Should Everything on the Internet be Free Essay - 1051 Words

Should Everything on the Computer be Free? Many people say, The best things in life are free. However, when we say this, we don’t particularly mean materialistic items. Nearly two years ago this saying was heard by those who may have won the lottery or whom may have been in love and feels that it is the best thing. Nevertheless, a few years ago nearly nothing was free and if it was there was always a catch to go along with it. Now that the Internet has become so popular it is difficult not to find something for free. There are numerous sites on the World Wide Web that offer free items. For example, www.zipso.com, is a site that you are able to subscribe for free offers. The site www.napster.com, is a music site which people are able†¦show more content†¦It has taken the world by storm and it will keep happening as long as we are around. There are types of music that can be downloaded on the computer. Napster, which can be downloaded at Napster.com, is a program that music can be found. The music is kept in a library and just a double click on the mouse lets one hear any song downloaded. These songs can be found with either the title or the artist of the song. I feel that Napster has a good thing going with the free music. However, I feel that it shouldn’t be completely be free. The artists of the music are loosing out on a lot of money. A solution to this problem could be that songs could not be downloaded to the Napster program until the record had made a certain amount of money. Although, right now Napster is in court trying to compromise on a decision that will make everyone who uses Napster, everyone who created Napster and the artist of music happy. Many people use electronic mail or e-mail. This is basically just like the postal service. There are many domains that offer free email. A few, for example include Yahoo, Excite, and Ameritech. All of these services allow one to send mail to many different people at a time, have an address book, use different fonts for the letters, and they also have an accompanying chat service. This allows a person to talk to another person that is on that Internet simultaneously. I feel that having free e-mail is also aShow MoreRelatedThe Internet And Its Effects On Our Lives1631 Words   |  7 Pagessometimes even recorded. Today many companies sell, buy, and use personal information about their users. Those companies track people’s internet interactions and know almost everything about their online behavior: from their personal preferences in food, music, and cars to the health condition, phone numbers, and credit card numbers. Everything users do on the Internet - from the comments to t weets to a simple browsing - will never be erased from history. This is partly due to national security, forRead MorePrivilege Or A Necessity : The Internet896 Words   |  4 Pagesnecessity: The Internet. 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Trying to censor the Internet its problematic because the net is an international issue, there is no standard forRead More Should the Internet be censored? Essay946 Words   |  4 PagesShould the Internet be censored? Should the Internet be censored? This is a sticky question; no matter what answer you give to this question there will always be a valid argument in response to your answer. There are lots of arguments in the answer I found doing the research I did. The United States is not the only country with this problem. Because, remember now the Internet is worldwide and it involves every single country in the world. If a person thinks the Internet should be censored thenRead MoreInternet And The World Wide Web990 Words   |  4 PagesInternet Privacy The term Internet and the World Wide Web (WWW) are words that not only are familiar to people all over the globe but their technology is ubiquitous. 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Describing Language And Language Skills Education Essay Free Essays

