as the Mazon River. They also include jellyfish like the essexella, the shrimp belotelson, clams like edmontia and aviculopectin, an unnamed marine annelid worm, a possible fish fossil coprolite, the infamous Tully Monster: tullymonstrum, and the echinoderm sea cucumber holothurian. The rock types that held these fossils were shale and sandstone, as well as coal. These were in a Francis Creek formation. These fossils were preserved by impressions in concretions. It becomes quite apparent that there are certain biases in how and what fossils are preserved. Some species, notably Pecopteris unita, are found with fertile structures nearly half of the time while others like the more common true fern, Pecopteris acadica, are rarely seen with fertile structures being preserved at all† (Mazon Creek†¦). This tells us how these fossils were formed. Thornton Quarry, at coordinates 41? 35’ N, 87? 35’ W at 590 to 250 feet, is located on the south side of Chicago. This Quarry was formed 420 million years ago and includes fossils such as the trilobite calymene, brachiopod pentamerus, corals like favosite and halysites, an unnamed crinoid stem and the cephalopod moorecoceras. The rock types that were here were limestone-dolomite in Niagaran Racine Dolomite with fossils in mold and cast. â€Å"The most famous reef unearthed in the Chicago area is the coral reef†¦Debris from the growing reef began to be deposited and cemented. The reefs contained sea lilies, animals resembling horseshoe crabs, and ancient ancestors of squids and octopuses up to ten feet long. The ashy, gray-white limestone mined from the Thornton Reef contains the fossils of these animals† (Herweck). The reason that there are multiple types of coral is because this area was at the bottom of the Silurian Sea and molded well into the limestone. Lastly, we visit Palos Hills which includes the Glacial Drift. This area was from ~15,000 years ago and showed deposits of unconsolidated pebbles, sand, silt ad clay which contain mixed rocks of 400 million to 1 billion years old at 41? 41’N, 87? 50’ W at 772 feet. The fossils found here are mammoth or mastodon remains that are preserved as unaltered hard parts. There are also mixed marine fossils including crinoid stems, brachiopods, corals like hexagonaria (Petosky Stone) and trilobite parts, where were preserved as mold and cast r replacement. The glacial till include striated rocks composed of a mixture of many types including sedimentary (limestone/dolomite), igneous (granite, basalt) and metamorphic (gneiss). The formation was Valparaiso Moraine. â€Å"At this time, glacial ice covered the entire Chicago region†¦. the active ice sheet retreated into the Lake Michigan basin, although stagnant, melting ice remained behind. The ice then rapidly re-advanced to the†¦Valparaiso moraine in the western Chicago region† (Grimm). The glaciers that were in Chicago made a big impact on picking up rocks and sand and dirt from other regions and bringing it into the area, which is a reason why you may find interesting things in the area and that rocks age from 400 million to 1 billion years ago. The areas that we can find an assortment of fossils and rock formations are abundant in Illinois and have a wide variety of ages. From this summary, you can see what type of rock are around Northeastern Illinois and what type of animals, plants, and rocks were around from different periods and what type of environment they must have lived in.

Parents Need Help Restricting Access to Video Games

Parents Need Help Restricting Access to Video Games The latest generations of games are facilities complex and emergent interaction using elements of Artificial Intelligent (AI) technology within new social and cultural worlds.Advertising We will write a custom critical writing sample on Parents Need Help: Restricting Access to Video Games specifically for you for only $16.05 $11/page Learn More These environments helps students learn by demanding integration of higher-order thinking skills, social engagement, and technology within a challenging, learner-centered instructional setting, although some of them have adverse negative effects. The effort to develop games is not merely an attempt to create relevance for today’s tech-savvy students, but rather it is a movement to invigorate the social studies with the wonderful educative power of technology (Conrad, 2010). For along time, people have held the perspective that, it is the responsibility of parents to look after their children. To some extent, th is is true although the results may not be that good. The society too has a responsibility of looking after these children especially now that the world is going through many changes socially, economically, and technologically. Parents can not be able to solely look after their children because they may not be able to educate them in some issues. With the advancement in technology, many things have changed and communication has become easy. Almost every one (including the children) can access the internet which is have now become a necessity in many homes? Some of these games can be accessed over the internet (Roddel, 2009). Some children are even smarter than their parents and can be able to access much information from the internet more than the parents can think of. It is clear that, these children need other people who can guide then in shunning away from such behaviors. The society is an agent of socialization and through it children are able to learn and appreciate who they ar e. It is through this socialization that children make friends (some good and some bad). A parent may not be in a position to know who the child meets once he is out of the house and therefore needs the help of the society (Whitehead, 2005). Video games have become popular in many parts of the world and children like playing them. However, not all these games are good for the development of the children. Some of these games contain pornographic content which may be detrimental to the children. As far as the society may be willing to lend a hand in protecting these children in accessing such materials, the parent has a greater role to play. For instance, children like emulating what is