Tuesday, December 24, 2019

Informative Speech Grand Rapids - 1730 Words

The purpose of this study is to provide some informative information of what it’s like to experience something in life that you have never done before. This experiment allowed me to be able to go somewhere where I never thought that I would ever feel comfortable in going to. I could allow myself some time to be able to walk around, interact, and communicate with those individuals within the inner city of Grand Rapids, Michigan. This place is my hometown and I decided to go to the Southside of Grand Rapids, where the crime rate is high and the individuals who make up the community do not have much. I must admit that at first I was very hesitate about actually going into these poor neighborhoods based on what I saw firsthand on TV, which†¦show more content†¦However, with sadness, as soon as I got out of my vehicle all I could see was the poorly trashed neighborhood filled with run down homes, children running around with dirty clothes, and men on the corners with guns and selling drugs. Inner City According to Thoms, it was found that 23 percent of children live in poverty, which shows to be a 40 percent increase over six years (Thoms, 2015). As I found this information prior to my observation, my eyes quickly went to the kids that were playing with run down toys on dirt because of the dying grass. The children were surrounded in filth and my eyes started to water so bad at what I saw. But my frown almost immediately turned into a smile because I noticed how much the kids were enjoying themselves without a care in the world. It’s as though they didn’t care about their surroundings and just were enjoying the moment. But it saddened me to see these kids dirty and smelly from the outdoors. But, kids will be kids and if they were happy, then it made me happy to see them happy. I was very much disturbed at the number of teens and older adults at the corner house on Bemis with guns. As I stared and looked at these men in designer clothes and diamonds, it made me wonder exactly what they were up to as they were looking just as fly as I was but were living in one of the filthiest areas in Grand Rapids. As soon as my thought were roaming in my mind, I slowly started to seeShow MoreRelatedSlang in American and English Newspapers3926 Words   |  16 PagesEnglish Vocabulary When we decided to wear something we take into consideration all circumstances and choose the best one in particular situation. Consequently, the social context in which the communication is taking place determines the modes of speech. When placed in different situations, people instinctively choose different kinds of words and structures to express their thoughts. The suitability or unsuitability of a word for each particular situation depends on its stylistic characteristicsRead MoreStrategies Adopted in the International Market the Case of Ikea in France11879 Words   |  48 PagesHabitat proposes products which develop interior of house. They are good quality and designed. Fly is a successful brand with the young provincial household. After having being completely focused on price, the brand now develops a more qualitative speech, focused on price and design. Fly builds its claim on the personal touch ( « That is you, that is beautiful  »). Roche Bobois has a different positioning and its target is upper-class households. It is the most communicative shop among the up-marketRead MoreMetz Film Language a Semiotics of the Cinema PDF100902 Words   |  316 Pages The most glaring example of his innovative translation is the word significate now usually translated by signified (signifià © in French)—which is used throughout the text. Langue and parole have increasingly been translated by language and speech, although this is not an ideal solution. Dà ©couper, translated by Taylor in a number of ways (break up, break down analysis, etc.), would more easily be translated by segmenting when used in the linguistic sense, and by dà ©coupage when used toRead MoreImpact of Media on Socio-Cultural Values and Social Institution in Indian Society10316 Words   |  42 Pagesrecognized as having the ability to alter social, economic and political situations in its places of propagation and beyond. I will be exploring these cultural shifts in detail pertaining to India, a developing nation undergoing a grand cultural shift in part due to the rapid growth of satellite television in the 1990’s and its programming. Television is unlike any other medium of mass communication in that its social effects are prominent, and able to prompt substantial change. 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This is a time that arrived after the modern period of capitalist development and signals a change from relative stability to high levels of instability caused by certain recent changes in the world (e.g., globalization or rapid technological change). The result is the development of a form of capitalism, which has drastic implications for how we must organize. Within this period-postmodern view, it is assumed that organizations may be objectively analysed in a positivistic

