Law Case Study Example | Topics and Well Written Essays - 2000 words

Law - Case Study Example The advanced law of criminal harm is for the most part held in the Criminal Damage Act 1971, which reclassifies or makes a few offenses securing property rights. The Act gives an exhaustive structure coating only preparatory acts to the most genuine offenses of illegal conflagration and creating harm with expectation to imperil life. Accordingly, disciplines fluctuate from a settled punishment to life detainment, and the court may request installment of recompense to an exploited person (Barbara & Marston, 2009). Reflecting on the offence as per the prosecution of Adam Clewes, we learn that he has been involved in two counts involving breaking a window at Bargain Booze, High Street, Leigh, and possession of a knife. According to the report from the constable, during the time of arrest and arrest, no one else was present during the interview. Clewes accepted the first count regarding breaking of a window denied and suggested that it was by accident and the second count in regards to possession of a knife. From the case study involving the case of Adam Clewes and W.H. Smiths and Cheap Booze, there are two individuals counts that comes into the attention and that requires to be dealt with differently. In consideration of the England law the Criminal Damage Act 1971 (the Act) revoked the normal law and statutory offenses of arson. Just a couple of the offenses in opposition to the Malicious Damage Act 1861 remain. The Act is presently the essential wellspring of offenses of harm to property. The common law for the most part treated harm to an alternates belongings as a civil matter heading just to a right to harms in trespass or aggravation. In the eighteenth century, Blackstone expressed the privileges of individual property in ownership are at risk to two types of wounds: carrying away or hardship of that ownership; and the misuse or harm of the assets, while the ownership proceeds in the lawful manager." Blackstone unmistakably named these

A Small Scale Sample Survey Coursework Example | Topics and Well Written Essays - 2000 words

A Small Scale Sample Survey - Coursework Example In addition, the study wants to determine how important computers are for students of Coventry University. Coventry University has extensive computer facilities and services. This study wants to find out whether or not students are able to take advantage of the facilities and services of Coventry University. More importantly, this study also wants to know whether or not students are satisfied with the facilities and services of Coventry University’s computer center. Sampling strategy and sample size The sample size of 30 was pre-determined by the requirements of the assignment. The sampling strategy used was purposive sampling. This type of sampling strategy allows researchers to find respondents that would serve the particular purpose of the study (Anderson, Sweeney, & Williams, 2009). For this particular investigation, the researchers gave the questionnaire to 30 university students who passed by the campus cafeteria. Questionnaire design The questionnaire makes use of 10 qu estions that aim to assess the behavior of computer usage of students of Coventry University. In order to determine the relevant demographic characteristics of the respondents, the questionnaire required that respondents’ sex and academic level be noted down. ... Computers are used for a number of reasons and in order to find out what were the purposes of Coventry University students for using computers, up to three multiple answers were accepted for question 6. The amount of time and the frequency of use of computers by Coventry University students were explored in questions 7 and 8, respectively. Finally, the importance of computers for Coventry University students and their satisfaction with the university’s computer services and facilities were assessed in questions 9 and 10, respectively, Analysis and presentation of findings In order to find the behavior of computer usage of students at Coventry University, the data gathered was collated, summarized, and analyzed. Results of the analysis are given below. Table 1 shows the frequency and percentage distribution of respondents grouped by sex and academic level. The figures indicate that there were a total of 14 (46.7%) male respondents and 16 (53.3%) female respondents. Moreover, 22 (73.3%) of the respondents are at the Undergraduate level of their studies while 8 (26.7%) of the respondents are at the Post-graduate level of their studies. Figures from Table 1 also indicate that 90% of the respondents have their own computer (n = 27) while 10% do not have their own computer (n = 3), all of whom are undergraduate students, with 1 male and 2 females. Table 1. Frequency and percentage distribution of respondents by sex and level (N = 30) Sex Level With Own Computer Does not own computer Total Frequency Percentage Frequency Percentage Frequency Percentage Male Undergraduate 9 30.0 1 3.3 10 33.3 Post-graduate 4 13.3 0 0.0 4 13.3 Total 13 43.3 1 3.3 14 46.7 Female

