How Computers Effect Our Daily Lives Essay Example for Free

How Computers Effect Our Daily Lives Essay 1. INTRODUCTION 1.1 Communication Communication is defined as a process. We determine and convey it meaning in an attempt to create shared understanding. This process requires a vast repertory of skills in listening, observing, speaking, questioning, analyzing, and evaluating. Use of these processes is developmental and transfers to all areas of life as home, school, community, work, and beyond. Union and support occur owing to communication. 1.2 The Importance of Communication Communication is easily overlooked, but it is necessary to carry out the thoughts and visions of an organization to the people . The importance of speech and words whether through a paper or a voice is a communication medium to convey directions. Without communication, there is no way to express thoughts, ideas and feelings. There are many ways to provide communication from the organization to the people of your community. Whether through a phone, fax, email, letter, website, you are able to communicate your organization to the world. Things can be expressed, ideas can be shared, and thoughts can be joined. The ability and the importance of communication become much more crucial when you are on a purpose or need to perform aim. The ability to effectively communicate is very important when it is usually underestimated and overlooked. Men and women have different communication forms in many places such as at home, at work and in social life. 2. COMMUNICATION BETWEEN MEN AND WOMEN AT HOME Women always are under the responsibility at home. They incline chores in the family. Men only are to have a say on important issues. When they decide about the subject, women usually express their opinions. Men decide to determine with their attitudes. A writer says in her article â€Å" The relation between the sexes occurs around a single concept: superiority of man; women are a lower position in value, reputation and power issues.† ( FiÅŸek 5 ) In fact, we can divide into two section at this point as the behaviors of men and the behaviors of women. 2.1 The Behaviors of Men As we said above, when men decide about one subject, they see themselves superior than women. The study was done about it in the U.S.A by Sandra Lipsitz Bem. According to him, â€Å" Men are characters putting themselves out, independent, determined and risk-taking.† Characteristic of men’s sexual role are more pronounced than women in our society. It is an obvious situation that men are always at the front and on stage. If we think these on men, results aren’t surprising. This is an expected finding in a culture where male dominance. 2.2 The Behaviors of Women Women have great responsibilities in the home. Care of children, chores, attitude toward her husband are very important for them. If a woman is a female employee, it is also important. Women become more sensitive and soft communicating with men. They try to talk about the events. This situation is relevant training of girls and boys. â€Å" The researches which done in our society on educational and development differences between the sexes shows that men were aggressive and competitive. They are trained in establishing power and domination. It shows that women are raised for interpersonal relationship.† ( FiÅŸek 8 ) Women create feelings of closeness by conversing with their friends. But men dont use this way in communication, so they cant figure out why their women are continually talk, talk, talking. Eventually, many men just tune their women out. The ubiquitous image of the housewife at the breakfast table talking to her husband who has his head buried in the newspaper comes to mind. Tannen observed that, â€Å" For males, conversation is the way you negotiate your status in the group and keep people from pushing you around; you use talk to preserve your independence for boys, activities, doing things together, are central. Just sitting and talking is not an essential part of friendship. Theyre friends with the boys they do things with.†As a result, women should inhibit men’s repression to gain themselves strenght. They should exhibit required behaviors to be of equal status. In next section, we will deal with communication between men and women at work. 3.COMMUNICATION BETWEEN MEN AND WOMEN AT WORK Communication is very important for gender in the business life. Problems may arise between sexes at various time.Men and women use strategies in with each other that the opposite sex may view negatively. Often, misunderstandings can be avoided when co-workers look beyond personalities and consider the different ways men and women communicate.Women are more verbally skilled than men. Men’s goals in using tend to be about getting things done whereas women’s tend to be about making connections to other people. Men talk to more things and fact whereas women walk more about people relationship and feeling. Journalist Katja Ridderbusch says in an article: â€Å" The problem between men and woman in the workplace is not the fact that they play by a different set of rules†, Connie Glaser points out(she is America’s guru of gender talk). â€Å"The problem is that they don’t know these rules.† She considers herself a translator, a mediator between the male and the female culture. A supporter of women in the business world. But she is not a feminist, nor does she hate men, quite the opposite. With her husband Tom, who serves as the president to the American-Israel Chamber of Commerce in Atlanta, she has two sons, 22 and 24 years old. In a household of three men, she says, â€Å"you quickly learn to become very thick skinned.