Should women in the military services be assigned combat duties Research Paper

Should women in the military services be assigned combat duties - Research Paper Example This paper supports women to be in military and fights against the laws kept across to prevent them from combat. People are trying their best to introduce women in combat, by according to the data taken during combat, majority of the death encountered during hostilities are of women. Even though, the paper supports women in combat, they are killed during the war. This paper explains two major factors that resulted to need of women in the forces. During a congress in the military service, they had problems recruiting and retaining a good number of qualified males, turning their attention into training women. The second thing was that there was a movement to have equal rights for women in the 1960s and 1970s. I will use this resource to will avail information in the paper regarding the movement that resulted to equal opportunity in jobs, including national defense and the removal of laws against them. Michele M, and Johnson D. Women in Combat compendium. Washington,DC: Government Print ing Office, 2012.Print. Michele and Douglas are in the U.S army college who conducted research for the army and the department of defense. This book explains the compendium requested by Colonel Putko for the support of a study based on women in combat. Douglas Johnson agreed but had to put a condition to monitor the women’s performance in the field. It is seen that the motion is one of the greatest emotion, and women wish to be part of the military. Research in the U.S army shows that approximately 15 percent are made up of women. This paper still indicates that it is impossible to apply rules that exclude women from combat due to the current battlefield. Enforcing the laws result to the reduction of combat capabilities, putting down the professional development of women and bringing on a serious reduction of readiness during warfare. The two major points supporting the combat of women is that, the combat nature has changed and the rules that were earlier enforced do not fit in the current situation. There is no doubt that women can perform their duties in the combat situation, apply self-defense with great skills, which in essence, is equal to the male comrades. I will use this resource to provide the paper with details on the importance of women on combat duties. Solaro E. Women in the Line of Fire. Emeryville,CA: Seal Press, 2006. Print. This book truly explains the facts of women in combat that was fought in the history of America. Success is shown in women in ground combat after a success in their mission, despite their exclusion. It is inevitable for the U.S to lack tactical and clear frontline women to engage with Iraqi women during the war. The book shows gender discrimination in the military and the government as there is a different in what women are supposed to do and what they are doing. The women capabilities in combat are assumed rather than being assessed. Leadership diversity should be encouraged where women are integrated in all sectors of the military, to make an effective military. Women who have participated in combat services should be recognized, but the bans prevent them from being rewarded materials of combat veterans. Repealing the law put up to prevent women from combat is very necessary for gender equality. Both male and female should be given equal opportunity in combat. In the ranks, distribution women are offered the lowest ranks,

St. Thomas Aquinas Essay Example for Free

St. Thomas Aquinas Essay The Five Ways of the Summa Theologica was written by St. Thomas Aquinas. In this writing Aquinas argues against two objections of the existence of a God and provides five arguments in which he believes to solidify the idea that God does exist, further disproving these objections. Aquinas’s first argument for the existence of God is that of motion. To Aquinas, everything is in motion and motion must start from somewhere. He explains that nothing can be moved without something previously causing that movement and thus proves that God is real because God is the initial mover. This argument, however, does not prove the existence of God. If we were to think that this argument proves anything it would be that we do not know the initial mover nor do we know what actually causes these motions. God in this sense is used as an answer to a question that we do not really know the answer to. Aquinas’s second argument for the existence of God is based on cause and effect. Aquinas’s argument is that there is no effect without a cause; God being the cause and the universe being the effect. He also believes that this is not an infinite possibility and that there must be a start and an end and without the middle there will be no beginning or end. Again, he offers an argument that in no way proves the existence of God. Aquinas appears to be filling in the lack of answers with the existence of God and not rebutting the holes that his argument leaves open. When I turn on the light switch in my room, I am essentially the first mover and I am the creator of that light. Does this make me God because I wield the power of light at my fingertips or are there better explanations of how the light came to be? Aquinas’s third argument is simply that nothing can exist from nothing; therefore, there had to be something in existence to create this world and that was God. This argument is based on the pure assumption that nothing comes from nothing and that something can cause something. For one to assume such a thing would be completely absurd because this lacks any evidence. Similarly, Aquinas’s argument assumes a creator and fails to give adequate proof of this creator’s existence. The fourth argument that Aquinas presents is that of gradation. He states that all things have a minimum and a maximum or the worst and the best and uses the example of fire—fire is the maximum of heat. He further concludes that all beings are caused by something and that there must be a greatest of that being of which it was created by and that being is God. â€Å"Therefore there must be something which is to all beings the cause of their being, goodness, and every other perfection. † This argument explains why there can be evil in the world because God is the most good of us all and we are lesser than God. What this argument fails to describe is the idea of what is greater than God. Would there not be a more powerful, more good, more perfect being in which created God? The fifth and final argument that Aquinas presents is that all beings are on a path and lack the knowledge of that path. Thus all beings are guided by a greater being with more knowledge who directs them. Regardless if God were to exist or not, all beings are bound to die. Is that the path that God is directing us toward? There are plenty of people in the world who do not believe in the existence of God and they are not immortal, their lives still come to an end. To a non believer or skeptic living a life without guidance or acceptance of God will die just as that of a believer in God. So if God were to show us the way to the end, how can the two parties reach the same ending, one with guidance and one without? While Aquinas does make some very good points on why one should or does believe in the existence of God, he in no why proves anything of the sort. His assertions are all based on the presumption that there is a God and that he is the answer to all things without solid proof.