Teaching is a multidimensional activity that involves societal, educational, pedagogical, linguistics, personal, and cognitive dimensions. In the last 20 fiveyears, in general instruction the cognitive dimension of instruction has been recognizedas cardinal to successful instruction. The last decennary has witnessed steady growing in thestudy of instructors ‘ knowledge. We will write a custom essay sample on Describing Language And Language Skills Education Essay or any similar topic only for you Order Now Research workers have paid more attending to the survey of instructors ‘ belief about instruction, acquisition, scholars, and the impact it has on learning patterns, activities, and larning results ( Tillman, 2000 ; Shavelson, and Stern,1981 ; Burns, 1992 ; Eisenhart et. al. , 1998 ; Fang, 1996 ; Richardson, 1996 ; Kagan,1992 ; Reynold, 1992 ) . Research into instructors ‘ knowledge has non been restricted toone or few specific subjects or content countries. The impact of instructors beliefs on their instruction is being studied across subjects and educational scene every bit diverse as general instruction, mathematics ( Ernest 1989 ; Shuck 1997 ; Karaagac and Threlfall ; Raymond, 1997 ) , second/ foreign linguistic communication acquisition, ( Farrell, and Patricia,2005 ) , reading ( Beach, 1994 ) , and chemical science ( Brisco, 1991 ) . It has been studied in pre-service and in-service contexts, different educational degrees: kindergarten, simple schools, high schools and grownup instruction. During 1980s and the old ages after, research workers investigated a figure of different facets and dimensions of instructors ‘ knowledge. The chief focal point was on analyzing the manner instructors think about their ain work, their mental procedures in planning and transporting out their instructions, the sort of determinations made in the class of instruction, and how these beliefs may alter over clip. Some of the research countries in teachers’cognition include analyzing instructors ‘ knowledge in general and how they construct their constructs and theories of instruction ( Clandinin A ; Connelly, 1988 ; Leinhardt,1990 ) , instructors ‘ apprehension of the instruction procedure ( Peterson A ; Comeaux,1987 ) , instructors ‘ belief about instruction, pupils, instructors, and the acquisition procedure every bit good as their ain efficaciousness in bring oning alteration in their pupils ( Hollingsworth, 1989 ; Kagan A ; Tippins, 1991 ; Tamir, 1991 ) . Another country of research in instructors ‘ belief is analyzing the instructional ideas, actions, and determination devising in the schoolroom ( Fogarty, Wang, A ; Creek, 1983 ; Magliaro A ; Borko, 1986 ) . Changes in teachers’beliefs that occur as a consequence of professional growing and instruction experiences have besides been examined ( Bullough, 1991 ; Calderhead, 1991 ) . Teachers ‘ beliefs are non easy to specify. Nor are they easy to operationalize and analyze. Kagan ( 1992 ) views them as tacitly held premises and perceptual experiences about instruction and acquisition. Pajares ( 1992 ) and Richardson ( 1996 ) view them as personal concepts of instructors that can assist understand their determinations and instruction patterns. The belief system consists of the information, attitudes, values, theories, and premises about instruction, acquisition, scholars, and other facets of instruction. Some of these beliefs are rather general while some are really specific. Harmonizing to Johnson ( 1994 ) instructors ‘ beliefs influence their judgement and perceptual experience, the schoolroom activities they use, and it can lend to the betterment of learning patterns and teacher instruction plans. The belief system is argued to function as a base for the activities and patterns instructors use in the schoolroom. It guides instructors in the class of the patterns they have in the schoolroom. Hampton ( 1994 ) contends that instructors ‘ beliefs can find the manner they approach their instruction. In brief, research findings show that instructors have complex thought and reading of instruction and the context upon which they reflect, decide, and act was a broad and rich mental context ( Elbaz, 1983 ; Clandinin, 1986 ) . There are different ways instructors may develop their beliefs. It can be socially constructed as a consequence of their ain personal experiences and influences of the scenes in which they work. Teachers ‘ beliefs are built up over clip. They are derived from instructors ‘ preparation plans, pre-service plans, and prior acquisition and instruction experiences. Brog ( 2003 ) and Richards, Gallo and Renandya ( 2001 ) argue that instructors ‘ beliefs are derived from their anterior experiences, school patterns, educational theory, reading, their single personalities, and a figure of other beginnings. Eisentein-Ebsworth and Schweers ( 1997 ) see instructors ‘ positions shaped by pupils ‘ wants, syllabus outlooks, and anterior experiences. This cognition may alter over clip as instructors interact with pupils and acquire feedback from them. Following the involvement in general instruction and teacher instruction in teachers’cognition, research workers in 2nd linguistic communication acquisition took the thought and started to analyze linguistic communication instructors ‘ pedagogical beliefs in 2nd linguistic communication acquisition ( Breen,1991 ; Cumming, 1993 ; Freeman A ; Richards ; 1996 ; Johnson, 1994 ; Richards, 1998 ; Richards A ; Nunan, 1990 ; Woods, 1996 ) .Teachers ‘ belief is now viewed as a complex cognitive activity ( Farrell and Patricia, 2005 ; Brog, 2003a, 2003b. ; Mitchel and Hooper, 1992 ; Johnston, and Goettsch, 2000 ) . Research into instructors ‘ knowledge has both provided good penetrations into instructors ‘ knowledge at the same clip raised more inquiries about several issues of instructors ‘ beliefs. A more specific facet of instructors ‘ knowledge in linguistic communication instruction is instructors ‘ beliefs about grammar and different facets of grammar instruction. Some of the inquiries that have non been yet answered include how much clip should be devoted to grammar? What grammatical points should be taught? How should grammatical points be sequenced? What activities are more appropriate for different contexts? Grammar has a contested nature and its instruction and acquisition has seendifferent yearss. Grammar instruction has ever created uncertainnesss and raised complex and challenging pedagogical, lingual and curricular issues. With the outgrowth of a new method or theory grammar becomes the centre of attending and with the death of the theory or pattern it would be wholly abandoned. For times grammar was cardinal to category activities and at times it was overlooked. With such fluctuation it is non hard to conceive of linguistic communication instructors develop different positions on grammar in the procedures of going a instructor. In the late 1980s forsaking of focal point on signifier was advocated by communicative motion. In the last decennary the issue of focal point on signifier has been a hot subject and raised many inquiries and challenges to applied linguists and linguistic communication instructors. There have been a figure of surveies on instructors ‘ beliefs about grammar and grammar instruction. Ng A ; Farrell ( 2003 ) and Yim ( 1993 ) investigated the extent to which instructors ‘ theoretical beliefs influenced their schoolroom grammatical patterns, and found grounds to propose that what instructors say and do in the schoolroom are governed by their beliefs. Farrell ( 1999 ) examined the belief system of pre-service instructors of English grammar in footings of its influence on instruction pattern, and found grounds to propose that these beliefs may be immune to alter. Similarly, Richards, Gallo, and Renandya ( 2001 ) examined the beliefs of a group of in-service class instructors about grammar. The consequences showed that many instructors followed a communicative attack to instruction, while some of the respondents stated that they had house belief in the importance of direct grammar instruction in linguistic communication learning.They besides stated that the ir EFL/ESL pupils asked for grammar instruction. Research into the impact of formal grammar instruction has covered several facets of grammar instruction. These include inductive versus deductive approached to the instruction of grammar ( Shaffer, 1989 ; Dekeyser, 1995 ) , feedback and rectification of mistakes ( Chaudron, 1977 ; Dekeyser, 1993 ) , usage of grammar nomenclature in grammar instruction ( Berman, 1979 ; Garrett, 1986 ) , and impact of grammar pattern on L2 acquisition ( Ellis, 1991 ; Johnson, 1994 ) . In malice of big volume of research in this country consequences are inconclusive and as Borg ( 1999 ) discusses our apprehension of the procedures of grammar instruction as perceived by linguistic communication instructors has still a long manner to travel. How to cite Describing Language And Language Skills Education Essay, Essay examples

Relationship Between Religion and Health Practices

Question: Describe the relationship between religion and health practices of the major religions practiced in the U.S. Answer: Religious and cultural beliefs form an important part of delivery of healthcare in a globalised world where people from diverse ethnicities and religious backgrounds need to access healthcare facilities. Sensitization of the healthcare staff to religious beliefs, practices, rituals and preferences while delivering treatment to people from different religions makes migrant populations comfortable while taking treatment so that there is little chance for conflict. Tenets of four religions have been discussed in this paper, Buddhism, Hinduism, Islam and Judaism. The basic tenets of Buddhism were given by the Gautam Buddha in the 4th century B.C. According to his teachings all living beings suffer, desire for power and possessions can increase sufferings, desire can be overcome, and he preached his followers the eightfold