† As in all field, there are also several problems at work. The sexes should do whatever is necessary to solve them. We can see more detailed this issue with two sub-title as success of men and the value given women in business life by society. 3.1 The Success of Man Business life has become a universe to men until recent years. According to them, it is built on male values and behaviors. Even writer Leyla Navaro talks about that an attitude emerged under the name of ‘professional behavior’ in her book. Furthermore, it is an enviable behavior’s definition. of authority. Men criticise business interest to pass in human relationship. It includes comportments as supress feeling, impersonality, decide quickly, compete use of authority. Business conducts have been to expected of women because men think in this way.Research results that measure the relationship between high intelligence and success indicates that a high propotion of men. Men don’t want to query their achievements in competition with women. There are also times they are unlucky. † Male job applicants have to prove that they possess the necessary skills, whereas women are just assumed to possess them. In todays increasingly service-based economy, this may not be good news for men†. (â€Å" Do men and women the same language†) As shown in this article, although women are more comfortable communicating, unfortunately men don’t have this feature. 3.2 The Value Given Women in Business Life by Society Although men and women work under the same conditions, the society doesn’t value women enough. A study which done on the success resulted different in women. Two thirds of those continue their lives as housewife. The others work in small position at workplace. According to Alice Rose: â€Å" The society expect achievements appropriate to their abilities of men. Whereas women do business under the talent and skills. We don’t wink at this situation and we will support them at the same time.† A successful women wants to move away both men and other women. Due to competition and jealously, women want to leave alone her. According to them, this is the most effective way of punishing a woman. Women are continious communication in society. Pushing out events affects profoundly them. Internal concerns such as unloved, exclusion lead to failure for women in business life and reduce their potential powers. They strive to show loyalty and retation to workplace. They show de pendent and helpless behaviors in the face of authority figures. This situation exposes that how much value given to women in society. If women defend their rights, they can gain their freedom at work.In last section,we will look at communication between men and women in social life.

Othello’s Female Roles Essay -- Othello essays

Othello’s Female Roles  Ã‚        Ã‚  Ã‚   Let’s look at the roles of the three lady-characters in the Shakespearean drama Othello. Their roles are not marginal, but are rather vital to the tragedy.    In the Introduction to Shakespeare’s Othello: The Harbrace Theatre Edition, John Russell Brown summarizes the role of the heroine of the play:    When considered functionally, Desdemona’s role may be seen to be every bit as demanding as those of the principals. The fact that she has far fewer words to speak and is on-stage for a much shorter time detracts nothing from the scope of the role, but rather shows that the actress herself can move the audience with the quiet authority of her stage presence and her realization of this girl’s courage and openness of mind and heart. (xviii)    For the women in Othello, life as they would have it was an uphill battle. Susan Snyder in â€Å"Othello: A Modern Perspective† reveals some of the hurdles which women had to face in finding a suitable role in society:    The pervasive notion of woman as property, prized indeed but more as object than as person, indicates one aspect of a deep-seated sexual pathology in Venice. [. . .] Iago fans to flames the coals of socially induced unease in Othello, fantasizes on his own about being cuckolded by Othello and Cassio. In an ideology that can value only cloistered, desireless women, any woman who departs from this passivity will cause intense anxiety. (295)      One key role for the heroine of the drama, Desdemona, is to support the general. David Bevington in William Shakespeare: Four Tragedies states that the hero equates the young woman he so deeply depends on for happiness, with his mother (226). A different role for the her... ...h, Inc., 1973.    Kernan, Alvin. â€Å"Othello: and Introduction.† Shakespeare: The Tragedies. Ed. Alfred Harbage. Englewood Cliffs, NJ: Prentice-Hall Inc., 1964.    Shakespeare, William. Othello. In The Electric Shakespeare. Princeton University. 1996. http://www.eiu.edu/~multilit/studyabroad/othello/othello_all.html No line nos.    Snyder, Susan. â€Å"Othello: A Modern Perspective.† Shakespeare: Othello. Eds. Barbara A. Mowat and Paul Werstine. New York: Washington Square Press, 1993.    Wayne, Valerie. â€Å"Historical Differences: Misogyny and Othello.† The Matter of Difference: Materialist Feminist Criticism of Shakespeare. Ed Valerie Wayne. Ithaca, NY: Cornell University Press, 1991.    Snyder, Susan. â€Å"Othello: A Modern Perspective.† Shakespeare: Othello. Eds. Barbara A. Mowat and Paul Werstine. New York: Washington Square Press, 1993.   