Evaluation on two theories of cognitive development

Evaluation on two theories of cognitive development This essay I will look at the similarity and the differences between Piagets and Vygotskys theories in explanation of child cognitive development. Particularly it will describe their theories on the importance of social interactions in influencing development. I will give a brief overview of the four stages of Piagets theories. Piagets and Vygotskys theories will then be evaluate, with key terms explained. I aim to show that Vygotskys theory placed far more emphasis on social interactions in childrens cognitive development than Piaget, and that their theories were informed by their own cultural influence. Cognitive development theory explains how humans obtain and construct knowledge of themselves and their planet. The theory of cognitive development was first proposed by Jean Piaget, however there are other major theoretical approaches to cognitive development, as well as those of Vygotsky. Piaget approached the subject from a biological and life perspective, while Vygotsky approached the subject from an environmental and culture perspective. I will look at the impact both theories have had on child development, I will, also look at the differences along with others, as well as the resemblance of Piagets and Vygotskys theories and evaluate them. Piagets theory focuses on intelligence and how it changes as children grow up. While, Vygotskys theory centres on the social action and he defines intelligence as the capacity to learn from teaching. We will also look at the impact both Piaget and Vygotskys theories have had on education and how they have been applied to education. Piagets theory is about child intellectual development and the gaining of knowledge. While Vygotskys main theory was how culture influence development, through language and the society. Jean Piaget was born on August 1896 and died 1980 (56 years old), he studied the development of childrens understanding, through examing and paying attention to children while he carried out his experiments. According to Piaget cognitive development occurs through the interaction of innate capacities with environmental events and progresses through a series of hierarchical, qualitative different and stages (Gross 2005). All children pass through Piaget stages in the same level without missing anyone of them, except if the child has brain damage or brain problem. Rather than trying to explain individual differences why some children are more intelligent than others Piaget was interested in how intelligence itself changes as children grow (Gross 2010). Important feature of Piagets theory was schemas, Piaget saw schema as mental structures which organise past experiment and provide a means of understanding future experiences. As we grow so our schema become increasingly complex (Gross 2005). Assimilation, Accommodation and Equilibration are the three courses of Adaptation expressed by Piagets theory. Assimilation is the process by which we incorporate new information into existing schema. For example babies will reflexively suck a nipple and other objects, such as a finger (Gross 2010). Accommodation into schemas enables children to make sense of and deal with the world. Piaget argues that children are active in exploring the world and, in general, do not need instruction or examples from others to develop their cognitive abilities. Development will take place solely through the childs own actions on the environment in a form of discovery learning where others are facilitators not teachers. Piagets Stages theory of Cognitive Development, Piaget suggests that all children develop through four stages and they all develop in the same role, these stages are Sensori-motor, Pre-operational, Concrete operational and Formal operational. The first stage was Sensori-motor stage which initially occurs from birth to two years of childs life. Infants learn about the world primarily through their sense (sensori-), and by doing (motor) (Gross 2005).An important discovery during the sensori-motor stage is the object permanence. An infant will look where an object disappears for a few moment but wont search for it. If the object doesnt reappear the infant apparently loses interest. Piagets demonstrate the limited object performance of babies between eight and twelve months. They can retrieve a hidden object only from its original hiding place, not where it was last hidden. Not until about twelve months will they search under the cushion where they last saw the object hidden (Gross 2005). The second stage was Pre-operational stage this take place between the age of two and four years. The infant begins to utilise symbols to classify objects. Objects are also personified by the infant and they are able to think about events that are not directly present. The infant is not yet able to conceptualise time. At this stage the infant will take information and adjust it to fit his ideas. The child tends to be influenced by the things seen, rather than by logical principles or operations (Gross 2010). According to Piaget pre-operational children are egocentrism that is they see the world from their own standpoint and cannot appreciate that other people might see things differently, they can not put themselves in other peoples shoes (Gross 2005). Also Piaget study of conservation is the understanding that any quantity such as fluid, numbers or lengths remains the same regardless of a visual change for example, if a fluid is transfer from a short large glass to a high slim glass a child at this