path that leads away from desire (Jangubhai, 2013). The religion teaches that actions of the past life impact our life. Good actions are rewarded with good consequences Wheras negative consequences are a result of bad actions (/nichiren_1.shtml, 2005). The main belief of the Hindus is reincarnation of the soul happens through many cycles of birth and death and moksha or liberation from the cycle of rebirth can be attained once karma has been resolved. The hindus also believe that all life is sacred and the principle of ahimsa or non-violence towards all beings should be practiced. The four vedas are ancient scriptures. These are believed to be transcripts of life and are followed by the hindus who believe in one God but worship several Gods and Goddesses. Hinduism is believed to be a scientific religion (Hawley). The Vedas are believed to be without a beginning or an end and are the work of several holy men called rishis(monks) (/v1_c1_paper_on_hinduism.htm, 1893). Hinduism is also at times referred to as the Sanatan Dharma. Islam is followed by Muslims and they believe that there is only one God or 'Allah' and Prophet Mohammad was the last messenger of God. This religion appeared in the present day Saudi Arabia and Quran is the holy scripture through which the Almighty revealed his teachings to the Prophet. According to the Quran, Muslims should follow five religious duties that include prayer, observation of fasting periods, faith, pilgrimage and charity. Muslims believe that death occurs at a time predetermined by God (Taheri, 2008). The faith of Judaism also believes in one and unique God and that God is eternal ans incorporeal. The prophecies of Moses are believed to be true and Moses is considered to be the greatest Prophet. It is believed that God rewards the good and punishes the wicked among the followers. The writings in Torah were given to Moses and that there will be no other Torah. The Jews believe in resurrection of the dead and that the Messiah or the man who will put an end to all evil will arrive (Rich). Judaism lays more emphasis on action than on beliefs. The relationship between God and mankind and mankind and God is the major focus of this religion. According to the faith of Judaism God knows all the thoughts and deeds of men. Several laws are given by the rabbi- the religious heads of the Jewish faith. The Jews also refer to God as elohay yisrael or the "God of Israel". This tenet provides the believers with spiritual comfort but is also associated with theological tension (913.pdf). It is important for a health care professional to understand the beliefs and cultural preferences of patients and their families regarding food, smoking, alcohol, modesty and traditional rituals related to birth and death. The health care professional needs to be sensitive to the patient's need to practice the chosen religious beliefs and faith. Some Buddhists may practice vegetarianism. Some patients may practice chanting or meditation and may need privacy to perform these rituals. Modesty rules may require health professionals and carers of the same gender to treat the patient. Many Buddhists do not smoke and may avoid alcohol and even coffee. Since Buddhists believe in reincarnation, they may chant and pray at the time of death and may wish to maintain calm and peaceful surroundings around the patient. Medication that influences alertness may not be preferred so that the patient is able to practice mindfulness. There are however no restrictions on blood transfusions or even organ donation. Birth control and sterility testing are allowed as per Buddhist religious practice. Abortion may be permitted (Ludwig). Important practices include a daily bath and removal of shoes outside the living area. Hindus are usually vegetarian. Those who consume meat avoid beef and pork. Fasting is widely practiced. Hindus prefer to eat with the right hand. The family will usually want to know the exact time of birth. Name of the new born is decided a few days after birth. Birth control, fertility treatments and tests such as amniocentesis are permitted. The naming ceremony is usually held in the presence of a priest. Chanting mantras, meditation, and reading of scriptures is widely practiced. Special respect towards the elderly is shown. Circumcision is not practiced. Family prefers to be involved in decisions about care taking of the patient. Prayers are usually performed in temples. Euthanasia may be considered against religious beliefs. In case of death, a dying person may be kept as close to mother earth as possible. A priest may pour some water in the mouth of the dying individual. A dead body is usual ly not left alone. Family