Interview Special Education Teacher Edited Essay

As a prerequisite to writing my Individual paper for Orientation to Exceptional Child class, I interviewed Latoya Pearson, who is a Special Education teacher at Homewood High School here in Homewood, Alabama. Mrs. Pearson attended The University of Alabama where she majored in Psychology and minored in Biology. Mrs. Pearson began working at Homewood High School in 2006 with an emergency teacher’s certification in Special Education. Mrs. Pearson later received a Master’s in Special Education in 2008 from The University of Montevallo. Mrs. Pearson started the interview by asking what field of education I was pursuing and why I chose this field. I explained to Mrs. Pearson that I am pursuing a Master’s in Special Education from The University of Phoenix. I told Mrs. Pearson that I chose this field because I wanted to pursue a career where I would have the largest impact on someone’s life. I also mentioned that I have always been aware of kids being mislabeled and placed into special education classes who may not necessary need the service. I know that I have the patience and creativity to not only help special needs kids but to help identify those who are being displaced into special education as well. I further explained the purpose of this interview is to understand  the responsibilities of teachers and support staff, classroom management techniques, and how the environment impacts students at her school. Firstly, I asked Mrs. Pearson asked about the responsibilities of teachers and support staff at her school for the special education program. Mrs. Pearson stated that her school used inclusion model to integrate special needs kids with general education kids. Mrs. Pearson works with a total of three teachers throughout her school day. One teacher and Mrs. Pearson use both Team Teach and One Teach, One Drift. Mrs. Pearson and the general education teacher share the  teaching responsibilities and also provide specialized, differentiated lessons for students with Interview with a Special Educa? on Teacher 2 special needs. These co-teaching were done to present material in different ways so that special needs students would have access to the same learning requirements as other students in the classroom. During One Teach, One Drift one of the teachers is walking around redirecting that student who struggles in certain areas. At the beginning of the school year, Mrs. Pearson and the General Education teacher discuss each other’s teaching styles and philosophies. They work  together throughout the school year to build rapport to get to know each other on a more personal level. Rapport Building will help establish an effective conflict resolution plan. Mrs. Pearson serves as a resource for the other two teachers. In these classrooms, Alternative teaching is being used. She will pull aside kids that need extra assistance whether it’s a special needs student or a general education student and provide them the support they need to complete their assignments. IEP team consist of the Special Education Teacher, General Education Teacher, Case Manager, Parents. Administration, LEA. Mrs. Pearson stated that she had to beg the General Education teacher to attend the IEP meeting. Very few wants to attend, and the ones who does attend most of them do not offer much help in the meeting. Mrs. Pearson also said that most parents do not attend the IEP for several reasons. There are some instances where parents do not have transportation, so a conference call is scheduled. Unfortunately when they make the call parents do not answer the phone. Lack of support can be very frustrating because parent feedback is important to help implement an IEP that helps the students succeed in general education classrooms. Mrs. Pearson said that she was given three Professional Development days a year to attend training. General Education teacher also has the opportunity to attend training. However, only 30% of the teacher choose to attend. General Education teacher expects the Special Education teacher to handle the special needs kids because they do not want to deal with the disruptive episodes. Interview with a Special Educa? on Teacher 3 Though there are areas for improvement on the roles and responsibilities of general education teacher, Mrs. Pearson, and one general education has had success through Team Teaching and  One Teach, One Drift. Mrs. Pearson and have been able to implement the necessary aids and services that are needed for the children to succeed. Classroom Management Techniques Secondly, Mrs. Pearson was asked to describe the Classroom Management Techniques such as Instructional and Behavioral accommodation that are in place at Homewood High School. The Instructional accommodations and modifications that are in place gives special needs students fewer question and allow more time to complete than general education students. They may also take a student to