Ethanol Essay Example | Topics and Well Written Essays - 2000 words

Ethanol - Essay Example It was mostly used industrially and for lamps until 1862, when the U.S. Congress placed a $2 per gallon tax on it to help fund the Civil War. In 1896, Henry Ford built his first vehicle, a Quadricycle, which ran entirely on pure ethanol. The first hybrid flexible engine was also built by him for his Ford Model T; made from 1908 until 1927. It could run on ethanol, gasoline or kerosene. As World War I and the depression created a need for more fuel, more research was done to provide the necessary means for energy when gasoline was not readily available. During the prohibition years, extensive taxation made it impractical to produce alcohol, although in the 1920's, the Standard Oil company started using ethanol as a fuel additive to reduce engine knocking and raise the octane of the fuel to enhance performance issues with automobiles. As the advancement of the combustion engine progressed, so did the need for ethanol research. It was also at this time that Brazil discovered a way to us e the ethanol made from sugar cane in their automobiles. It was in the 1930's that gasohol; fuel comprised of 6-12% ethanol was first used. Brazil passed a war time law in 1943 requiring automobile fuel to contain 50% ethanol, in order to reserve petroleum resources for the military use. They have continued to develop that technology into a world class economy today. Due to the oil embargo, in 1974, the U.S. began doing extensive research regarding turning organic materials into ethanol. In 1980, the U.S. placed foreign excise tax on all foreign made ethanol in an attempt to stimulate the domestic economy and reduce flooding the market with cheap imported ethanol. That tariff remains in place today, securing the place for the U.S. as the number one ethanol producer in the world. By that time, Brazil was considering fuel rationing, when Fiat built the first, ethanol only, modern car; within three years, 90% of the cars in Brazil were ethanol vehicles. Today, Brazil continues to be th e leading sugar cane ethanol producer, refining more than 40% of that country’s domestic ethanol. By 1992, the Energy Policy Act passed, requiring automakers to create and sell cars capable of using alternative fuels; also giving tax deductions to those selling those cars or ones capable of being converted with a special conversion kit. This kit made adjustments to the fuel-to-air ratio through the use of fuel sensors that determined how much ethanol was in the system to prevent engine damage. Ethanol as a fuel additive can be derived from many organic sources, such as corn, wheat, sugar cane, sugar beets, sweet sorghum, sweet potatoes, switch grass, and miscanthus. There is research constantly being conducted to search for new sources of feedstocks to produce this valuable renewable source of energy. Potential non-corn feedstocks include cotton stalks, and trees as well as certain forms of algae. This would require a special and complicated process to separate cellulose from the sugars for the fermentation process and much more research is needed in this area. There are many other uses of ethanol than just for car fuel. It is also used to make industrial compounds and solvents, antifreeze, vinegar, perfume, cosmetics, pharmaceuticals, paint, and alcohol wipes and antibacterial hand sanitizers. The grain alcohol that is used for human consumption is of a much higher quality and therefore a different product entirely. One