done in the house because they think it is good. If a parent watches video games in the presence of the children, he can not be able to restrict the children from doing the same. Parents are in a position to control what the child does in the house. First he has to earn the child’s respect if he is to succeed in bringing him up. He has to avoid watching or involving himself in some activities which he believes are bad. It is the work of the parent to control or dictate what should be watched and at what time and what should not be watched at all.Advertising Looking for critical writing on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More The parents should scrutinize what the child takes into the house before he uses it; he has to read the contents of each video game before allowing the child to watch. If he finds something questionable about the game, he has a right stop the child from watching it and instead of being harsh towards the child; he can buy him something educative and advice him on the dangers of watching bad video games. It is the work of the parent to ensure that children get the right information from what they watch. This can be done through taking a thorough preview of the games that are to be v iewed by kids. Also a parent can take his/her time to preview the websites that are friendly to the kids then encourage the kids to view them. This will reduce the chances of the kid viewing pornographic content because kid friendly sites rarely show pornographic content (Olson, 2007). Much of the money used by these kids to buy video games comes from the parents. It is the work of the parent to ensure that, the child gets only what is important for him and should avoid giving him unnecessary monies. Teachers should work in collaboration with the parents in bringing up the children. When a parent takes the children to school, it does not mean that he is incapable of bringing them up but because the children have to be educated and taught some of the things the parent may be ignorant about. Teachers should not only educate the children to fulfill their responsibility as the curriculum dictates, but should take the responsibility of instilling discipline in these children (Baek, 2008) . Video games can be used in schools for both entertainment and education. Presently, there has been the raising debate on the use serious games in schools. These are games used by the teachers to teach children issues that would rather take time or be boring if taught in class. These games have some entertainment and also some educative aspect in them. Serous games have a precise and cautiously spelt-out educational purpose and are not in any way intended for entertainment (Zyda, 2007). According to Kremers (2009), serious games are used in the education sector primarily for solving problems. He observes that just like other games, serious games are entertaining although they are designed for the purpose of training, investigating, and/ or advertising. They do not form part of a game genre but they are a specific category of games used for solving different problems. By watching serous games, children develop the yearning to learn more from then, and this decreases the chances of t he child watching bad video games. Children develop listening and communications skills through plays and socialization, right from tender age they are involved in a number of games, which may be manipulated to form an artificial setting aimed at developing certain skills in the child. Instead of letting child watch video games and the like, the teachers together with the principals and educational administrators should set aside a day or some few minutes every day when children are allowed to be creative and act in games (Singell, 1971).Advertising We will write a custom critical writing sample on Parents Need Help: Restricting Access to Video Games specifically for you for only $16.05 $11/page Learn More People in daily life constantly invent and reinvent situations in order to learn from them. Yet too often people fail to recognize that reinventing a situation in which one has been an actor and perhaps reliving or revising decisions made is, in effect, t o play a game. According to Wyld (2009), the abstract representation of real life in game form does not render the game any less capable of teaching â€Å"true† knowledge. He observes that, one does not have to be Shakespeare to understand his plays, but acting in the plays can yield a more vivid and lasting view of Shakespeare than would a teacher’s reading of the plays to a class. The government too has a role to play in ensuring that, children do not access video games. Laws should be put in place that restricts the sale of video games to children under the age of 18 years. However some kids are smarter than we would think and may ask other people to buy them on their behalf or even bribe to get these games. It therefore remains the primary role of the parent since he is the only one in a position to restrict what is taken into the house and where the child goes. Reference List Baek, Y. (2008). What hinders teachers in using computer and video games in the classroom ? Exploring factors inhibiting the uptake of computer and video games. Cyber psychology Behavior, Vol.11 Issue 6. Conrad, B. (2010). Children addicted to video games- Ten critical points to know. Web. Kremers, R. (2009). Level Design: concept, theory, and practice. New York: A.K Peters, ltd. Olson, C. K. (2007). Children and video games: How much do we know? Web.Advertising Looking for critical writing on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More Roddel, V. (2009). Protecting children online-basic rules. Web. Singell, L. (1971). Communications; A note on the use of simulation games in interdisciplinary graduate education. Vol. 3, Issue 1. Wyld, D. (2009). Developing the â€Å"Gamer Disposition†. The key to Training and learning with the digital native generation may be â€Å"serious games†Ã¢â‚¬ ¦seriously. Competition forum, Vol. 7, Issue 2. Whitehead, B. D. (2005). Parents need help: restricting access to video games. Web. Zyda, M. (2007). Creating a science of games. Association for computing Machinery, Vol. 50, Issue 7.