Monday, December 16, 2019

Developmental Reading Free Essays

string(137) " with global versus an analytic cognitive and, again, seemed to elicit the same clustering as right- and left- preferences students did\." â€Å"The Different Learning Styles of the Selected Freshmen Education Students at Villaflores College, Tanjay City Negros Oriental SY: 20011-2012† ____________________________________________________________ __________________ A Baby Thesis Presented to Mr. Percival T. Tolomia, M. We will write a custom essay sample on Developmental Reading or any similar topic only for you Order Now A. ED In Partial Fulfillment of the requirement in ED. STRAT 8 (Developmental Reading October 2011 CHAPTER 1 THE PROBLEM AND ITS SCOPE Introduction We choose this topic because we want to know how the freshmen students cope up with their everyday lessons with their learning styles. Recognizing which style is your preferred one is not to suggest that one is better than other, rather it serves to help you work out strategies when a certain teaching methods don’t suit your style and to challenge you to develop in all areas. Basically, once you identify your preferred style(s), take advantage of your strengths and work to develop your weaker areas. Each person has their own type of learning style. A learning style is a method in which each of us utilizes to better understand material. A preferred learning style is a style in which the person can learn best, reflecting their strengths and weaknesses of the individual. In order to understand material we take it all in with our senses, through sight, sound, touch, smell or taste. Multiple Intelligence theory maintains that there are at least seven learning styles (â€Å"intelligences†): interpersonal, intra-personal, body/kinesthetic, visual/spatial, mathematical/logical, verbal/linguistic and musical/rhythmic (Lazear, D. 1991). For the purposes of this paper I will simplify the seven categories into three main categories in which people best learn information: auditory, visual and tactile/kinesthetic. Most people possess the ability to use all three learning styles but learn best using one specific learning style. Statement of the Problem The study aimed to identify the different learning styles preferred by the selected Freshmen Education students of Villaflores College, Tanjay City for School Year 2011-2012. Specifically the study seeks the answer to the following questions: . What is the profile of our student/respondents in relation to: *age; *gender; *address; *size of the family; *educational attainment of parents; 2. What are the different learning styles used by the freshmen education students? 3. To what extent do the learning styles help the students cope up with their everyday lessons? 4. Is there a significant relationship between the learning styles of the students/respondents and their academi c performance? Significance of the Study This work has significance to the following: Students. If they know their learning styles and can articulate their needs, they can go on to address these needs with appropriate assistance. Teachers. When they identify key elements of individual learning styles, they can match instruction and materials with those individual differences providing students with a method for learning that can lead to their improved achievement and increased ability to exercise control over their own program. Moreover knowledge of learning styles would also enable them to assist students with a program that will fit the pupils learning styles strengths. Parents. Parental influences are normally more accepted by students in their formative years, parent’s knowledge of their children’s learning styles would help them in the follow-up of their children’s learning styles. Department of Education (DepEd). The result of the study will provide DepEd the insights on how to improve teaching based on students individual learning styles. Researchers. They should further their queries on the effectiveness of learning style-based instruction so that students can be provided with opportunities to improve their academic performance. Scope and Limitation of the Study The study was conducted in Villaflores College, Tanjay City with the freshmen Education students from the regular classes as respondent. Definition of Terms – Important terms in this study are defined either conceptually on operationally for a clearer understanding of its contents. Department of Education – The government agency tasked to give the basic education in the elementary, secondary and tertiary level. Freshmen Education Students – These refer to the students of Villaflores College enrolled in the Freshmen level in the Regular classes for the School Year 2011-2012. Learning Styles – Refer to the different approaches or ways of learning. It is a student’s consistent way of responding to and using stimuli in the context of learning, Villaflores College – A private school in Tanjay City. It is where the respondents of this study are enrolled in. Cognitive Theory – suggests that individuals process information differently on the basis of either acquired or inherent traits. Many researchers investigated the variables of field dependence and independence, global and analytic, simultaneous and successive, and left-right-preferred processing. As they conducted studies to determine the student’s characteristics that appeared to be more or less responsive to environmental THEORETICAL FRAMEWORK OF THE STUDY The concepts and theories gathered based on readings from books and the internet are used as basis for determining the theoretical framework of the study. Learning styles are biologically and developmentally set of personal characteristics that make the identical types of instruction affective for some students and ineffective to other. Though initially conceived as an outgrowth of practitioner’s observations this learning styles model traces its roots to two distinct learning theories. Cognitive Style Theory Cognitive Theory suggests that individuals process information differently on the basis of either acquired or inherent traits. Many researchers investigated the variables of field dependence and independence, global and analytic, simultaneous and successive, and left-right-preferred processing. As they conducted studies to determine the student’s characteristics that appeared to be more or less responsive to environmental emotional sociological and psychological stimuli, they found out that selected variables often clustered together. Indeed relationships appeared to exist between learning persistently, in quiet and bright light, in formal setting arrangements and with little or no intake, and being and analytic left processor (Dunn, Bruno, Sklar and Beaudry, 1990); (Dunn, Cavanaugh, Elerle and Zenhausern, 1982). Similarly, young people who often requested breaks while learning and who learned more, easily in soft lighting, with sound in the environment, seated formally, and with snacks, often revealed high scores as right processors. Field dependence versus field independence correlated in many ways with global versus an analytic cognitive and, again, seemed to elicit the same clustering as right- and left- preferences students did. You read "Developmental Reading" in category "Papers" In some cases, more attributes allied themselves with global/right tendencies than with their counterparts. Thus, although global/rights often enjoyed working with peers and using their tactual strengths, analytic/left did not reveal the reverse nor did the sociological or perceptual characteristics evidences consistent similarities. The Theory of Multiple Intelligences Howard Garner conceived the theory of multiple intelligences. He identified eight (8) different ways to demonstrate intellectual ability. The types of multiple intelligences are: Visual or Spatial Intelligence (Picture Smart) – learning visually and organizing ideas spatially. Seeing concepts in action in order to understand them. The ability to â€Å"see† things in one’s mind in planning to create a product or solve a problem. This type of intelligence is sensitive of representing ideas visually, creating mental images, noticing visual details drawing and sketching . And has the ability to create visually and visualize accurately. Verbal or Linguistic (Word Smart) – learning through the spoken and written word. This intelligence was always valued in the traditional classroom and in the traditional assessments of intelligence and achievement. This type of intelligence is sensitive of speaking, writing, listening and reading. And has the ability to speak effectively. Mathematical or Logical (Number Smart or Logic Smart) – learning through reasoning and problem solving. Also highly valued in the traditional classroom, where students were asked to adopt to logically sequenced delivery of instruction. This type of intelligence is sensitive of finding patterns, making calculations forming and testing hypothesis, using scientific method and deductive and inductive reasoning. And has the ability to work effectively with numbers and reason effectively. Bodily or Kinesthetic (Body Smart) – learning through interaction with one’s environment. This intelligence is not the domain of â€Å"overly active† learners. It promotes understanding through concrete experience. This type of intelligence is sensitive to activities requiring strength, speed, flexibility, hand-eye coordination and balance. And has the ability to use the hands to fix or create and use the body expressively. Musical (Music Smart) – learning through patterns, rhythms and music. This includes not only auditory learning, but the identification of patterns through all the senses. This type of intelligence is sensitive to listening, singing, playing an instrument. And has the ability to create and analyze music. Intrapersonal (Self Smart) – learning through feelings, values and attitudes. This is deductively affective component of learning through which students place value on what they learn and take ownership for their learning. This type of intelligence is sensitive to setting goals, assessing personal abilities and liabilities and monitoring one’s own thinking. And has the ability to meditate, reflect, exhibits self-discipline, maintain composure, and get the most out of oneself. Interpersonal (People Smart) – learning through interaction with others. Not the domain of children who are simply â€Å"talkative† or â€Å"overly social†. This intelligence promotes collaboration and working cooperatively with others. This type of intelligence is sensitive to noticing and responding to other people’s feelings and personalities. And has the ability to work with people and help people identify and overcome problems. Naturalist (Nature Smart) – learning through classification, categories and hierarchies. The naturalist intelligence picks up on subtle differences in meaning. It is not simply the study of nature; it can be used in all areas of study. This type of intelligence is sensitive to identify and classify living things and natural objects. And has the ability to analyze ecological and natural situations and data and to work in natural settings. Existential (Spirit Smart) – learning is seeing the â€Å"big picture† â€Å"Why are we here? † â€Å"What is my role in the world? † â€Å"What is my place in my family, school and community? † This intelligence seeks connections to real world understanding and application of new learning. CONCEPTUAL FRAMEWORK OF THE STUDY The study assessed the preferred learning styles among the freshmen college students in Villaflores College. The study examined the profile of the students respondents and the significant relationship of the preferred learning styles and their profile. The variables and their relationship are shown in the conceptual framework. The diagram further shows two interactive arrows toward the socio-economic variable and learning styles strengths and weaknesses to show dynamism and interrelationship of the different components. The identified learning styles strength or weaknesses will be the basis for an enrichment plan for teaching strategies compatible to the learning styles of the freshmen college students of Villaflores College. The enrichment plan will address the teaching strategies compatible to the learning styles of the students. Review of Related Literature and Studies Related Literature Everybody has strengths, although a parents strengths tend to differ from those of the other parents, from those of their offspring and from those of their own parents. Thus, mother and father often learn differently from each other and also from their children. Nevertheless, parents commonly insist that children study and do their homework as they themselves did when they were young. That approach is not likely to be effective for at least some of the siblings because within the same family, different individuals usually learn in diametrically opposite ways. Learning style then is the way by which each learner begins to concentrate on, process and retain new and difficult information. That interaction occurs differently for every individual. To identify a person’s learning style pattern, it is necessary to examine each individual’s multidimensional characteristics to determine what is most likely to trigger each student’s concentration, maintain it, respond to his or her natural processing style, and lead to a long-term memory (Dunn, Dunn and Perrin, 1994). There are many models to identifying learning styles. One of these is the widely known learning style model of Dunn and Dunn. This learning style uses the three main sensory receivers- Vision, Auditory, and Kinesthetic to determine the dominant learning style of the learners. Its main strength is that it is quite simple, which appeals to a lot of people. The learner may prefer one style of learning for one task, and a combination of others for one task. However, one or more of these styles are dominant. This dominant style defines the best way for a person to learn and perceive information. Some hints for indentifying the different learning styles are: . Visual Learners. These types of learners can learn fast when they see, watch and observed what has to be learned. They easily visualize faces and places by using their imagination. They seldom get lost in new surroundings. They learn better with charts, demonstrations and other visual materials. They pay better attention to lectures if they watch them. b. Auditory Learners. These types of learners do better and can retain information by listening to lectures, tapes and discussions. They remember information by forming the sound of words rather than by reading silently. . Kinesthetic Learners. These learners do best while touching and moving. They tend to lose concentration if there is little or no external stimulation of movement. When listening to lectures they may want to take notes. When reading, they like to scan the material first and focus on the details. They like to draw pictures, diagrams or doodle things. Related Studies One goal of educational research is to discover a method of instruction which enables teachers to teach students effectively and efficiently in the classroom. Researchers have faintly provided knowledge on how children perceive, interact with and respond to the learning environment. But, within the educational reform arena of the 1980’s, a renewed interest styles emerged. Ebert in 1994 conducted a study learning style profile of vocational students. A multi-stage, cluster sampling of students enrolled in vocational education program in Pennsylvania was identified. The Learning Style Profile developed and distributed by the NASSP (1986) was administered to 580 students enrolled in randomly selected vocational education programs. Learning Styles Profiles of students for each program and a composite profile were established. Learning styles of vocational education students enrolled in these selected programs were found to be similar to that of the national population. The popular notion that the vocational education students differ from non-vocational education students based on their inaccurate learning style. If differences exist between vocational and non-vocational education students then the difference is the result of something other than learning style. Students enrolled vocational education programs could be taught using the same methods and with the same expectations as students enrolled in non-vocational education programs. Teachers should employ methods of instructions which address a variety of learning styles and be prepared to assist students to use knowledge of learning styles to facilitate learning. RESEARCH METHODOLOGY Research Design The study utilized the descriptive method of research. It described the different learning styles of students. It further examined present conditions as far as learning styles and profiles of the student/respondents are concerned. Research Respondents There were a total of 164 freshmen education students who serve as respondents of these study, 116 students from Bachelor of Elementary Education and 48 from Bachelor of Secondary Education. Fortunately, the researchers were able to retrieve all the questionnaire forms within the allotted span of time. Research Environment Villaflores College is located in Legaspi St. Tanjay City with the land area of 3 hectares. There are more than 8 buildings with beautiful flowers around which provide a strong facade of greenery and foliage. Research Instruments The VAK Learning Style Self-Assessment Questionnaire was used as the research instrument in gathering of data with some modifications. It contains two major parts: (1) Profile of freshmen college students. It asked for the respondent’s age, gender, family monthly income, size of the family, available learning media at home , and parents’ educational attainment; (2) Preferred learning styles of the freshmen education students. Research Procedure The researcher asked permission from Mr. Percival Tolomia Ed. Strat 8 instructor to conduct this study. After the permission was granted the researchers started the admission of the questionnaires to the freshmen education students in Villaflores College. After retrieving the questionnaire forms, the researchers examined the raw data and made necessary preparations and tabular presentations. Statistical Treatment of Data The preparation of the data matrices was done using the following statistical tools, viz: 1. Sloven’s Formula In sampling, the formula for getting the number of respondents is: n= _______ N_______ 1+ Ne2 Where: n= is the sample size N= is the population size e= is the margin of error 2. Percentage To convert the raw data into percentile score, frequencypercentage was used. The formula is: P= __f__ x 100% N Where: P= Percentage F= frequency N= number of items 3. Weighted Mean To determine the extent of preference of the pupils’ learning styles, the weighted mean was used. The formula reads as follows: Xw = _? (xw)_ ?w Where: XW (read:x bar sub w) is the symbol for the weighted mean. X is the value term W is the weight ? (xw) is the sum of the products of X and W ?w is the sum of weights How to cite Developmental Reading, Papers

Sunday, December 8, 2019

Affirmitive Action Essay Example For Students

Affirmitive Action Essay Have you ever wondered who gets to attend the countrys selective colleges and universities? The really smart kids, the hard workers, star athletes, artists, singers, mathematicians, writers, alumni children? Of course universities want them all. But what about when it comes to race? Suddenly the stakes of getting in are raised. How many African Americans, Hispanics, Asians, and Whites should there be in each class? Should acceptance to a school depend on a persons race?Well I believe that acceptance to a school shouldnt be depended on the race of a person. I believe this because its like judging a book by it cover, it doesnt always work out. Let me give you an example just because youre Asian doesnt mean that youre going to be smart, know how to fix a computer, or be a crappy driver. Actually we should all be thought of equals and our race shouldnt matter in being accepted into a college. Colleges shouldnt administer students onto there campuses to keep diversity, but let their capability determine their entrance. College admissions should be determined by academic performance/capabilities instead of ones ethnicity just to increase diversity in the college atmosphere.However, there is another side to this raging debate over affirmative action. There are a more then a handful of minorities that are qualified for admission, but need that extra help affirmative action grants in order to get admission into that top tier university. Some of these people come from economically challenged backgrounds, they meet the requirements that universities require, but do not excel as some of more competitive students that apply. In these type of situations affirmative action, grants admission to the economically challenged student, rejecting the more qualified one. But who are we to say that the kid from the wrong side of tracks, that was raised with seven brothers and sisters, most of whom havent been to college; doesnt disserve his chance to be the first in his family over the pure bread tutored child? For an ethnic minority, the difference between a junior college and UCLA can be cataclysmic. To summarize my opinion regarding affirmative action; I am not supportive of it even though I am a minority. However, I do realize that it does aid some of those in disadvantageous circumstances a chance at colleges they normally would have a difficult time getting into with an average GPA (competing mostly with 4.0s).