the resource room to test so that they can concentrate and remove any  distractions that may be preventing the student from staying on task. General education students are required to memorize formulas for math equation, whereas a special needs student is given the formulas on paper if it is needed. Behavioral accommodations and modifications in her school include verbal, and non-verbal cues to redirect the students. Students with behavioral problems are sometimes seated near role models in the classroom. Removing the student from the classroom and allowing them to de- escalate is another accommodation that in place for these students. Students are also allowed to  write out their feelings that will sometimes help teachers understand the child’s frustration. The student is required to select two people who they can go to for help through their episode. With proper Instructional and behavioral classroom management techniques, students should be able to understand and apply required learning objectives and outcomes. Environment Adaptation Interview with a Special Educa? on Teacher 4 Lastly, Mrs. Pearson was asked how Technology and Physical Environments adaptions help meet student needs at her school. Mrs. Pearson states that IPad, Dragon dictation, Google. Read Write, Brain Pop, and also teaching from Near Pods that gives instruction by videos are technologies that are used to help students with disabilities. â€Å"Programs like Dragon dictation gives students who have trouble reading every word on a page with an e-book reader and text-to-speech capability. Students are allowed to sit in class with headphones on, listen to the words as it reads it to them and then weigh in on core literature discussions. Assisted Technologies gives special needs students confidence, independence, and more willingness to reach out to their teachers and peers to ask questions and collaborate. † (Hayes 2013. ) According to â€Å"Wallingord-Swartmore School District† (n. d. ) â€Å"Brain POP engages students by explaining concepts in animated skits that kids find enjoyable and easy to understand. Introduce a new lesson, explain a difficult concept, or measure student comprehension – these are just some of the ways you can use Brain POP in a lesson. † Nearpod emulates the teacher’s presentation and instruction on an iPads and it also permits collaborating voting and questions for students during a presentation. There are important times when teacher’s present new material to students, and with the iPads in their hands makes. Nearpod a helpful resource. These technologies allow students better understand ideas and stay on track with the other students, the schools can better include special-needs students into general education classes. Interview with a Special Educa? on Teacher 5 The Physical Environment adaptions consist of General Accessibility and Classroom Environment. General Accessibility ensure students has physical access to the teacher and administrative spaces. The teachers make sure that students in a wheelchair can maneuver around the room without any restriction and can sit with the other students. (â€Å"PhysicaEnvironment†, n.d. ). Classroom Environment is just as important as Accessibility. Both teachers ensure the position themselves so that can hear the students and also be heard by students. They also make sure that there is proper lighting so that students can see the teacher or any props the teacher uses in the class. These strategies were used to ensure that the environment is safe and secure for every learner. (â€Å"Physical Environment†, n. d. ). Conclusion Several general conclusions can be drawn from the results of this interview. First, the roles and responsibility of teachers and support staff is an area of improvement. Mrs. Pearson has one teacher who does a great good of Team Teaching, but the other two general education teacher makes her handle all of the special needs kids. She is also assisting the general education students who are not special needs students but needs assistance in areas they are struggling in. The teachers not wanting to participate in IEP meeting should be unacceptable. The teachers that do attend is not offering much help in the meeting. Mrs. Pearson stated that she feels that because the administrators were once general education teachers they tend to side with the general education teachers. For successful IEP’s the general education teacher should receive more training and be required to be more productive in the meetings. Interview with a Special Educa? on Teacher 6 Classroom Management Technique has not changed substantially in response to co-teaching. Classroom instruction accommodation continues to sustain as a whole class and lecture-driven, and this has left special education co-teachers trying to fit the model and deliver assistance to students in need. Behavioral accommodation needs improvement as well. The Special Education is required to handle all