stage would say that there was more liquid in the slim glass or that there was more fluid in the large glass. The third stage was Concrete Operations stage, this take place between the ages of seven to eleven years. This stage the child is now capable of performing logical operations, but only in the presence of actual objects (Gross 2010). One remaining problem for the concrete operational child is transitivity task (Gross 2005). For example, if you tell a child that Jean is taller than Pat and Pat is taller than Carol and asked whether Jean or Carol is taller, children under eleven cannot solve this problem entirely in their heads, they can only solve it using real objects such as toys. The last stage was Formal Operations stage this take place at the age of eleven to fifteen years and associates the individual with no longer requiring concrete objects to make rational judgments. The individual is capable of deductive and hypothetical reasoning and their ability of thinking is similar to that of an adult. Lev Vygotsky was born the same year as Piaget (1896, died 1934) was particularly interested in the relationship between being taught by adults and the child cognitive development. He developed his theories at around the same time as Piaget, Vygotskys theory is known as the social development theory. Vygotsky and Piaget agree that development doesnt occur in a vacuum, knowledge is constructed as a result of the childs active interaction with the environment (Gross 2010). Vygotsky outline alternative to Piagets theory. Vygotsky believed that cognitive learning was a social event, which through language and interaction with other children and adults, children would begin to learn about and challenge their surroundings. Three themes unified Vygotskys theory of social constructivism and they are: Culture, central role of language and the zone of proximal growth (Oates et al. 2005). Cultural tools are what the child inherits, these can be technological such as bicycles and other physical devices (Gross 2005). Culture tool can pass from one individual to another copied learning. Instructed learning Involves remembering the instructions of the teacher and then using these instructions to learn. Children dont need to reinvent the world anew as Piaget seemed to believe. They can benefit from the accumulated wisdom of previous generations (Gross 2005). The central role of language, as a child begins to speak, his thought processes also begin to develop. In essence, it is language which directs behaviour. Vygotsky describes three stages in the development of speech. Each of these three stages of speech has its own function. Speech Stages are Social Speech (external speech), Egocentric Speech, and Inner Speech. Social Speech (external speech) at this stage a child uses speech to direct the behaviour of others. A child uses speech to communicate feelings and emotions such as weeping when hungry and laughing when happy. Egocentric Speech In this stage, a child often talk to him or herself, regardless of someone paying attention to them. At this speech stage they think out loud, they may also talk about what they are doing as they are doing it, they reason that language must be said to direct their behaviour (slideshare.net, 29/01/11). Inner Speech is a soundless speech used by older children and adults. It allows us to direct our thinking and behaviour. Here we are able to engage in all forms of higher mental functions. In this stage one is able to count in ones head, use logical memory-inherent relationships, and inner signs (slideshare.net, 29/01/11). The zone of proximal development (ZPD) defined those functions that havent yet matured but are in the process of maturing (Vygotsky, 1978). Scaffolding refers to the kind of guidance and support adults provide children in the zone of proximal development by which children acquire their knowledge and skills (Wood Wood, 1996), although scaffolding those not actually explain how children internalise what the teacher provides (Gross 2005). Piagets and Vygotskys theories have same things in common, both hold a constructive view, Piagets assimilation look like Vygotskys appropriation, however they disagree on point of influence of social interactions in childrens cognitive development. Vygotskys theory emphasise the value of language and social interaction in a childs cognitive development. Vygotsky recognised the importance that different culture can take part in a childs cognitive development. In conclusion, Piagets stage theory is useful in describing the basic process of child cognitive development. However, because development cannot take place in the social vacuum, Piagets theory is limited. Vygotskys emphasis on social interactions influence better accounts for the everyday development of childrens cognitive abilities. when you evaluate Piagets to Vygotskys you clearly note that, both theories agreed that the child must mentally construct knowledge, on the other hand, Vygotsky placed emphasis on the role of social interaction in this construction process. Vygotsky also placed emphasis on culture in shaping cognitive development. Gross, R. (2005), Psychology: The Science of Mind and Behaviour, 5th Edition, Hodder and Stoughton. Oates, J., Wood, C. and Grayson, A. (2005) Psychological development and early childhood, Oxford, Blackwell. Vygotsky, L.S (1978) mind in society, Cambridge, MA: Harvard university press Wood, D wood, H. (1996) Vygotsky, tutoring and learning. Oxford review of education, 22, 5-16. http://www.slideshare.net/guestf3585b/lev-semyonovich-vygotsky (29/01/2011)