Saturday, November 30, 2019

Public Safety Law Enforcement Records Management Essay Example

Public Safety Law Enforcement Records Management Essay PUBLIC SAFETY LAW ENFORCEMENT Records Management Submitted By Table of Contents 1. 0 Introduction 2 2. 0 Components of a records management system 2 2. 1 System Architecture 2 2. 2 Security 4 2. 3 Query Capabilities 4 2. 4 Reporting Capability 5 2. 5 Interface Capabilities 5 2. 6 State and Federal Reporting with Automatic Transfer Capability 5 2. Basic Statistical Data Modules 6 2. 8 Other Data Modules 8 3. 0 Law enforcement personals 9 4. 0 RMS AND LAW ENFORCEMENT TERMS TO KNOW 11 1. 0 Introduction Managing the daily influx of law enforcement information is a massive job – one that requires the best tools available to not only make it manageable, but also productive. Law Enforcement Records Management solution streamlines the process by linking people, property, places, and related records into one central database with an intuitive user interface. A law enforcement agency needs a Records Management System (RMS) to enter information regarding criminal events that occur in their jurisdiction. The organized information can be easily transmitted to the agency’s State and/or the Federal criminal statistic repository. In addition to transmitting crime data, or for an agency that is not required to transmit crime statistics, the following benefits are also available with a Records Management Systems: * Provide real time information to dispatchers Better manage staffing requirements by shifts, locations and day of the week * Provide an investigator resource * Provide a history of department activity * Provide information to the governing boards and commissions * Provide public information to the media and the public * Help the agency to define its public service policies for non-criminal activity 2. 0 Components of a Records Management System A Records Management System is a comprehensive computer program designed to enter and track crime statistical data and provide the agency management staff with the information needed to manage the agency. We will write a custom essay sample on Public Safety Law Enforcement Records Management specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Public Safety Law Enforcement Records Management specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Public Safety Law Enforcement Records Management specifically for you FOR ONLY $16.38 $13.9/page Hire Writer It is important that the Records Management System be able to send the required data fields to the State (and ultimately, the Federal) crime statistics repositories. Even if the agency is currently not required (based on State guidelines) to transmit statistical data, it may be a future requirement. It is also important that the Records Management System have a user interface that is easy to navigate and that presents important data immediately for the user. 2. 1 System Architecture The type of hardware and software is dependent on the size of the agency. A single PC (equipped with a modem) with an operating system of Microsoft Windows will provide a sufficient platform for a small agency’s RMS tracking needs and State/Federal UCR needs. Larger agencies or multi-agency organizations may require file servers, networks, mainframe computers, or, generally, more sophisticated hardware and software. Features * Incident Report * Case Management * Citations * Arrests * Permits * Warrants * Field Contacts Technical Specs * Utilizes True Relational Databases including MS SQLâ„ ¢ * Central Server or Distributive System Architecture * Share Only the Information You Wish to Share Off Site Data Synchronization 2. 2 Security Juvenile names entered into an RMS need to be identified and protected by restricting access to such names, making them available for reference by appropriate users of the system. Juvenile and other sensitive nature case file and/or other contact information must also be identified and supported through a restricted a ccess mechanism. Other security issues are: System access security (login protection), user level security (user permission of add/edit/delete), query only access (other agency or public access) and Administrative security (security and system management). . 3 Query Capabilities A RMS needs to provide the ability to perform searches (queries) based on one or more criteria (data field) in any combination including â€Å"wild card† searches for partially known data. For example, aquery could be executed in RMS to locate the owner of a green Ford van that has a badly dented front left fender that was reported to be involved in any incident between March 3, 1999, through December 31, 2002, with a license plate number containing the digits â€Å"423. † The query capability should search through data fields and text narrative fields to locate all references of the above example. . 4 Reporting Capability A wide variety of reports including summary, statistical and detailed re ports should be readily available to the user. In addition to reports that are provided with the RMS, the user needs to be able to create unique reports based on specific criteria. 2. 5 Interface Capabilities The RMS needs to be able to easily receive data from a Computer Aided Dispatch (CAD) system and should support and/or provide output to other information sources like Jail Management, neighbouring agencies, Regional and State based data warehouses, Court systems, Imaging systems, Fingerprint systems, etc. . 6 State and Federal Reporting with Automatic Transfer Capability Over the years, the development of a national data collection effort has been established and expanded by the FBI, the IACP (International Association of Chiefs of Police), the National Sheriff’s Association, and various other local, state, and federal criminal justice agencies. Because of the growing challenge of increased crime, the UCR Program has been studied and revised to meet the current and futur e needs of the law enforcement community. The revision of the UCR Program led to the National Incident-Based Reporting System (NIBRS). Crime statistics are gathered on city, state, and federal levels and, ultimately, provide a nationwide view of crime as it is reported by law enforcement agencies throughout the country. The data is used to indicate the levels and nature of crime and to provide a reliable management tool for decision makers of the criminal justice community. NIBRS provides law enforcement with the tool to fight crime by producing detailed, accurate, and meaningful data. In addition to the UCR and NIBRS, there are other State reporting repositories (juvenile only crimes, property loss/recovery, jail statistics, etc. to which an agency may transmit statistical data. 2. 7 Basic Statistical Data Modules A Records Management System is comprised of â€Å"modules† which are simply sections of data grouped by relevance. Each module captures a particular set of data, however, the information (fields) contained in a module needs to be made available to the other modules. For example, an individualâ€⠄¢s name is entered into the Names module, but needs to be listed as the owner of a particular car within the Vehicles module. Following is a description of the basic module data that can be collected in RMS modules: Administrative Data consisting of unique agency information, such as agency name, address, phone numbers, ORI Number, officer badge numbers and names, personnel data, etc. Names Data fields pertaining to a name involved in an incident. A name can be an individual (an adult or a juvenile) or a non-individual (a business, a gang, etc. ). Name information includes addresses, phone numbers, identification documents, general physical characteristics, etc. Incident An â€Å"incident† is defined as one or more offenses committed by the same offender (or group of offenders). An incident module is a database table of all data fields pertaining to the incident that occurred including: * How the incident was made known to the law enforcement agency * In general, what crime was reported * When and where the crime occurred * Who (victims, officers, offenders, witnesses, etc. ) was involved in the crime (links to Names) * State and/or Federal offense codes and statutes or ordinances involved * Various detailed narrative reports provided about the incident pictures or other documents * Arrests * Vehicles Victim Since more than one victim can be involved in an incident, a Victim Sequence Number is assigned to each victim. In addition to the sequence number, the following information should be gathered for each victim: * The UCR offense code(s) which were perpetrated against the victim * Type of victim (individual, business, government, etc. ) * Personal characteristics (age, sex, race, etc. ) * Resident status * Type of injury * Offender number(s) (see Offender) * Relationship of victim to offender number Offender Since more than one offender can be involved in an incident, an Offender Sequence Number is assigned to each offender. If nothing is known about the offender, the number is â€Å"00. † Other information about offenders include: * Age, sex, and race of offender Arrest The data fields regarding all persons apprehended for all criminal offenses. * Arrestee sequence number (to accommodate more than one person arrested per incident) * Arrest transaction number refers to the arrest report number (can be the Incident Number relating to the arrest or a separate arrest number assigned by the agency) * Arrest date * Type of arrest (i. e. summoned or cited) * Offense code for which the arrestee was apprehended * Arrestee personal characteristics (age, sex, race, etc. ) * Disposition of an arrestee under 18 (juvenile) Property Property data fields describe the type, value, and quantity of property involved in an incident. This module also tracks what happens to the property, i. e. , burned, forged, destroyed, recovered, etc. , and the associated dates. 2. 8 Ot her Data Modules Other modules can be used within a Records Management System that are useful in data tracking as well as time and resource management. Following is a list and description of other possible RMS data modules: Citations Written tickets issued by a law enforcement officer when a crime is committed. This module is useful when multiple citations are automatically linked to names and vehicles. Vehicles A repository for cars, trucks, motorcycles, etc. , involved in citations or incidents. Data tracked could be VIN (Vehicle Identification Number), License Plate Number, Make, Model, Year, distinguishing features, etc. Vehicles can be linked to names. Jail Management Details about a person’s stay at a jail. Jail data collection provides for tracking of the following: * Multiple charges * Booking information * Rebook information * Beginning dates, expected release and sentence end dates * Prisoner accounting (for purchases and deposits) * Jail activities (medication, court dates, etc. ) * Inmate housing movements * Electronic fingerprint and mug shots Warrants Provides tracking of the warrant services with a check to determine if the person who was issued the warrant is in jail. Civil Process Provides logs of service attempts including who, where, and when. Also provides accounting management for fees incurred for the process event. Services Billing Tracks chargeable services (such as false alarm incidents, funerals, gun permits, various licenses). Case Management Provides tracking of an incident (case) through the law enforcement system. Property Management Provides for extended tracking of property items the department has in custody that may or may not be related to an incident. Includes the ability to track all of the handling movement of the property (chain of custody) while in the department’s possession. Law Enforcement Employees Management Collects and tracks information relating to all employees of an agency. LEOKA (Law Enforcement Officers Killed or Assaulted) Tracks information pertaining to line-of-duty felonious or accidental killings of and assaults on sworn law enforcement officers. 3. 0 Law enforcement personals Below is a description of the law enforcement personnel and how they use a Records Management System. Data Entry/Records Personnel: Responsible for typing the required information into the correct data fields of the RMS to complete the electronic incident records, process state and/or federal reports, citations and the like. They typically also provide service to the public for incident report requests, summary information for media, requests from other agencies, and officer queries. Dispatchers: Responsible for using the RMS to quickly access information about previous calls at a specific location or related to an individual. The RMS also becomes a tool to check dispositions of former cases or for providing investigator information to officers. Investigators: Who uses the RMS to help solve a case by looking for incident information with similar modus operandi, researching suspect people or vehicles, reviewing previous dispositions regarding a suspect, etc. Patrol Officers: Who enter reports or use the system to follow up on open files regarding vehicles or suspects etc. Department Heads: Responsible for using the RMS to review the currently open case, respond to the public and/or commissions regarding the department’s activity in general or toward a specific incident. Administrative Staff/Supervisors: Responsible for using the RMS to develop officer activity information, local crime statistics, shift management, personnel reviews, etc. 4. 0 RMS And Law Enforcement Terms To Know

Tuesday, November 26, 2019

Action Games Essay

Action Games Essay Action Games Essay Asad-ullah Khan AP English 11/23/14 This rather recent article posted by Science Daily attempts to expand upon previous studies attempting to draw correlations between playing action video games and enhanced learning capacities. Many previous studies were able to conclude a positive correlation between action gaming and faster learning, but did not attempt to answer the inherent question of how the brain appears to learn quicker post exposure to games. This article references a study done at the Proceedings of the National Academy of Sciences which attempts to draw this conclusion through a new discovery of the brain: templates. Templates are a way that brain ‘learns’ how to do new things. The brain identifies and archives different patterns it sees and then retrieves those archives when it sees familiar patterns.  ­Ã‚ ­Ã‚ ­Ã‚ ­Ã‚ ­Ã‚ ­This is interesting concept in that it is not entirely passive; you can create templates on purpose. However, these studies show that action gamers were able to create better templates, faster. The way it came to this conclusion is by comparing a group of people given action games for a week and a group given non action games for a week. It then subjected a pattern matching test and a perceptual learning task, both of which in action games surpassed in. However, there seemed to be a lack of a control variable, making me suspect some of the variables in this experiment. However, the people tested in each group were adequately controlled, and those who received each treatment did seem to show significant difference