disruptive episodes of special needs students. General Education lacks the knowledge to de-escalate these students. General Education should be required to take the necessary training on how to deal with these episodes so that they can have a better understanding of why student respond with disruptive behavior. Physical Environment at her school seems to meet the needs and accommodates all students. They have a plan in place that ensures teachers can hear students and also be heard by students. It is important that the classroom is set up so that students in wheelchairs can navigate through the classroom the same as the general education students. They also made sure the boards, props, and video are visible to all students so that they have access to all of the learning material. I have learned a lot from the interview with Mrs. Pearson. I will ensure to establish a plan to build rapport with all teachers and the beginning of the school year. I will also try to show administration the importance of all general education participation in the IEP meeting. I would love to try the Dragon program when I become a teacher to see how students interact with a program that will read aloud the material we are covering. Some students respond better when  the material is read aloud to them. I also thought that the Nearpod app is very beneficial for students and teachers. Some student easily get bored in a classroom but with technology such as IPad that has Nearpod student are more likely to stay involved, and it also will encourage them to collaborate more with their peers and teachers. I have learned a lot of valuable information but I Interview with a Special Educa? on Teacher 7 eager to continue to learn more ways to collaborate with general education teachers and learn more class management techniques. Interview with a Special Educa? on Teacher 8 Reference  Eaton, K. (2013, April 17). Make a note of it: Speech Recognition apps are getting better. The New York Times. Retrieved from http://http://www. nytimes. com/2013/04/18/technology/personaltech/dragon-dictation- and-other-speech-recognition-apps-review. html? _r=0 Hayes, H. B. (2013, March). How Technology Is Helping Special-Needs Students Excel. EDTech, (). Physical Environment. (n. d. ). Retrieved from http://www. tcd. ie/CAPSL/TIC/guidelines/environment/ Ripley, S. (1997, July). Collaboration between General and Special Education Teachers. Eric Digest, (), Interview with a Special Educa? on Teacher 9.

Who Is The Stranger Essay - 828 Words

Observed Stranger Stranger Bio I was born in Nairobi, Kenya in the winter of 1994. My mother and I fled from Kenya and moved to the U.S. We lived in multiple homes until we found a permanent one in Portland, Maine in the summer of 1998. My mannerisms, my tastes and attitude have all been developed by my middle school experience and my transformation in the summer before high school. I’ve always been the big kid in school; this has affected my personality. I always got bullied for my height and weight. Little boys like to prove themselves by taking on guys like me. They’d fight me and insult just so they could viewed as tough. My elementary to middle school education was nonexistent. I always had subpar grades, and I never my did my homework. I was a classic under achiever. I did barely enough to get me to the next grade. The constant bullying and teasing turned me into a pessimistic and petty individual. People would try to be my friends, but I would push them away in fear of being vict imized. I use to insult myself, before my bullies could the chance. My entire middle school career was littered with self loathing. I did whatever I could to not be noticed. My movements were small and my voice was smaller; I felt inferior.. This all changed the summer before my freshmen year of high school when I went to the YMCA camp of Maine. The camp was far away from Portland. The kids were all from Canada, or Europe. This gave me a chance to start fresh. That summer I crafted theShow MoreRelated Comparing Violence as a Motif in Stranger and Sailor Who Fell From Grace With The Sea1514 Words   |  7 PagesViolence as a Motif in The Stranger and The Sailor Who Fell From Grace With The Sea   Ã‚   In The Stranger by Albert Camus, and The Sailor Who Fell From Grace With the Sea by Yukio Mishima, violence is an important motif. This paper will attempt to show how comparisons exists in these books which aids the violence motif. Violence is concluded with murder or multiple murders in the above books. In The Stranger, Meursault, an absurd hero, shoots the Arab five times on the beach. He accountsRead More Non-conformity in The Sailor Who Fell From Grace With the Sea, Medea, and The Stranger1802 Words   |  8 PagesSailor Who Fell From Grace With the Sea, Medea, and The Stranger      Ã‚  Ã‚   We are constantly being affected our surroundings. As a result, our attitudes and personalities are a product of our experiences and the various