David Merrill’s Component Display Theory :: Teaching Education Essays

David Merrill’s Component Display Theory Introduction David Merrill’s Component Display Theory is based primarily on the same assumptions as Robert Gagne’s Events of Instruction. They both agree that different types of learning require different types of procedures for teaching as well as different types of assessment means. However, the component display theory is primarily concerned with teaching individual concepts and arranges instruction to provide learner control (Braxton, Bronico, and Looms, 1). What is the Component Display Theory? The component display theory is design strategy for designing instruction. It focuses on a single idea or objective at a time. It is used mostly after a task analysis has been performed (Anglin, 1995). The component display theory provides a list of prescriptions for designing instruction for different kinds of instructional outcomes. The component display theory is a type of analysis that emphasizes on different components of instruction for different types of instructional goals. The component display theory is an attempt to create the best combination of instructional strategies to produce a particular learning outcome (Reigeluth, 1999). The component display theory is divided into two parts: content and performance. The content dimension is comprised of facts, concepts, procedures, and principles. The performance dimension is comprised of remembering, using, finding, and generalities. (Merrill, 1). The different dimensions of the component display theory are related in a matrix format. The component display theory is used to design an instructional strategy. The first step is to identify the performance level and content classification. This is accomplished by comparing the instructional objective with the content classification. The second step is to examine the primary presentation forms. The four primary presentation forms are rules, examples, recall and practice. Depending on the performance level desired and then content classification, a different performance presentation is preferred. This also includes determining the practice requirements. Rules: expository presentation of a generality Examples: expository presentation of instances Recall: inquisitory generality Practice: inquisitory instance *Definition Source: Merrill The third step is to examine the secondary presentation forms. The secondary presentation forms include prerequisites, objectives, helps, mnemonics, and feedback. These "outline specific considerations which enable students to acquire the concepts more effectively" (Anderton, Parry, Twitchell, 1990). They are also more elaborative and supply more information than the primary presentation forms. The three steps above provide a guideline for constructing an instructional design strategy. However, each step of this design process will involve different variables and constraints depending on the type of instruction being designed.

Reasons Why Parents Should Read Aloud with Children Essay

One of the greatest gifts that a parent can bestow upon a child is the gift of literacy. Reading is a wonderful pastime, and the key to unlocking many academic puzzles. Parents should read aloud to children as part of a regular routine, one that can be thoroughly enjoyed by both parties. Firstly, reading aloud to children poses the benefit of being quality time spent together. Parents need to have special time with their children, and reading to them is a great method for achieving this goal. Instead of plunking the children down in front of the television, sit them down on your lap and open up a book. As you begin to read to your children, marvel at their attention to detail, and use every opportunity to test their memory and knowledge. While reading, stop frequently and relate the story to an aspect of their everyday life. This will help them to see the correlation between themselves and their environment. While you are enjoying the quality time with your children as you read aloud, you will also be fostering a love of reading that transcends boundaries. Learning to love books at a young age will enhance the children’s desire to be an avid reader as they mature. A love of literature can take a child to unfathomable heights, allowing them to soar to faraway lands of make believe. Children that are read aloud to may use their creativity and imagination more often, building their different levels of intelligence. Being read aloud too can help them see the world, giving them an idea of their place in the world. Another great reason why parents should read aloud to children is to enhance their vocabulary skills. The parent should ensure that they read every word in a story verbatim, never glossing over words that they deem difficult. Children need to hear new words, and need to be explained to their meaning. This will boost their communicative skills. A child with a mastery of vocabulary will be able to orate and have himself or herself heard with a greater degree of efficiency than a counterpart saddled with a limited grasp of the language. When a parent reads aloud to their children, they are also teaching their children to read. As the pages turn, the children are intently watching, following every word on the page, learning that the words go from left to right and flow in a certain fashion. They will, through spoken osmosis, learn how to read on their own. The longer this continues, and with a great deal of frequency, the more proficient of a reader they will become. Parents also should read aloud to their children so that are heard enjoying the books, and the children. This bond will unite them, and the stories will also help them to learn things of importance. Books should be selected together, during regular visits to the local library or book store. This will give the child a sense of autonomy and ownership over the story, which may hold their attention for a longer period. Parents can help steer the children towards books that have strong morals, ethics, focus on manners and friendships, and interesting characters. Once the children begin to learn how to read, the roles can be reversed, and the children can become the readers while the parents become the attentive audience. This may give the children a jolt of confidence and self-esteem that will serve them well as they continue through the educational system. The only thing better than a good book is sharing it with a loved one. Nine Benefits for Parents Who Read Aloud Reading Aloud: 1. Creates bonding experience 2. Allows you to observe and share in your child’s interests. 3. Demonstrates your commitments to your child. 4. Provides an opportunity to model and transmit values. 5. Develops good communication skills. 6. Provide bibliotherapy* opportunities. 7. Gives children a chance to ask you questions. 8. Combats a passive, couch-potato, TV-viewing lifestyle. 9. Helps you build a storehouse of pleasant memories with your children. *Using stories and books to help Children deal with traumatic events such as death, divorce, loss of a pet, and adjusting to life-changing situations such as moving and entering school. Sources: Paticia A. Habada, Ph. D. Senior Editor of the SDA Life Series Reading textbooks Health and Home, Volume 38 Pages 45-47 Bobby Coles http://www.helium.com