Friday, November 22, 2019

Conundrums, Puzzles, and Quizzes

Conundrums, Puzzles, and Quizzes Conundrums, Puzzles, and Quizzes Conundrums, Puzzles, and Quizzes By Mark Nichol What do the three nouns in this post’s title have in common? Yes, they all refer to questions or problems to be answered or solved, but there’s a more interesting commonality: Their very existence is a conundrum, puzzle, or quiz, because they have no etymological paper trail, and no one is quite certain how they came to be. That’s true of a surprising number of words, including flabbergast and flummox, both of which describe the feeling one has when one is puzzled. Many of these terms inhabit a linguistic ghetto reserved for words used informally or humorously; they often started out as slang, as in the case of dogie, a cowboy’s term for a calf, or the verb peter, meaning â€Å"become tired† (as in the phrase â€Å"petered out†), which originated with miners during the mid-nineteenth-century gold rush in western North America. Other slang words with no known origin include fuddy-duddy (meaning â€Å"a conservative or old-fashioned person†), humbug (â€Å"nonsense† or â€Å"someone or something deceptive†), and persnickety (â€Å"obsessed with trivial details†); that last word is a variation of the now-obsolete form pernickety, but the etymological origin of that latter word is unknown. More respectable orphan words include dingy (â€Å"dirty† or â€Å"shabby†), plod (â€Å"proceed slowly and heavily†), and stubborn (â€Å"difficult,† or â€Å"resistant to change or direction†). Many other words are once removed from unknown origin; for example, huge, pivot, and trifle are three of many words borrowed into English from French even though the parentage of those words is unknown. We may not know where these and other words come from, but most orphan words share a common quality: They tend to be vivid and vigorous words writers are encouraged to employ to produce energetic and evocative writing. 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:Regarding Re:Expanded and ExtendedMood vs. Tense

Thursday, November 21, 2019

Cyber attacks Research Paper Example | Topics and Well Written Essays - 2500 words

Cyber attacks - Research Paper Example It is concerned with communications, transportation, water supply, energy, emergency services, and banking and finance. Information Technology has been evolved with new research and reinventions facilitating the critical infrastructure computerized. On the other side, vulnerabilities also emerged causing disruption to the critical infrastructure impacting in several ways. Although there are many vulnerabilities, cyber attacks are the most prominent one. Cyber attacks approach the target in a non traditional way. Due to inequity in the military strengths, hackers attack this critical infrastructure affecting both the economy as well as the military sector of the country (SANS: Critical infrastructure protection). It could be operated by the government or the private sector, both Networks provide opportunities for hackers to intrude the destination remotely and take control of the capabilities and resources these devices has. The impact of hacking in these systems is devastating. For example, hackers may gain access to the military radar systems, credit card data stolen, data stolen from the Federal Bureau of Investigation (FBI) has revealed secret agents and now their life is at risk etc. The capacity of these attacks impact on the country’s economy, security and financial stability. They breach government networks which are directly related to national services. Thousands of new cyber attacks categorized with ‘Major’ and ‘Minor’ are penetrated on the Internet daily. The focus is the power sector of the United States including websites of Poland, South Korea and United Kingdom. They all have witnessed cyber attacks in past few months. Different schools in various sates of America have lost millions of fraudulent wire transfers (Shackelford, 2010). Cyber attacks are intelligent as well as organized. Once the network is hacked, they install small lop holes or software intruders for giving hackers access whenever they

Tuesday, November 19, 2019

Symptoms of Bipolar Disorder Essay Example | Topics and Well Written Essays - 1250 words

Symptoms of Bipolar Disorder - Essay Example Patients’ successful coping with treatment and medication can change the course of depression (Lam et al, 2000). Bipolar disorder consists of several symptoms, some of them being prodromal or predicting the onset of an attack. The purpose of this paper is to critically examine the symptoms of bipolar disorder based on research. Hence, three empirical research articles from peer-reviewed scientific journals will be summarized, and an overview of the research findings from all three studies will be detailed. The distinctive features of bipolar disorder have been determined from earlier research studies. Some reverse neurovegetative symptoms such as hypersomnia or excessive sleeping, hyperphagia or overeating; melancholic symptoms; suicide risk during the depressed phase; irritability, anger, overactivity and psychosis are associated with bipolar depression. The clinical predictors of the disease are early onset of symptoms, bipolar family history, and hypersomina (Perlis et al, 2006). Relapses are likely to occur after long distance traveling when undergoing a jet lag, or from disorder and deviation in the pattern of daily routine (Lam et al, 2000). The main recommendations put forth by the American Psychiatric Association (APA, 2000) for cognitive therapy are the early detection and treatment of prodromal symptoms, the maintenance of regular social interactions and sleep routines (Lam et al, 2000). Research investigations focusing on the symptoms of bipolar disorder are crucial for developing preventive interventions as well as optimally effective therapies for the mental illness. This empirical research was conducted by Simon et al (2008). The authors studied the phenomenon of mood symptoms in people with bipolar disorder, and evaluated how the symptoms related to work productivity. This is a significant topic for research because bipolar disorder being a major cause of disability leads to increased likelihood for loss of