environments in which they occurred . Furthermore, the society we live in presents to us a set of standards, values, and givens that we may or may not agree with. In literature, the society plays a major role in affecting the characters thoughts and actions. In The Sailor who FellRead MoreIn the short Novel The Stranger by Albert Camus we are introduced to a man who doesn’t believe in600 Words   |  3 PagesThe Stranger by Albert Camus we are introduced to a man who doesn’t believe in god and the first reaction then, as a reader, may be a brief attention to what may come to light to a character who comes to understand that there is no Divinity, no God, nothing. What happens when he realizes that his death is final? That his pleasures, his displeasures, and his sorrows are small bits to an existence of nothingnes s? What changes in his daily life of work/eat/love/sleep must he make? The Stranger tellsRead MoreGeorge Simmel s The Stranger 992 Words   |  4 Pages George Simmel’s, ‘The Stranger’ and W.E.B. Du Bois’, ‘Souls of Black Folk’ pose very parallel arguments in understanding the role of a ‘stranger’ in society. In Simmel’s work, he examines the trajectory of the stranger through an abstract lens. He establishes a conceptual framework for the ‘stranger’ within society while Du Bois presents a more tangible illustration through the experiences of African Americans in the United States. Although each approach is discrete from the other, the theoriesRead MoreJoseph P. Lawrencesocrates Among Strangers 1442 Words   |  6 PagesJoseph P. Lawrence. Socrates Among Strangers. (Evanston: Northwestern University Press, 2015) An interesting and provocative take on the life of Socrates, Socrates Among Strangers takes the eminent Greek philosopher out of the comfort of Greece and into strangeness of the World. All throughout this modest endeavor the prevailing question of what or whom a stranger is and whether this stranger can be discerned is tackled with great enthusiasm. With an almost impeccable success we the viewers are thrustRead MoreAn Analysis of the Poem A Country Without a Mythology 927 Words   |  4 Pagesthe stranger in Douglas LePan’s poem â€Å"A Country Without a Mythology.† The man in Atwood’s poem as well as the stranger in LePan’s poem are both unsure of where they are. In â€Å"Progressive Insanities of a Pioneer† the man tries to separate himself from his environment; however, in â€Å"A Country Without a Mythology† the stranger tries to adapt himself to his environment. By analyzing the content, structure, and meaning of â€Å"A Country W ithout a Mythology† the reader will understand that if the stranger openlyRead MoreSimmels versus Du Boiss Theories in the Social Sciences1254 Words   |  6 Pagesa substantial influence on imperative theories and concepts developed in the area of social sciences. Two of the most significant and distinguished concepts fostered by both of these theorists are the concepts of â€Å"double consciousness† and â€Å"the stranger†. In this essay, I will be analyzing each of these works to draw upon differences and similarities concerning the two. The resemblances I will be expanding on are the usage of the paradoxical figure, which both theorists discuss in their theoriesRead MoreDouble Consciousness and the Stranger Essay1565 Words   |  7 PagesBois have had a significant influence on important theories and ideas developed in the Social Sciences. Perhaps two of the most relevant and well-known concepts developed by both of these theorists are the concepts of â €Å"double consciousness† and â€Å"the stranger†. In this paper I will be analyzing both of these pieces of work to draw upon differences and similarities between the two. The similarities I will be elaborating on are the usage of the paradoxical figure, which both Simmel and Du Bois discussRead MoreThe Stranger Theory : Sociologist Georg Simmel1552 Words   |  7 Pagesessay, I will be explaining a social concept called the stranger theory, which is a concept and idea, that sociologist Georg Simmel came up with. I will be describing what it means in my own words, based off research that I have done as well as using the information that we gathered and talked about in our sociological theory class. I will be using a personal story as well as an example of Muslim Americans, to better explain what the stranger concept is. Then I will be talking about a case study groupRead MoreThe Appearance Of A Stranger1162 Words   |  5 PagesThe Appearance of a Stranger in a Sma ll Kansas Town The appearance of a stranger in a settled small Kansas town, while unsettling to some, can be a rewarding experience, as long as there is a mutual desire to communicate. The course readings accurately depicted and reflected the stranger from various perspectives. Consequently, in order for the small town to thrive, there is a necessity for the appearance of strangers. Out of town travelers contribute to the local economy that provides income for