City of New London Essay Example for Free

City of New London Essay The City of New London exercised its power of eminent domain to appropriate properties of a number of its citizens for purposes of selling it to private developers. Unwilling citizens including petitioner Suzette Kelo and other similarly situated individuals contested the aforementioned governmental action saying that it was done in violation of the takings clause in the Constitution. The city, on the other hand, argues that there was compliance with the requirements in the Fifth Amendment because the integrated development plan was intended for public use, i. e. to develop the barren land which will eventually lead to the creation of employment opportunities for the citizens as well as increased revenue for the city which had been earlier labeled as a â€Å"distressed municipality. † All the State courts have ruled in favor of the validity of the proposed takings. Issue: Does the public purpose intended by New London in the appropriation satisfy the public use requirement of the Takings Clause in the Constitution? Rule: The rule involved is the Taking Clause of the Constitution’s Fifth Amendment which states that â€Å"No person shall be †¦ deprived of life, liberty, or property, without due process of law; nor shall private property be taken for public use, without just compensation. † Application: The rule clearly states that the government may only appropriate private properties if the intended use is for the general public. However, in this case, the state is in effect appropriating the private properties with the end of transferring it to another private entity which is tasked to undertake the project that will yield public use. Conclusion: The Court made a distinction between two kinds of expropriation. The first involves the taking of private property for direct governmental benefit which will lead to public use. On the other hand, the second type of taking has to do with seizing private property and transferring it in the name of another private entity for purposes of developing it on the condition that there is a â€Å"future public use. † The taking involved in New City did not grant undue advantage to the private company because there remains a legitimate purpose provided to the government. Further, it is not necessary that all the citizens will be benefited by the taking. It is sufficient that the private lessees of the developed land will cater to the general public. The Court likewise emphasized that the attainment of public use criterion is sometimes better served when delegated to private corporations rather than when undertaken by the government itself. Therefore, economic development squarely comes within the public use requirement under the Takings Clause in the Constitution. Critique: In the case of Kelo v City of New London, the Court accorded a very liberal construction of the Takings Clause of the Constitution when it allowed the expropriation of the private property in favor of another private property. At the very outset, the controversy already becomes very apparent. As have been pointed out by Justice O’Connor, the government may freely exercise its power of eminent domain so long as it complies with the requirements of the Constitution, namely â€Å"just compensation† and â€Å"public use,† with the latter being the most contentious phrase in this case. Would it suffice that there is incidental public benefit derivable from the expropriation? The clear reading of the black letter law answers in the negative. The power of eminent domain should only strictly be for the government’s benefit. Whatever incidental or fringe advantage should be left for other adjacent private properties, but most certainly, not the other way around. All the more that it should not be confused with the more sweeping term â€Å"general welfare. † The implication of this decision hence renders nugatory the â€Å"Public Use† clause in its entirety. Furthermore, this case establishes a dangerous precedent. One should note the composition of the local governments as well as those in the congress. They are all affluent individuals who are more often than not propertied private individuals, too. They can easily invoke this case to justify the undue advantage they have for themselves. Justice O’Connor had this possibility in mind when she stated that now those citizens with disproportionate influence and power in the political process, including large corporations and development firms can exploit the weak who had nothing but the lands passed down to them. Ordinarily, judicial activism is resorted to for purposes of maintaining equity and social justice especially when the law is too oppressive for the majority (Morgan, 2001). However, this case is an outlier as it sanctioned the suppression. Thayer has enumerated at least three evils that attend the increased exercise of judicial review. First, the Congress grows more and more accustomed to turning the subject of constitutional restraints over to the courts, falling insensibly into a habit of â€Å"assuming that whatever they may constitutionally do, they may do. † Second, the people become more careless in electing their representatives since the few and, presumably, wiser occupants of the Bench are there to protect them anyway should the incompetence of these legislators shine eventually. Finally, judicial review is inherently not preferable because the correction of laws come â€Å"from the outside† and so those people primarily tasked to make the laws lose the opportunity to improve their own political competence (Wolfe, 1997). References Morgan, D. G. (2001). A judgment too far? : judicial activism and the constitution. Ireland: Cork University Press. Powers, S. (2002). The Least Dangerous Branch? Consequences of Judicial Activism. Connecticut: Praeger. Schmidt, S. W. , Shelley, M. C. , Bardes, B. A. (2008). American Government Politics Today. Boston: Cengage Learning Inc. Wolfe, C. (1997). Judicial activism: bulwark of freedom or precarious security? New York: Rowman Littlefield.