Saturday, November 16, 2019

The Way We Speak Determines How We Think Essay Example for Free

The Way We Speak Determines How We Think Essay Critically evaluate this statement, drawing on the key theories and research that describe the relationship between language and thought. Language has traditionally been characterized by Philosophers as a cognitive tool used to freely externalize ones thoughts (Green, 2010 as cited in Kaye, 2010). The relationship between language, thought, culture and reality has occupied the minds of many for centuries. Early theorists argued that language and thought were two separate systems which â€Å"enter into an array of interconnected cognitive structures† (Chomsky, 1983). Extreme nativists and constructivists are key proponents of innateness and argued that knowledge and thought hold a significant innate property which exists prior to the development of language acquisition and is dependent on thought for its development. (Fodor, 1975 cited in Green, 2010) In recent years, contrasting with this position, researchers have provided empirical evidence to support a causal relationship between both language and thought which indicates how we speak does shape how we think but also how we think can influence how we speak. Boroditsky, 2010) The emergence of this new evidence elaborates on earlier ideas associated with the Whorfian hypothesis (Whorf, 1956 cited in Green, 2010) and focuses on an alternative approach, linguistic determinism. This essay will explore the different theoretical approaches and provide evidence which demonstrates how no one theory has provided conclusive empirical evidence that supports how we speak determines how we think. Preliminary studies on language and thought have resulted in contributory and conflicting information which looks at the definitions and functions of language and thought, the interactions between both and the origins. Language and thought have been considered to be some of the key components which define human nature and what it means to be human. Aitchison (2007) highlighted some of the key features which define our uniqueness as humans but also certain characteristics we share with our animal relatives. Semanticity is one feature which separates us from other species. Humans use words to communicate and to represent objects and actions. In contrast animals use sounds to communicate information about a situation. For example blackbirds give a recognizable call for danger but it does not inform others of the type of danger present. Another feature which separates us from animals is creativity. Humans have the ability to understand and produce an infinite number of novel grammatical expressions with little evidence to demonstrate this skill in animals. These differences between species demonstrate the difference between language and communication and have led to other questions about how and why language acquisition was developed (Aitchison, 2007, cited in Green, 2010). Furthermore like any other psychological dichotomy, psychologists and philosophers have questioned whether language shapes our thoughts and ideas or whether our thoughts are merely represented through what we say. One approach which argues against the notion of language influencing thought is the constructivist position. According to this approach, language is seen as an emergent property that unfolds as a result of cognitive development therefore suggesting that language may not determine how we think (Piaget, 1923, cited in Green, 2010). Evidence from Piaget’s (1923) epistemological studies demonstrates how thinking and other cognitive abilities such as symbolic play, mental imagery all exist in children before language development. However one major criticism of this theory suggests that if this idea is to be true, then children with visual or auditory impairment are likely to be handicapped in language due to insufficient sensory input. However research has indicated no difference between the rate and time which impaired children obtain their earliest words compared with seeing children. Bigelow, 1987; Nelson, 1973) Although this evidence rejects Piaget’s (1923) theory, considerations need to be applied for parents of visually impaired children compensating for the impairment. Further issues with Piaget’s (1923) theory suggests that if certain levels of cognitive development are required to assist language ability, then his notion of object permanence should precede the acquisition of concepts and objects Xu (2002) research found opposite results to Piaget’s (1923) ideas which demonstrate how a child as early as 9 months old was capable of distinguishing between two objects. Because of this conflicting information, it is difficult to assign a causal relationship between language and thought within this framework (Xu, 2002, cited in Green, 2010). In addition, the extreme nativist approach led by Fodor (1983), postulates that all concepts are innate and we possess language syntax of thought. His key ideas are centered on the content of concepts and the structure of propositions. Fodor (1983) proposed that some cognitive systems (language) are modular and interface with non-modular central systems such as memory and thinking. One of the main aspects of interest in Fodor’s (1983) framework is the acquisition of concepts. Unlike empiricists who argue that children proceed through a process of inductive generalization to understand a new concept, Fodor (1983) suggests that this is not the case and that concepts are innately pre-programmed and not learnt (Russell, 2004 cited in Green, 2010) He describes vocabulary acquisition as attaching names to pre-existing categories and concepts which are broken down into components until the end point is reached. He also explains how new or complex concepts are developed (. i. e. ipad) by decomposition into their basic elemental components. From this, it would suggest that language develops from already pre-existing concepts or thoughts which would show the directional flow of influence to come from thought rather than speech. Chomsky (2006) is also a staunch proponent for the nativist approach and offers complimentary ideas to Fodor’s (1983) theory on innateness. He argued that the syntax of language is innate and that a universal grammar underpins language. The theory suggested that linguistic ability manifests itself without being taught, and that there are properties that all natural  human languages share (Chomsky, 2006). Exploration of this hypothesis focused on word order, structure and parameters. Universally the random order of words differs amongst cultures. For example in English we use subject-verb-object language compared with those in Japanese who use Subject-Object-Verb. Chomsky (2006) argued that although the mental grammar differs from language to language, the process by which certain sentences are perceived as correct while others are not is universal and independent of meaning. He also argued that language acquisition is obtained through an innate language acquisition device. His theory later evolved into principles and parameters theory and looked at the abstract rules applied when learning a language. One of the key tenets of Chomsky’s (2006) theory is that language is independent of cognition and does not influence how we think. Criticisms of his theory are highlighted as complete disregard for meaning and the social aspects or environment at which a child first acquires its words. Other critiques look at evidence produced by children with a hearing impairment. Questions surround what kind of parameters they would apply when using sign language. If Chomsky’s (2006) theory is to be correct then, it does not explain how children who learn two languages at once can apply parameter settings (Messer, 2000 cited in Green, 2010). Contrasting with the nativist approach, linguistic determinism argued in support for the notion that language influences or even determines how we speak. These ideas were first presented in the early 1930’s by Edward Sapir and Benjamin Lee Whorf, who studied how languages vary and proposed ways that speakers of different tongues may think differently. Due to lack of empirical evidence at the time, their ideas of determinism (Whorfian hypothesis) were rejected but later reinstated with a weaker, less controversial notion of linguistic relativism, suggesting how language influences thought rather than determines it. Green, 2010) Firstly many of the early studies supporting Whorf’s hypothesis derived from studies of colour perception and naming. Brown and Lenneberg, (1954) found cross-cultural differences in the speed of colour naming and recognition, related to colour terms in different languages, though the study found correlations rather than a causal relationship. Additionally later research by Roberson et al, (2000) in the Berinmo people of Papua New Guinea showed findings which do support the Whorfian hypothesis and showed evidence for an effect of language on colour perception (Green, 2010, p. 66-372). Secondly more recent experiments carried out by Boroditsky, Winawer, Withoff, Frank and Wu (2007) investigated whether linguistic differences led to differences in colour discrimination between Russian and English speakers. Unlike English speakers, Russian speakers divide the colour terms on the spectrum differently. For example Russian speakers make a distinct differentiation between lighter blues and darker blues whereas English speakers would categories all colours of blue under on label. The experiment measured colour discrimination performance using a basic perceptual task. The results showed that Russian speakers were faster to discriminate two colours if they were part of the different linguistic categories in Russian than if the two colours were from the same category. Further effects of language were seen with English speakers who did not show any category advantage under any condition hence demonstrating how categories in language can affect performance of colour discrimination or how we speak can influence how we think. Thirdly research has also investigated spatial cognition and non-linguistic tasks and has shown how different cultures spatialize time depending on the available spatial representations (Green, 2010, p. 368). For example Dutch speakers use right and left in relation to object-centered frames of reference compared with the Mayan people of South America who use the compass points (North,South,East,West) for both geographic and object-centered frames of reference. Brown and Levinson (1993) conducted a study to investigate if these different frames of reference influenced the encoding of spatial relationships. The results showed that Dutch and Tzeltal (Mayan) speakers showed differences in reconstruction of a spatial array of objects, depending on encoding in their language which provides support for the Whorfian hypothesis and also shows how we speak can influence how we think. One critique of this experiment is the location of the task was not considered. Li and Gleitman (2002) argued that changing the environment in which spatial tasks occur can change the frame of reference used. The results from their study did demonstrate that within a different environment, participants chose to use a relative frame of reference hence highlighting the importance or significance of environmental factors in determining the frame used. Finally Boroditsky, (2001) also looked at the concept of time and whether aspects of language and culture influence how we think about this domain. Her study investigated how Mandarin and English speakers represent time and whether temporal metaphors differ between the two groups. English and Mandarin speakers both use horizontal (front/back) spatial terms to talk about time but differ in the use of vertical (up/down) spatial terms which are used by Mandarin speakers but not English speakers. Participants from both groups were asked to verify statements in English about temporal relationships from a scene containing objects that were arranged either along the vertical or horizontal dimension. The results showed that both groups organize time from left to right which is consistent with their writing direction but also that Mandarin speaker’s show evidence of vertical representation of time with earlier events represented further up after vertical priming and no evidence for this in English speakers. The results of this study provide evidence for cross-cultural differences in temporal reasoning and also support for language influencing thought. However compelling this evidence is, these findings have not been replicated in later studies. To conclude, it is clear that the above recent evidence provides support that demonstrates a transactional or causal relationship between both thought and language however due to the lack of successful replication of these results and the requirement for further investigation, once cannot conclude the notion of linguistic determinism. The way we speak does not determine how we think, but is more influential in shaping some aspects and in both directions. One must also consider that certain aspects of this cognitive process are indeed innate, that we are designed with a pre-disposition to develop language as a means of communication. It is also possible that both innateness and linguistic determinism explain different components of the same process, depending on the situation and context we find ourselves in. As the field of cognitive psychology progresses and further evidence is provided we may be able to settle on one explanation or another.

Thursday, November 14, 2019

the garand :: essays research papers

The US Rifle M1 was the first semiautomatic rifle to be the standard small arm of the US Military, and the first semiautomatic rifle to be adopted by a major military power. It was the product of a genius, John Cantius Garand. While the M1 Rifle was never officially referred to as the Garand, it is known by no other name so widely. First adopted in 1936, the M1 Rifle served the US in World War II, Korea, a host of "police actions" and interventions, and, in the hands of allies, in the Vietnam War. Even there the US Army used the M1 rifle as a sniper rifle even though the M1 had by that time been supplanted by the M14 and later the M16. The M1 Garand is a full-blown combat rifle with maximum range of 3,200 meters and maximum effective range of 400 meters. Fully loaded with 8-round en block clip, cleaning kit in butt stock, sling and with stock of dense GI issue wood the M1 weighed in at 11-1/4 lbs. The M1 came into production in 1936 using the .30-06 rifle cartridge. It was the designated service rifle of World War II and the Korean War for the United States Military. Also was designed for semi-automatic fire using a spring steel clip containing 8 rounds. This is where the term "clip" originated. All other rifles used a detachable or fixed magazine. There is some discussion on whether this is accurate though. The M1 Garand was designed for long-range accuracy and was the only rifle that had fully adjustable rear sights, with windage and elevation. Criticisms of the M1 are its weight, limited ammunition supply, the fact that single rounds could not be pushed in (8 round clip, or nothing). Also, the spent clip was automatically ejected after the last round was fired, making a distinctive sound, which could be fatal in close quarter or sniper operations. This be true the M1 proved to be quite accurate, durable, rugged and reliable. The M1 Rifle was also distributed to several nations under many American military assistance programs and used to date. During The Vietnam War the M1 served as a training rifle for troops inducted into the U.S. Army and still serves in the training rifle role for the U.S. Navy. The M1 was the main rifle of many military reserve units until the mid-1970s (for example, the M1 was seen in the hands of Illinois National Guard troops during confrontations between Guardsmen and demonstrators outside the 1968 Democratic National Convention complex), when it was replaced by the M16.