The Characteristics of the UK Market

The Characteristics of the UK Market Geo-demographics It is possible to distinguish several geo-demographic characteristics of the UK market. First of all, one should mention that the longevity and fertility rates have increased throughout the country. Therefore, various businesses can expect to find a larger number of potential clients. This tendency will manifest itself within the next two decades (Kearney 314).Advertising We will write a custom report sample on The Characteristics of the UK Market specifically for you for only $16.05 $11/page Learn More Furthermore, researchers note that the population of metropolitan areas will increase dramatically due to the growing immigration. In particular, much attention should be paid to people who come from India, Bangladesh, and Pakistan (Kearney 315). They are most likely to settle in London, Manchester, Birmingham and other metropolitan areas. It is expected that in 2015 the population of the country will be approximately 64 million (Kearney 316) . Additionally, researchers note that the average age of the population in the urban areas decrease because a great number of young immigrants will come to the country. These are the main trends that managers and entrepreneurs should consider. Socio-economic characteristics The UK consumers can differ in terms of social class and purchasing power. As it has been said before, immigrants can constitute a significant segment of the possible target audience. In most cases, the purchasing power of these people is not very strong. Furthermore, the economic recession has increased the inequalities in the United Kingdom. It should also be noted that consumers in the United Kingdom began to pay more attention to the price of a product. In contrast, before 2007 they focused primarily on such aspects as quality or design (Burton 205). This is one of the details that should be taken into account. However, the situation can change, provided that the economy of the country recovers more swiftly. Psycho-behavioral characteristics of customers It is possible to say that the customers in the United Kingdom are willing to accept innovative products and services. Yet, companies have to demonstrate that they can create value for clients. This is one of the main aspects that can be identified. Yet, it is important to remember that UK consumers differ immensely in terms of values, attitudes, and lifestyles (Burton 205). One should keep in mind that they can represent various cultures, ethnic groups, and religions. These factors can affect their purchasing decisions and attitudes toward different brands or products.Advertising Looking for report on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Consumption patterns The studies of consumer behavior in the United Kingdom indicate that currently clients are more concerned about the prices of products and services (Burton 205). This trend should not be disregarded by companies that develop their marketing campaigns. This tendency is typical of various industries (Burton 205). Nevertheless, a more detailed analysis can be provided only if one looks at a particular product or service. Therefore, it is not reasonable to make generalizations when speaking about these issues since this generalization can lead to inaccurate analysis or estimation. Major trends At present, the market in the United Kingdom passes through a period of economic recovery. Currently, many businesses struggle to find and retain customers in order to remain sustainable. In their turn, clients want to buy products that can be regarded as the best ratio of price and quality. This is one of the main trends that can be observed. By considering these issues, entrepreneurs can better promote their products. Burton, Dawn. Cross-Cultural Marketing: Theory, practice and relevance, London:  Routledge, 2008. Print. Kearney, Hugh. The British Isles: A History of Four Nations, Cambri dge: Cambridge  University Press, 2012. Print.