Causes of the US National Debt

Causes of the US National Debt How big is the US National Debt and history? By definition, the amount of money owed by the federal government to creditors is referred to as the US National Debt. The National debt is categorized into two; public debts and government. Government debts are always on the rise due to the increase in government spending and expenditure, unpaid credits by debtors, decreased taxes among others (Zezza, 2014). The US National Debt has a historical increment due to the rise in debt as a share of the GDP during the recession periods and times of war. A combination of inflation and growth of GDP results in decreased national debt. The national debt of the US, for instance, increased after the World War II to 113 % in the year 1945 (Zezza, 2014). However, this figure later went down in the subsequent thirty-five years. In the past few decades, there have been concerns of how sustainable the fiscal policies of the US National government are based on the rise in costs of medication and the growing number of old people in the US population ( Zezza, 2014). According to Sakbani (2013), the public debt of the US was at $ 14.3 trillion of the overall GDP while the inter-governmental debts were $5.4 trillion. This totals to about 10.6% of the 2015 GDP. Sakbani (2013) further notes that more than 45 % of the US national debt in 2016 was by foreign investors with Japan and China in the lead. Precisely, an analysis of the US national debt reveals that the debt has had a constructive decline since the year 1789 apart from between 1835 and 1836 (Chorafas, 2014). The debt was at the highest level during the first term presidency of Harry Truman which was during and after the Second World War.   After the second world war, there was a notable fall in the national debt in the US. The US national debt was at its lowest point in 1974 under the leadership of Richard Nixon (Sakbani, 2013). However, after 1974, the national debt started appreciating and this has been the trend since then. But it stagnated during Bill Clinton and Jimmy Carter’s presidency. In the 1980s there was a tremendous increase in national debt due to Ronald Reagans decision to lower taxes and increase military expenditures. However, in the 1990s the debt went down when a reverse of the 1980s was implemented; increased taxes, and lower military spending. Chorafas (2014) highlights that due to the fina ncial crisis between 2007 and 2008 the public debt went extremely high. There seems to be a surge in national debt during the GW Bush and Obama administrations. Why? There was a considerable rise in national debt between the presidency of George Bush and that of Barrack Obama. This was from $ 5.768 trillion when Bush left office to $ 14.071 trillion 735 days after Obama took office (Skidmore, 2011). This means that the recording of Bush’s national debt was wrong. This is because in his term as the president there was a rise of $ 607 billion yearly hence the overall figure could not be $ 5.768 trillion as indicated in the Treasury records. Skidmore (2011) further explains that during Obama’s era the national debt considerably went high by an average of $ 1.723 trillion yearly. This saw the figure go way up above the debt during Bush’s presidency. However, it is not possible to hold Obama responsible for this increase in debt. This is because the figures flow from the 2009’s budget which Obama never signed. This means that if the right account to Obamas accounts are to be analyzed this should trail down from the fiscal year 2010 and 2011 (Sakbani, 2013). In addition to a sum of $ 225 trillion that was included in the 2009 budget under his signature. A close comparison of Obama’s and Bush’s spending and deficit reveal that Bush was way far than Obama based on managing of the national debt. This argument can be supported by; Bush operated a total budget of 3.283 trillion in deficit spending for his eight fiscal years in office. On the other hand, Obama operated at a spending deficit of $ 2.826 trillion within his first two years in office. This means that while Bush operated at a deficit of $410 billion per annum, Obama operates at more than $1.4 trillion per annum, giving a difference of more than 1 trillion between the two reigns. This analysis explains the current surge between Obamas presidency and Bushs presidency regarding deficit spending. What are the consequences of a large national debt? Is it going to hamper the economic growth as some have claimed? Based on an economic perspective, large national debt affects the economic growth negatively. It is almost impossible for a government or country rather to sustaining a large and growing national debt. Some of the effects come from the side of investors who begin doubting the possibility of the federal government to continue servicing the economy and government spending (Boubekar et al., 2016). There are three major effects of large national debts on a country’s economic growth. First, large debt draws money away from national investments which would earn then government some revenues. This is due to lack of enough money for the government to service effective investments. This would mean that the government is heavily spending, but there are minimal or no revenues being generated hence lack of capital to be reinvested. There will be no growth in the country’s economy. Secondly, large debts negatively influence taxation and spending by the government. This is because when the country is suffering from high national debts, all the attention are focused on what the government can do to continue sustaining itself. This is where the government adjusts. As Boubaker et al. (2016) put it when taxation is high workers and investors are negatively affected by tax increment and can be left with little or no money to reinvest. Also, the tax increment leads to economic downturn from the side of the policymakers and investors. Policymakers find it challenging designing policies on tax spending in an environment where there is an extremely high national debt. The economic growth is normally hard in such a situation based on the fact that there are no sufficient funds to fund any new challenges that arise along the policy-making and policy implementation processes. Is it possible for the US to default on its debt in future? Explain The United States does not have any record of ever defaulting on national debt. If this ever happens the results can be unimaginable. However, there have been cases when the House Republicans have resisted raising the house ceilings urging the Congress house to cut on spending first (Johnson, 2000). It means that there are possibilities of the US failing to honor their national debt shortly. Precisely, the US can default their national debt in two main ways; failure of the Congress to raise the debt ceiling, and is the Government decides that the interests they are charged are way too high and resolve to not paying interests on bond, notes, and Treasury bills. In the first case scenario, failure by the Congress to raise the debt ceiling would mean high interests rate on Treasuries, hence high costs on the consumer loan, mortgages, and other such services (Johnson, 2000).This will then lead to decline in the value of a dollar and finally inability of the government to pay salaries and benefits to their civil servants and retirees. On the other hand, in the second scenario, there would be a disaster as the value of treasuries in all the government’s secondary markets would stagnate or go down hence Treasuries would be sold at discounted prices (Cline, 2013). The government would find it hard to auction their treasuries hence making it hard for them to borrow money and pay bills. The default of US national debt would be extremely disastrous owing to the confidence most investors have on the US markets. Why the Nobel winning economist Paul Krugman is not as alarmed as many others are concerning the high level of US National debt? It is important to note that the overall national debt is usually a combination of all loans acquired by the federal government from various creditors to finance a deficit budget. In taking and utilizing loans, the government usually has a focus on increasing their tax rates for them to finance their current government spending (Zezza, 2014). Paul Kraugman can be said to be less alarmed on the high level of the US national debt due to his argument that there is no need for investors or anybody else to worry about the level of the impeding national debt of the US. In his argument, Kraugman makes several assumptions. Unlike others, Krugman argues that in as much as debt matters there are other things that matter most and that the government needs to spend more to get the US citizens out of the current unemployment trap (Zezza, 2014). This shows that he had no idea what harm the current high national debt has caused the US and the impacts a further increase in government spending will cause the US. References Boubaker, S., Rouatbi, W., & Saffar, W. (2016). The Role of multiple large shareholders in the choice of debt source. Financial Management, 46(1), 241-387. Doi: 10. 1111/fima. 12148 Chorafas, D. N. (2014). Kingdoms of Debt Public Debt Dynamics of Europe and the US, 24-32. DOI: 10. 1016/b978-0-12-420021-0.00002-6 Cline, W. R. (2013). The multiplier, sovereign default Risk, and the US budget: An overview. Public Debt, Global Governance and Economics Dynamism, 276-29. Doi: 10.1007/978-88-470-5331-1-3 Johnson, K. (2000). National Missile Defense 2015: An Unintended Consequence. Doi. 10. 21236/ada432647 Sakbani, M. N. (2013). The Dual Debt Problem in the US and in Europe. International Debt. Doi: 10. 1057/9781137030573.0007 Skidmore, D. N. (2011). The Obama Presidency and the US Foreign Policy: Where is the Multilateralism? International Studies Perspectives, 13(1), 46-53. Doi: 10.1111/mj. 1528-3585.2011.00454.x Zezza, G. (2014). Fiscal and Debt Policies for Sustainable US Growth. Fiscal and Debt Policies for the Future. Doi: 10. 1057/9781137269539.0012