Monday, November 11, 2019

Student assessment methodologies related to the EHEA

This paper concerns university instructors ‘ ratings of their pupils ‘ competencies ( cognition and accomplishments ) and discusses student-centred and competency-based higher instruction in the European Higher Education Area ( EHEA ) . The statement is that a dramatic displacement of focal point has taken topographic point in European higher instruction, from teacher-centred to student-centred instruction, and instructors in this system need to familiarise themselves with this displacement and the related constructs. For illustration, the course of study and appraisal methodological analysiss in today ‘s universities emphasize competencies and concentrate on what pupils can execute and how these competencies can be related to work. In order to get a comprehensive apprehension, cognition about the historical roots behind student-centred instruction and competence development may be required, and this paper attempts to supply some of this information. With these new penetrations, a pick will necessitate to be made: should these tendencies be resisted and the old methods of supplying classs be adhered to, or should the air currents of alteration be accepted and versions be made – or possibly the best pick lies someplace in between these two options? Regardless of one ‘s emotions, such a personal pick should be based upon and motivated by the best information available.The Bologna Process and the EHEAThe European Higher Education Area, EHEA, is an international undertaking in Europe and beyond, in which higher instruction systems are made more crystalline and in sync with one another. Founded in 2010 as a consequence of the Bologna Declaration ( 1999 ) , it presently comprises 47 national provinces and a figure of advisory organisational members. The historical roots of the Bologna Process can be traced back to a figure of earlier understandings ; it is of import to pay attending to these in order to to the full understand the proced ures and the EHEA of today. The 1997 Lisbon Recognition Convention and the 1998 Sorbonne Declaration The Lisbon Recognition Convention is an understanding between a figure of member provinces of the Council of Europe and a figure of of import provinces in the field of higher instruction, including, for illustration, Australia, Canada, New Zealand and the USA. The Convention stipulates that grades and periods of survey must be recognised â€Å" unless a significant difference can be shown † ( Lisbon Recognition Convention, 1997, p. 7 ) by the establishment that is charged with acknowledgment. The Sorbonne Declaration, signed in 1998 by four European states ( France, Germany, Italy and the United Kingdom ) , was an understanding sing higher instruction with the intent of coming to a common apprehension and working together to promote survey periods abroad, to better excellence in survey and research, to develop a common apprehension of instruction and acquisition and to promote cooperation. In order to enable comparing, the Sorbonne Declaration put frontward a system of rhythms and a system of credits ( the European Credit Transfer System, ECTS ) . The Declaration ends with a call to other provinces â€Å" to fall in us in this aim and aˆÂ ¦ [ to ] all European Universities to consolidate Europe ‘s standing in the universe through continuously improved and updated instruction for its citizens † ( Sorbonne Declaration, 1998, p. 3 ) . The 1999 Bologna Declaration and the ECTS system The 29 states that signed the Bologna Declaration in 1999 agreed to back up the thoughts expressed in the Sorbonne Declaration and to co-ordinate policies in order to make a figure of aims, peculiarly to â€Å" set up the European country of higher instruction and to advance the European system of higher instruction world-wide † ( Bologna Declaration, 1999, p. 3 ) . Among the chief stakeholders in the Bologna Process-a procedure implemented from 1999 through 2010-were the European University Association, the European Association of Institutions of Higher Education, the European Association for Quality Assurance in Higher Education, the Council of Europe, the European Commission, UNESCO, the European Students ‘ Union, and the assorted authorities curates responsible for higher instruction ( Heinze & A ; Knill, 2008 ) . The stakeholders held a figure of semiannual meetings in Paris ( 1999 ) , Prague ( 2001 ) , Berlin ( 2003 ) , Bergen ( 2005 ) , London ( 2007 ) , and Leuve n and Louvain-la-Neuve ( 2009 ) . The Bologna Declaration is non a lawfully binding papers ; alternatively, it is an understanding in which the participating states voluntarily synchronise their systems of higher instruction based on thoughts antecedently expressed in the Sorbonne Declaration ( 1998 ) . This synchronism implies that pupils ‘ makings are defined in footings of larning results, instead than in footings of the length of survey, which, in bend, means that the basic unit has shifted from the figure of professor contact hours to student work load. It besides requires the acceptance of determined degrees of higher instruction makings, for illustration the unmarried man ‘s and maestro ‘s grades. The European Credit Transfer System ( ECTS ) , which was discussed in both the Sorbonne and the Bologna declarations, is based on the work load required by the mean pupil to accomplish the aims of a class, that is to state, to successfully finish the work required and go through the obligatory scrutinies, which in bend are based on the class ‘s course of study and expected larning results. The ECTS is an instrument implemented to acknowledge pupils ‘ study-periods, but it is of import to retrieve that the intent of the original Declarations, including the debut of the ECTS system was non merely to help pupils. Another-equally important-purpose was to sharpen Europe ‘s fight, as Adam ( 2001 ) reminds us. The politicians and policy shapers did non outline the Sorbonne and Bologna declarations based on unselfish philanthropic gift, instead they were concerned â€Å" about the nature and fight of European higher instruction † ( Adam, 2001, p. 292 ) . Student-centred instruction and acquisition results The footings student-centred instruction and larning results ( Otter, 1993 ; NCIHE, 1997 ) are given outstanding topographic points in the Bologna Process and in the paperss released by the higher instruction curates. The Leuven/Louvain-la-Neuve Communique from 2009, for illustration, discusses the importance of student-centred acquisition ; in it, the curates stipulate that student-centred larning â€Å" requires authorising single scholars † and â€Å" new attacks to learning and larning † , every bit good as â€Å" effectual support and counsel constructions and a course of study focused more clearly on the scholar † ( Leuven/Louvain-la-Neuve Communique , 2009, p. 3 ) . Student-centred instruction includes the possibility for pupils to take their ain survey waies during their old ages at higher instruction establishments and sections. The curates acknowledge this and reason that the curricular reform taking topographic point in the EHEA will â€Å" be an on-g oing procedure taking to high quality, flexible and more separately trim instruction waies † ( Leuven/Louvain-la-Neuve Communique , 2009, p. 3 ) . From reading the Communique , it is clear that the curates are confident that student-centred acquisition should be the end of the course of study reforms during the Bologna Process. The term larning results is besides conspicuously discussed in the ministerial communiques, such as the Berlin Communique from 2003. Competence-based instruction The construct of competencies has been used in assorted educational scenes over the last decennaries, both in the USA and in Europe. In the context of the Bologna Process, the term was used in the Bologna Declaration, which stated that â€Å" a Europe of cognition † was an of import factor for growing and for supplying Europe ‘s citizens with â€Å" the necessary competencies to confront the challenges of the new millenary, † ( Bologna Declaration, 1999, p.A 1 ) . The construct was besides extensively used in the Tuning Educational Structures in Europe undertaking. The purpose of the Tuning undertaking, which began in 2001, was to tune the educational constructions in European higher instruction and to ask for argument sing â€Å" subject-specific and general competencies † ( Tuning, 2002, p. 3 ) . At the Prague Ministerial meeting in 2001, it was stated that Europe ‘s citizens should be able to â€Å" efficaciously utilize their makings, competences and accomplishments † throughout the EHEA ( Prague Communique , 2001, p. 1 ) . It is interesting to detect that the Prague Communique uses the term â€Å" competences † , alternatively of â€Å" competencies † , unlike other communiques-it is non clear if this was a witting determination from the curates. Four old ages after the Bologna Declaration, the construct of competencies was besides discussed in the Graz Declaration ( 2003 ) , published by the European University Association ( EUA ) , where a continued development of a common definition of competencies was emphasised. Subsequently the same twelvemonth, when the curates responsible for higher instruction met in Berlin, they acknowledged the statement put frontward in the Graz Convention ( Berlin Communique , 2003 ) . Therefore, the Berlin Communique states that the member provinces should â€Å" lucubrate a model of comparable and compatible makings † ( Berlin Communique , 2003, p. 4 ) and that this model should depict makings in footings of larning results and competencies. In the same communique , the curates besides declared the demand to reaffirm the Lisbon Recognition Convention and to heighten the fight of European higher instruction. The EUA ‘s following of import papers, the Trends-IV Report ( 2005 ) , was published prior to the meeting of European higher instruction curates in Bergen in 2005. The study indicated that â€Å" some agnosticism † existed in certain parts of Europe towards the thought of competence-based instruction. The study besides addressed the fact that differences sing learning attacks and â€Å" the grade to which student-centred acquisition [ was a portion of ] †¦ the mundane life at universities † prevailed ( Trends-IV Report, 2005, p. 48 ) . The curates go toing the 2005 Bergen meeting took note of the consequences and suggestions presented in the Trends-IV Report and discussed the demand for continued work in the EHEA. An overarching model for makings was adopted for the undergraduate, maestro and post-graduate degrees, every bit good as forms for each rhythm, â€Å" based on larning results and competencies † ( Bergen Communique , 2005, p. 2 ) . In 2007, competencies were briefly mentioned in the London Communique , in which the European higher instruction curates concluded that higher instruction should play a strong function in â€Å" raising the degree of cognition, accomplishments and competencies in society † ( London Communique , 2007, p. 5 ) . In this Communique , the curates discuss the ways in which developments have brought them â€Å" a important measure closer to the realization of the European Higher Education Area † and reference that this country has been developed in a mode that will â€Å" ease mobility, addition employability and strengthen Europe ‘s attraction and fight † . Competences were besides briefly mentioned in the Leuven/Louvain-la-Neuve Communique in 2009. The Communique , which was agreed upon in April 2009 by the curates responsible for higher instruction in the so 46 states of the Bologna Process, discussed the importance of employability and asserted that â€Å" higher instruction should fit pupils with the advanced cognition, accomplishments and competencies they need throughout their professional lives † ( Leuven/Louvain-la-Neuve Communique , 2009, p. 3 ) . In March 2010, the curates of the states take parting in the Bologna Process adopted the Budapest-Vienna Declaration and officially launched the European Higher Education Area. The curates continued to admit the importance of supplying pupils with the chance to get â€Å" cognition, accomplishments and competencies † and agreed that the acquisition environment should â€Å" further student-centred acquisition † ( Budapest-Vienna Declaration, 2010, p. 2 ) . Recognition was besides given to the original Bologna Declaration of 1999 and its vision for 2010, in which pupils would profit from just acknowledgment of their makings.The impact of the Bologna Process in the EHEATherefore far, student-centred and competency-based instruction and pupils ‘ competencies on the pan-European policy degree have been discussed. However, it is every bit of import to turn to these facets from regional and national positions in order to to the full appreciate and understand the challen ges posed to instructors and staff at the establishments and sections that constitute the EHEA. An increased force per unit area on higher instruction establishments and sections The mundane determinations made at higher instruction establishments are influenced by complex issues, doing it hard to expect extroverted alterations and the practical deductions of these alterations ( Newton, 2003 ) . The Bologna Process, and the creative activity of the EHEA, has increased faculty members ‘ work load. Furthermore, increased competition between different higher instruction establishments to enroll pupils and staff has been observed. Rapid and extremist alterations in educational methods have besides taken topographic point as a effect of the important developments in computing machine and Internet-based instruction. The new type of pupils, who are much more familiar with using the cyberspace in order to obtain information, puts new demands on the establishments of higher instruction in footings of advanced larning methods, such as unfastened and distance acquisition, with support from information and communicating engineerings ( ICT ) . These demands are coup led with an increased force per unit area on higher instruction establishments, managers and caputs of sections to be accountable and to go through the audit from assorted governments and regulating organic structures. In amount, these tendencies add to the overall challenges faced by educational suppliers who deal with issues related to learning and larning on a day-to-day footing in order to program and put to death high quality instruction and pupil appraisals. The drawn-out debut procedure – an illustration from Portugal The debut of the Bologna reform within each member province has been a drawn-out procedure. In Portugal, for illustration, the execution of the Bologna procedure has taken rather some clip and has caused stakeholders a certain sum of problem. One ground for these jobs can be attributed to â€Å" the elaborate and normative traditions of the Lusitanian statute law † , harmonizing to Veiga & A ; Amaral ( 2009, p. 57 ) . In a 2006 study of higher instruction establishments in Portugal, Veiga and Amaral ( 2009 ) demonstrated that universities had high outlooks â€Å" of more horizontal mobility activities † on the maestro ‘s degree after the Bologna Process was implemented. However, this expected addition in mobility has non manifested itself, partially as a consequence of jobs with â€Å" the articulation between rhythms † and â€Å" some deficiency of coherency between the different types of Masterss being developed † ( Veiga & A ; Amaral, 2009, p. 61 ) . Veiga & A ; Amaral besides report issues associated with the incorrect usage of the ECTS system in Portuguese higher instruction. Veiga & A ; Amaral ‘s ( 2009 ) information indicate that the precedence among many establishments was to travel from a learning paradigm to a student-centred acquisition paradigm, stating, â€Å" Lusitanian higher instruction establishments saw Bologna as a window of chance to present pedagogic and curricular reforms without aiming [ other reforms ] to the ends of Bologna † ( Veiga & A ; Amaral, 2009, p. 62 ) . Veiga and Amaral concluded that the execution of Bologna in Portugal has been â€Å" achieved in name merely † ( Veiga & A ; Amaral, 2009, p. 67 ) , as a effect of the velocity by which the Bologna Process was implemented and the deficiency of information and legislative support from the authorities. The challenges of module development and preparation – an illustration from Spain Diaz, Santaolalla & A ; Gonzalez ( 2010 ) conducted a survey of attitudes among module and of the sensed preparation demands among these professors, to react to the challenges of the EHEA. The survey, which included 257 university instructors in humanistic disciplines, societal scientific disciplines, experimental scientific disciplines, wellness, and engineering from the Complutense University of Madrid, focused on the EHEA and policy devising in general. In peculiar, the survey focused on the cognition and attitudes among these module members and the sensed preparation demands for the instructors based on the demands of the EHEA. The consequences show that about one tierce of the instructors report that they possess merely superficial cognition about the EAHE, and about one 3rd province that they are non certain how the EHEA-induced alterations will impact them as instructors. 66 % of the sample indicated that there is a demand to alter learning methods, but at the same clip 57 % d o non believe that the structural conditions of the establishment and their sections will back up the development work needed to suit the instruction that is being offered to the demands of the EAHE system. Based on their consequences, Diaz, Santaolalla & A ; Gonzalez ( 2010, p.A 112 ) provinces that â€Å" module preparation causes a batch of passion to billow † and that it likely will do it even more hard to plan this type of plans. The usage of the construct of competence-based instruction The term competence-based instruction has been contested, and certain persons have argued that it is merely a term used by policy shapers for political and societal grounds, instead than resting on a scientific footing. Hodge ( 2007 ) , for illustration, notes that the term competence-based ( or performance-based ) instruction has been used for decennaries to intend different things, and claims that policymakers in Europe presently use it as a bombilation word and as a conceptual footing for redesigning course of study and learning scenes within the EHEA, based on a political docket. Indeed, the term competence-based ( or performance-based ) instruction has long been used in assorted educational scenes and by different organisations, such as the American Association of Colleges for Teacher Education ( AACTE ) . For illustration, the AACTE appointed a Committee on Performance-Based Teacher Education in the early 1970s, which issued a list of features of successful performance-based instruction ( Elam, 1971 ) . Harmonizing to this list, competencies to be demonstrated by the scholar, e.g. a pupil, should be stated in order to be able to measure the scholar ‘s behavior. The standards to be used in this appraisal should besides be expressed and should depict the degrees of competencies. Furthermore, the instructional programmes, that is to state, the classs, should assist develop scholars ‘ competencies, and the appraisal of the pupil ‘s competencies should use public presentation as the primary beginning of grounds ( Elam, 1971 ) . At least a part of the historical roots of the construct of competence-based instruction lies in the USA, the Cold War epoch ( 1950-1970 ) , and the technological competition between E and West ( Hodge, 2007 ) . The initial success of the E, with its Sputnik programme at the terminal of the 1950s, for illustration, was a irritant in the West ‘s side and in its instruction and preparation programmes. In the USA, extended probes and reorganisations of schooling and professional programmes were undertaken. One consequence of this check-up was that the educational focal point shifted from academic cognition to practical and applicable competencies and utile results. Teacher instruction in the US was besides affected by this probe, as educational programmes were reorganised. The instructor instruction programmes were reformed to concentrate more on single demands and existent work demands, and, as a effect, alterations in appraisal besides took topographic point, with a stronger acc ent on measuring public presentation and discernible results. In the late sixtiess, for illustration, the American authorities issued instructions to the establishments responsible for teacher instruction to develop new course of study with a stronger focal point on public presentation and behavioral results, competencies to be learned and the rating of these public presentations, results and competencies ( Hodge, 2007 ) .Appraisal and scaling in the EHEATherefore far, the constructs of student-centred and competency-based instruction in the EHEA have been discussed. Our attending will now turn to university instructors ‘ ratings of their pupils ‘ competencies. Different appraisal formats Methods of measuring and rating undergraduate pupils vary across Europe ( Sullivan, 2002 ; Karran, 2004 & A ; 2005 ) . Numerous attacks to assessment and assessment methods proving a scope of accomplishments and abilities exist. The most common method is to allow the pupils write tests, essays or studies, but there are many other attacks used for appraisal, such as self- and peer appraisal and workplace-based appraisal in off-campus locations. It is of import for instructors to use the optimum attacks and methods, based on the classs ‘ course of study, and to give pupils a mix of attacks and methods, thereby enabling them to show the scope of their abilities. Traditionally, it is the instructor who assesses the pupils, but coachs in supervised vocational preparation pattern or director off-campus may besides analyze and rate the learning advancement of pupils, presuming that they are prepared for this undertaking and that they receive support. Regardless of who assesses the pupils, it is of import that the rating is based on clear and available standards and defendable grounds ( Brown, 1999 ) . Scoring and rating pupils In higher instruction, there are numeral tonss and classs. Classs are frequently given in the signifier of letters ( or some other descriptive component ) and are applied to peculiar public presentations. A passing class is frequently achieved when certain standards, designed to set up whether pupils have reached a minimal degree of competence, are met. The scaling of pupils, i.e. the procedure by which a instructor assigns values to a pupil ‘s public presentation ( for illustration 1-10 or A-E ) , plays a important function in higher instruction. Classs are of import to such interested parties as possible employers, Ph.D.-programme admittances commissions and bookmans, who analyse the effects of educational scenes ( Davies & A ; Graff, 2005 ) or who analyse the prognostic cogency of classs, that is to state, to what extent classs from classs can foretell future public presentations in alumnus classs and in professional life ( Taylor & A ; Albo, 1993 ; Gonnella, Erdmann & A ; Hoja, 2004 ) . But above all, classs are of import to the pupils themselves. Previous research confirm that pupils hold strong positions about appraisal and scaling, and these positions influence the ways in which pupils approach larning and analyzing ( Sambell, McDowell & A ; Brown, 1997 ) . Student-centred appraisal In the European Higher Education Area, appraisal is regarded as something meant to heighten pupils ‘ acquisition ( Leathwood, 2005 ) . Therefore, assessment governments and formats are get downing to alter, going formative instead than simply summational. In add-on, the possibilities of utilizing a assortment of appraisal techniques, including self- and peer appraisal and problem-based acquisition and appraisal techniques, deserve to be explored ( Segers & A ; Dochy, 2001 ) . The job, from the position of instructors who are used to multiple pick questionnaires and similar trials, is that these modern appraisal signifiers are perceived to hold lower degrees of dependability and cogency. Furthermore, appraisal in the EHEA will besides be more practical and non-academic, instead than simply scholastic and for the exclusive intent of fixing undergraduates for post-graduate surveies. During the last decennary, involvement among educational suppliers in inquiries sing appraisal and scrutiny has increased, every bit good as in how different methods of appraisal affect pupil acquisition ( Wilson & A ; Fowler, 2005 ; Leathwood, 2005 ) . It has become more and more common for university and college instructors to utilize formative appraisal, instead than merely summational appraisal, to heighten pupil acquisition ( Segers & A ; Dochy, 2001 ) . Formative appraisal is an rating whose intent entails modifying and/or bettering an educational class or the pupils ‘ acquisition environment, based on information obtained during the class. Summational appraisal, on the other, refers to the traditional method of measuring pupils ; it takes topographic point at the decision of a class, with the intent of finding the class ‘s effectivity and the pupils ‘ classs ( Roos, 2005 ) . The relationship between classs and future workplace success Research concentrating on classs and workplace public presentation after graduation makes usage of two theories: cognitive accomplishments theory claims that pupils develop their cognitive accomplishments during their clip at the university and that their degrees of public presentation are seeable in their classs. These accomplishments so lead to success in the workplace, and, since productiveness is rewarded with increased net incomes, â€Å" a positive relationship should be between academic accomplishment and net incomes † ( Donhardt, 2004, p. 281 ) , as â€Å" the more educated the employee, the more productive he/she isaˆÂ ¦ and that employers reward more extremely educated workers with higher wage † ( Donhardt, 2004, p. 273 ) . Meanwhile, Certification theory claims that occupation appliers ‘ certifications ( grades and sheepskin ) are what affairs to employers, instead than classs. Harmonizing to this theory, classs have no influence on future net inco mes. Donhardt ( 2004 ) studied net incomes ‘ results by researching the anticipation and growing of net incomes over the first 3 old ages following graduation. Classs were the step of academic achievement, and net incomes were declarative of the value ascribed to an person. Donhardt wished to find whether accomplishment in college, as measured by class point norm, can foretell the growing of net incomes over clip. He expected â€Å" rate point norm to be cardinal in the relationship † ( Donhardt, 2004, p. 281 ) . However, his consequences indicated that class point norm had small impact on net incomes. GPA was non a important variable and had really small correlativity with net incomes. Nor did pupils with high classs experience significantly higher growing of net incomes over clip when compared with pupils with lower classs. Donhardt concluded the enfranchisement theory, which claims that occupation appliers are frequently screened based on their university grades, since gra de certifications designate the pupil as a difficult worker, to be more plausible. This determination is nil new to research workers in higher instruction. In old research, Pascarella and Terenzini ( 1991 ) , for illustration, have demonstrated that a positive association exists between holding a college or university grade and success in the workplace.Looking in frontThe following Ministerial Meeting will be hosted by Romania in Bucharest on April 26-27, 2012. At this meeting, the curates will look into the advancement that has been made in the Leuven/Louvain-la-Neuve docket and will endeavor to drive it frontward. The undermentioned ministerial conferences will be held in 2015, 2018 and 2020. What can be expected in the close hereafter with regard to higher instruction in Europe? Competency-based instruction and student-centred appraisal methodological analysiss will most surely continue to be utilised, merely as the merchandisation of higher instruction seems likely to go on. Glo bal economic factors will go on to act upon educational systems and the labor markets, and higher instruction establishments will confront even ferocious economic competition from one another. This paper has described the general understandings and the international character of the Bologna Process ; the assorted histrions and administrations involved have merely been superficially outlined. Many more constructions and factors impact the Bologna Process and impact the EHEA. For the establishments and sections, it is critical to be witting of constructions and factors on the local degree, for illustration in the planning and execution of professional development and preparation for university instructors and other staff. In these attempts, it is of import to admit, for illustration, â€Å" the instructors ‘ ain demands, the possible differences associated to scientific Scopess, and academic and age class † , as Diaz, Santaolalla & A ; Gonzalez ( 2010, p. 117 ) reminds us.