Soft Skills And Communication Skills For Engineers

Soft Skills And Communication Skills For Engineers Abstract Engineering education widely recognize an increasing need to equip students with effective study skills early in their university education and basic professional skills prior to graduation. These, however, are traditionally difficult modules to teach successfully to larger groups through traditional lecturing. Observations suggest a poor absorption rate from the students and thus a lack in their ability to benefit from these skills both personally and professionally. Specific techniques described in this paper can be easily integrated into most types of teaching material. Introduction Over the years there has been an increase in emphasis on soft skills and particularly communication skills in the engineering programs. Reflecting both the demands of potential employers and professional bodies, as well as the creativity of course designers, modules such as first year study skills and final year professional skills have become more and more common. The greatest focus has been placed on fundamental topics such as presentation skills, effective report writing, teamwork, and time/project management. Whilst this change is certainly a positive one, these modules seem to be among the more challenging to teach and assess successfully, the criteria for success being that the student can understand the concepts presented, apply them using exercises, and demonstrate the resulting competence through assessment. A modified teaching approach is required that addresses the professional students. The approach needs to add interest and obvious relevance; students need to feel that any guidelines presented can solve a pressing issue or concern that exists in their world. Above all, to be successful the teaching approach must be dynamic, interesting, practical and organized to manage tactically the attention span of the audience. Modifying the approach Keeping a large number of undergraduate students continually engaged is not the easiest of tasks, particularly considering the challenges above. It was decided that a different and more dynamic teaching approach was required to stimulate students in place of traditional lecturing styles based essentially on one-way communication. If students frequently had to respond, discuss, react or participate they would be far less likely to disengage or go to sleep! Allowing them to make mistakes in a supportive environment would also go some way to convincing them that they needed to improve their skills and were doing so by attending the learning sessions. Some might argue that a high level of interaction is only practicable with smaller audiences. Whilst smaller groups are indeed easier to manage this was found not to be the case, although an experienced lecturer is required who is willing to engage in open discussions and deviate from a detailed lecture plan if necessary. Towards a task-based approach Typically, a traditional ELT syllabus lists learning items in terms of structures, functions, notions and vocabulary which are then set in situations and which usually integrate a variety of skills (reading, writing, listening and speaking). This dominant approach has been characterized as product-orientated because it focuses on what is to be learnt or on products. The problem with this approach, as Nunan (1988) has pointed out, is that input cannot be equated with output and that teaching cannot be equated with learning. In short, what the teacher teaches is not what the learner learns. Swan (2005) in his critique of task-based learning laments the polarization of attitudes in relation to recent discussion of language learning. On the one hand traditionalists argue in favor of a linear, atomistic syllabus design. On the other hand, hard-line task-based ideologues seem to exclude any atomistic activity in favor of all-or-nothing holism. Bygates distinction (2003, p. 176) between tasks and exercises helps to situate this debate. He defines exercises as activities which practice parts of a skill, a new sub-skill, a new piece of knowledge. In contrast, he defines tasks as activities which practice the whole integrated skill in some way. Bygates discussion (2001, pp.23-48) lends support to the idea that task-based teaching needs to be situated in a broad curriculum framework, suggesting that isolated tasks are not sufficient in themselves to promote learning. The implication drawn from such research and discussion is that units of learning that involve the strategic use of holistic repeated tasks and supporting atomistic exercises provide one means of avoiding narrow ideological positions. A task-based unitary framework is therefore proposed here that leads to student-led holistic outcomes in the form of written reports, spoken presentations and substantial small-group conversations that lead to decision-making outcomes. However, due consideration is also given to the design of atomistic exercises within the framework. In her model for task-based learning, Willis (1996, pp.52-65) proposes a pre-task component, a task-cycle component (pre-task/task/post-task) and a language focus component. With regard to focus on form, Willis emphasizes the importance of a post-task report phase, which could be a written activity such as writing a polished report or a spoken public-report phase in which students can be encouraged to focus on accuracy and can be prompted to recast inaccurate forms. Other key stages for Willis that improve the linguistic focus of task-based learning are the planning stage during which the teacher can take on a role of language advisor. This 1996 framewor k by Willis has been influential. In his 2006 Asian EFL Journal (AEJ) conference keynote speech, for example, Ellis made extensive reference to it, adopting it as his basic framework. Components of a Task Tasks contain