Saturday, November 9, 2019

Aeneas and Beowulf

Aeneas was the son of Anchises out of Venus (Hamilton 208), prince of Troy, a vagabond exile who became consort to a Queen and father of Rome. No other hero of antiquity had the piety so treasured by the Roman people. For his part, Beowulf was the son of Ecgbeow, exiled for his father's crimes, Grendel's bane, Dragon Slayer, and King of Geats. His deeds of valour are sung by Saxons and Norsemen alike. Separated by a great span of time and distance, Aeneas and Beowulf shared similarities in that both were all but fearless and are eternally remembered for their pious valor and the mighty deeds they wrought. Aeneas of the â€Å"Iliad† was a Trojan prince. Valiant in his own right, though not as forthcoming in arms as his kinsman Hector, he labored mightily to protect his native Troy from the wrath of the Greeks (Camps 23). In the end, he failed and the realm fell to its enemies. He alone of the Trojan lords survived the rape of Troy and leads the survivors into exile. Thus does Homer conclude his tale of Aeneas, Aphrodite’s son. In his quest to forge the founding epic of Rome, wise Virgil conceived the â€Å"Aeneid†, the saga of an exile who would become the true founder of Rome (Hamilton 220). Continuing where Homer left off, Virgil had Aeneas take the remnant of his people away from the land of their sorrows. He bore with him the statues of the household gods of Troy. a pious symbolism of taking all that remained of Troy with him (Aeneid Book I).   Daring the perils of the Mediterranean, he sailed about in a Greek lake. Every land he passed posed peril from Greeks, if not Cyclops, Harpies or other fell beasts. Yet for all his perils Aeneas held his course, he quailed not and only the charms of Queen Dido could stay the Trojans for long. Beowulf, on the other hand, had no divine parentage. The true author of this saga cannot now be known. Tradition (Wikipedia) places the author as an Anglo-Saxon from the 7th century A.D. Unlike Aeneas, whose deeds were spun by the fruitful mind of Virgil, Beowulf may very well have been an actual King Geats sometime in the 5th century A.D. However, his heroic deeds have placed him high in the pantheon of Anglo-Saxon heroes. Beowulf’s father Ecgbeow murdered Heaà °olaf, a Wulfing noble. Unable to pay the were gild to compensate for killing Heaà °olaf, Ecgbeow went into exile among the Danes. The Danish King Hroà °gar paid the wereguild in his behalf and asked him to swear an oath. Ecgbeow then entered the service of the Geatish king Hreà °el and marries his daughter. Their issue is Beowulf.   Save for the banishment of his father, Beowulf origins were uneventful, a sharp contrast with the tale of Aeneas. But soon enough, Beowulf was called to arms. Hroà °gar and his court in Zealand are besieged by a demon named Grendel (Heaney 15). In payment for his father’s debt, Beowulf traveled from Geatland, essaying to slay Grendel if he might despite the knowledge that the no mortal weapons could harm the Grendel. So began the first of his three great battles. Grendel bore the mark of Cain and was feared by all save Beowulf only. In a mighty duel, Beowulf wrestled with Grendel and mastered him, tearing off his arm and sending Grendel scrambling home to die (Heaney 37). Beowulf then reaped great honor from King Hroà °gar but earned ire of a new enemy; Grendel’s mother. The second great battle of Beowulf was with no less than Grendel’s mother who also bore the dread mark of Cain (Heaney 88). Seeking vengeance for her dead son, she entered Hroà °gar’s hall and slew Æschere, his most trusted warrior. As an aside, under the Germanic law of that day, death must be avenged with death or payment called a were gild. Thus Grendel’s mother conceived that she was merely upholding the law of vengeance (Heaney 101). But since Hroà °gar saw himself wronged once again, he essayed to slay Grendel’s mother. Again Beowulf played the heroes’ part. He dove right into the swamp and slew her with a sword that only he could wield. For the second time, he earns great honor for his deed. Here a Christian theme is played out. Thought to be dead, Beowulf returns to his fellows at ‘non’ that is, the 9th hour of day or 3:00 P.M., the same hour that Christ is said to have died (Tolkien 265). Beowulf mastered the Cursed Spawn of Cain, the first murderer. They were demons that no lesser man could slay. Aeneas for his part was Cursed by Juno queen of the gods. But for Aeneas a lesser foe would be unworthy. Motivated by Paris’ rejection, Juno’s wrath for Troy (Hamilton 233) extended to Aeneas. Juno’s hate is worsened by her foreknowledge that from the loins of Aeneas would come forth the race of high men who would lay low her own favored city of Carthage (Aeneid Book I). She causes a great storm to be cast upon the exiles’ fleet in a vain effort to annihilate them. The storm is so terrible that Aeneas’ fleet is driven off course and they end up on the shores of Carthage. Dido, queen of Carthage, would find shipwrecked Aeneas and offer him Kingship of Carthage if only he would stay and love her (Hamilton 235). It is at this point that Aeneas’ piety is stirred anew for Mercury is sent to upbraid him. Shamed for straying from his destiny, Aeneas secretly leaves Carthage with all his folk, thus rekindling hope for the destiny of Rome but also earning the eternal ire of Dido’s heirs. Aeneas held funeral games in honor of his dead father and shows his piety to his ancestor. (Hamilton 237). With Sibyl, he descended to the depths of Hades to hold converse with those who would become mighty among the Romans (Hamilton 240). His wavering faith is strengthened and ere long Aeneas leads his followers to the shores of Latinium. At last their wanderings are over, they can now rebuild their homes or so they hoped. Beowulf too proves to be a pious man of high doom. His king Hygelac died in a raid.   As the son of a Geatish princess Beowulf was offered the throne. He humbly declined in favor of prince Heardred his kinsman. Headred later harbored the Swedish princes Eadgil and Eanmund who fled Onela the usurper. Eager to put an end to his foes, Onela invades Geatland and killed Headred. Beowulf was proclaimed King in his place and under the custom of were gild swore revenge against Onela (Heaney 165). The primary Beowulf text speaks little of this but Swedish sources speak of a counter invasion by Beowulf and Eadgil to restore Eadgil to the throne and avenge Headred (Olson). A hero is best remembered for his greatest achievements, For a Roman hero it is his prowess for war. Juno stirred all of Latinium to war against Aeneas but this time he could resist her devices because the Trojans had become mighty in war (Camp 47). Outnumbered in a hostile land, Aeneas and the Trojans fought with desperate valor though they saw little hope. Aeneas left camp to seek aid among his other neighbors first among his new allies is the boy Pallas. (Aeneid Book IX). Ere his gates were mastered, Aeneas returns with the valiant Etruscans. Many deeds worthy of song were forged in that war. Not the least was Aeneas’ pursuit of an Italian craven who allowed his son to die while he fled. When the war reached an impasse, single combat was proposed between the captains (Aeneid Book XII). On the one hand was Aeneas, prince of Troy, and on the other Turnus, King of the Rutuli. Both coveted Lavinia, heiress of Latinium. Turnus was valiant in his own right but his foe was no mere mortal. In that duel Turnus fought valiantly but with no hope. Virgil portrays Aeneas as a demigod who quickly mastered Turnus. The latter’s pleas for mercy fell on deaf ears when Aeneas saw that Turnus was wearing the armor of Pallas(Hamilton 245). A ‘true’ Roman, Aeneas accordingly slew his fallen foe in vengeance for fallen Pallas (Camps 35). Memorable too was the final battle of Beowulf king of the Geats for 50 years. In his last days, his realm is plagued by a dragon. Despite his old age he tried to slay the Dragon in open battle but failed. Instead, he enters the Dragon’s lair accompanied only by Wiglaf his Swedish relative (Heaney 175). They succeeded in killing the Dragon but Beowulf was mortally wounded (Chance 53). According to Swedish scholar Birger Nerman, Beowulf lies in Skalunda Hà ¶g in West Geatland. In the time of Beowulf, the Anglo-Saxons and the other Germanic peoples were not yet Christianized. However, the saga tells of Germanic moral codes such as â€Å"were gild† and revenge for the slain overlaid with references to Christian Faith (Chance 47). For example, the mark of Cain, the hour of Non and Beowulf’s prayers to a â€Å"Father Almighty†, to name a few. So much so that Allen Cabaniss (101) proposed that the Beowulf was written precisely to parallel the Bible and present a Christian hero to the Anglo-Saxons. By comparison, Aeneas was valiant and honorable, as most heroes are. He had a destiny to fulfill and a people to lead to safety. Son of a goddess, his chief foe was no less than the Queen of the gods (Camps 106). Though the saga was written by a Pagan hand, Aeneas shows â€Å"Christian† virtue as the Romans of Virgil’s time defined it. He was â€Å"pious† to friends and family, to his gods and most of all to his destiny (Camps 93). Many a time he was tempted to remain in comfort and ease in another land. Yet he ultimately resisted and would remain faithful continuing on his path to found Rome. To conclude, Aeneas and Beowulf are valiant and brave as is fitting of true heroes. But to set them apart from the likes of Achilles, they are men who act not out of vanity and pride. Instead, they act out of service and a â€Å"pious† desire to fulfill what they believe is good. Works Cited Wilson, Frank R. The Hand: How Its Use Shapes the Brain. New York: Pantheon, 1998. Cabaniss, A. â€Å"Liturgy and Literature†.   University of Alabama Press, 1970. Camps W.A.   Introduction to Virgils Aeneid.   Oxford University Press 1969. Chambers R.W. Beowulf: An Introduction to the Study of the Poem, 3rd edn Cambridge Press 1959. Chance, Jane. Tolkien’s Art a Mythology for England, University Press of Kentucky, 2001. Fulk R.D. Interpretations of Beowulf: A Critical Anthology, Midland Book 1991. Hamilton Edith: Mythology a timeless tale of gods and heroes, Warner books 1999. Heaney Seamus, Beowulf: A New Verse Translation (Bilingual Edition) Norton Press 2000. Tolkien, J.R.R. ‘Beowulf: the monsters and the critics', Proceedings of the British Academy, 22 1936. The Project Gutenberg Etext of Vergil's Aeneid in English available at http://www.gutenberg.org/dirs/etext95/anide10.txt (last accessed 14 Nov 07) Olson, Oscar Ludvig, The Relation of the Hrolfs Saga Kraka and the Bjarkarimur to Beowulf A Contribution To The History Of Saga Development In England And The Scandinavian Countries available at http://www.gutenberg.org/etext/14878 (last accessed 21 Nov 2007) Beowulf   available at http://en.wikipedia.org/wiki/Beowulf#_note-valibrary (last accessed 14 Nov 2007)