some form of input that may be verbal (a dialogue/role play/reading) or, nonverbal (pictures/a gesture) followed by an activity, which is in some way derived from the input. This activity sets out what learners need to do in relation to the input. Tasks have also goals and roles for both teachers and learners. Components of a Task (Nunan: 1989) From the above diagram, a task can be viewed as a piece of meaning focused work, involving learners in comprehending, producing and/or interacting in the target language. Before taking up the task of converting the textual content into various tasks, the following points were noted and kept in mind by the investigators: -The objective of the task must be stated very clearly -The task must be appropriate for the level of the learners -The task must equip the learners with the ability to apply classroom learning in new situations. -Tasks must be interesting and motivating to the students -The form the input takes, must be clear to the teacher -The roles of teachers and students must be specified clearly -Through the task, learners must be encouraged to negotiate meaning -The language that will be generated by the task must be predicted -There should be variety and flexibility in the tasks The following are eight well documented techniques that can be used flexibly to transform any standard lecture into a more dynamic one. These techniques are summarized below. An emphatic and captivating introduction A successful training session must begin by creating a sense of urgency and somehow capturing the interest of the audience, usually by emphasizing the importance of the topic and its relevance. What rewards can be obtained by applying the content of the session? What pitfalls exist for those who lack the competence? However, it is important that in emphasizing the importance of a topic the presenter is not perceived as finger wagging. For example, when youre in industry youll have to . . . or you wont pass your final year project unless you learn to . . . are unlikely to prove engaging whereas would you like me to help you get more marks for your lab reports without doing any more work is. Use of relevant examples and storytelling Examples, stories and anecdotes turn theories and guidelines into perceived reality by providing a true-to-life basis for their application. They will also capture the full attention of most audiences. Use plenty of these at least one for each principal point covered and, wherever possible, focuses on real examples rather than hypotheses. Let students share their similar experiences. Group exercises Have students perform short exercises in groups to try out the application of concepts presented, followed by debriefing where each group reports its findings, progress and difficulties to the audience. Exercises of this type break up the session, increase engagement and can be easily conducted even in a lecture theatre. They also force the students to admit their errors, even if these errors are not reported to the audience, and this helps to establish for them the fact that they have learnt something. Brainstorming This is another interactive technique to provide stimulation and variation. Provide an open question and have students brainstorm in small groups (usually together with those sitting next to them) before beginning a discussion session. Demonstrations/simulations It is much more effective to demonstrate an idea than to talk about it. Documentation could include some type of physical simulation, a simple game, or even a video clip. Role playing is particularly effective as it involves the students in an active way, provided that a risk-free and supportive environment is provided to those who participate. This in turn is dependent on the lecturers making sure that students are never embarrassed by failure during an activity. Opinion polls This is a quick change and helps students to engage in a new activity or a new aspect of a topic. For example a quick show of hands: How many people think .? The mind break Used to refresh the listeners attention span during more demanding presentation components, for example, take a 2 minute break to chat with your neighbor before we move on . . . Facilitation vs. lecturing Whenever possible, lean towards the process of facilitation rather than lecturing. Prompt the audience with relevant questions, challenges their ideas, and shapes an understanding based upon the responses and active discussions rather than reading a script. It is, however, important to be respectful towards students who give wrong or poor answers. The techniques presented above provide some of the most important ingredients for an engaging lecture. They are well documented and widely used in isolation. Not all are applicable to all situations and types of material, and the next step is, therefore, to devise session plans into which they are woven appropriately. The choice of techniques will depend largely on the topic to be presented and to some extent the lecturers personality and individual style. Conclusion Perfect communication is near impossible in the classroom because it depends on many variables. However, if the teacher is to be successful, the content of his message should be clear in his mind and be put in suitable code and transmitted through appropriate media. There is need for a careful sequencing of ideas and the use of activities that is within the experience and understanding of the students. Whatever learning experience the students are exposed to, they should be allowed to practice it. Learning takes place through the active behavior of the students. It is what the student does that he learns and not what the teacher does. The teacher is only a facilitator of learning. The quality of learning that takes place in any situation, to a very large extent, is dependent on the effectiveness of the teachers plan and communication.

Drugs - Does America Have a Future? Essay -- Argumentative Persuasive

Does America Have a Future? Can you picture this? Children and teenagers suffer from irreversible brain damage. Children go to school high, if they even to go school at all. Crime rates soar to outrageous proportions. Businesses fail because of decreased productivity and increased absenteeism. Families break up because a parent is in prison. Courtrooms and prisons are overcrowded with criminals convicted of drug-related crimes. These scenes could reflect America in the future if drugs such as cocaine and marijuana are legalized. One argument for the legalization of drugs is that crime rates would be reduced. Former Surgeon General, Dr. Joycelyn Elders, stated on December 8, 1993, that "we could markedly reduce our crime rate if drugs were legalized." Her rationale is that drug users would not kill other people for drugs or drug money of drugs were legal. The logic is simple: if much of our growing crime rate is due to attempts by drug dealers to obtain and market drugs, and to attempts by addicts to obtain the money to buy their drugs at inflated prices, then legalizing drugs and controlling the cost would reduce the current crime rate. However, legalizing drugs would most likely increase the crime rate, not decrease it. A close look at the dynamics involved reveals that legalizing drugs would bring nothing but disaster for our future. First, legalizing drugs would promote further drug use. Current users would probably use drugs more often if they were legal, and people who do not currently use drugs might be tempted to try them for the same reasons. The National Institute of Drug Abuse reports that two-thirds of Americans between the ages of twenty and forty have used illegal drugs in the past... ...If that were not enough, parents under the influence of drugs are simply unable to make logical decisions or give children the guidance they need. What will happen, then, if more parents were suddenly able to obtain drugs for their "recreational use," most often in their homes? With such disastrous effects, why would anyone believe that legalizing drugs would benefit this country? Even if one or two of these predictions turned out to be true, would we be better off than we are now? If drugs are legalized in this country, this country would rapidly deteriorate in the midst of the millions and millions of drug-using Americans. Crime rates would escalate, and individuals, families, and society would disintegrate. Drugs are already consuming America. The future of America looks even more dismal if drug use were further legalized and its use further condoned.