members may perform a ritual that involves bathing the body. Hinduism is not against organ donation. Cremation of the dead is performed on the day of the death of a person. A practicing Muslim may perform prayer five times a day. Hands, feet and face are washed before each prayer. Muslims observe fast during the holy month of Ramadan from dawn to dusk and maintain celibacy and abstain from evil actions. Consumption of alcohol may be a taboo for some Muslims. An attempt to visit Mecca for pilgrimage called Hajj at least once during the lifetime is made. Handshakes and contact between opposite gender are not considered modest. Female patients usually consult lady doctors. Some Muslim women may wear a burqa in order to cover themselves completely. Pork and some molluscs are not consumed. Food should be Halal. May eat with right hand only. Muslim patients may sometimes opt out of pain management medication. Burial of amputated limbs may be practiced. At birth the father of the new born may wish to whisper a religious proclamation in the child's ear. Abortions are allowed only in case of rape, incest or threat to the mother's life. Circumcision is practiced and may be carried out with the help of a doctor. A request may be made to position the head in the direction of Mecca in case a dying patient. Organ donation may be allowed. Burial is usually performed on the day of the death (Humedian, 2003) (diversity_points.html). The Jews might pray for three times a day. Kosher-certified food may be required. Meat and milk cannot be mixed. Consumption of pork and molluscs is forbidden. Patients and their families may have to be asked if they need privacy for certain practices. Amputated limbs may be taken for burial. Blood transfusions and use of blood products is permitted. The religious priests or Rabbi may have to be consulted for tube-feeding or ventilator support. Orthodox Jews may seek advice of a Rabbi for birth control practice. Rituals are carried out at the Synagogue or in temples. Jews may believe in life after death. Patients who are suffering are asked to communicate with community. Praying for the sick is considered to be a religious act. Autopsy and donation of organs is permitted. The dead are buried, cremation is discouraged. Funeral home service is practiced. Circumcision is practiced on the 8th day after birth of the male child. Touch between the two genders is to be avoided. (Cultural%20S ensitivity%20handbook%20from%20HealthCare%20Chaplaincy%20%20(3-12%202013).pdf) Prior knowledge about religious beliefs and practices among patients from different faiths can help health professionals, patients and their families immensely. Familiarity with their customs and beliefs helps to customise treatment and care. Information and sensitivity for food preferences of Hindu and Buddhist patients who follow vegetarianism make it easier for health care professionals to prescribe diets. Provision of privacy for Muslim and Jew patients when offering prayers will make them comfortable. It may be necessary to reschedule medication when patients must fast according to Hindu or Muslim beliefs in order to avoid hypoglycaemia. People who follow Islam or Judaism may require surgical help with circumcision (Dale Dannefer, 2010). Chanting and reading of holy scriptures may require privacy and respect in case of Hindu or Buddhist patients. Patients and their kin may feel more comfortable if small religious customs can be followed by them during times of critical illness, a birth in the family or the passing away of a person. Spiritual beliefs play an important role in the process of healing. It is also important for the care staff to know about the important festivals and holidays important for people from different religious backgrounds. This makes the tasks of scheduling diagnostic procedures and surgeries more acceptable to patients. References: /nichiren_1.shtml. (2005, July 13). Retrieved from https://www.bbc.co.uk: https://www.bbc.co.uk/religion/religions/buddhism/subdivisions /v1_c1_paper_on_hinduism.htm. (1893, September). Retrieved from https://www.ramakrishnavivekananda.info: https://www.ramakrishnavivekananda.info/vivekananda/volume_1/addresses_at_the_parliament/v1_c1_paper_on_hinduism.htm 913.pdf. (n.d.). Retrieved from https://www.ajcarchives.org: https://www.ajcarchives.org/AJC_DATA/Files/913.pdf Cultural%20Sensitivity%20handbook%20from%20HealthCare%20Chaplaincy%20%20(3-12%202013).pdf. (n.d.). Retrieved from https://www.healthcarechaplaincy.org: https://www.healthcarechaplaincy.org/userimages/Cultural%20Sensitivity%20handbook%20from%20HealthCare%20Chaplaincy%20%20(3-12%202013).pdf Dale Dannefer, C. P. (2010). The SAGE Handbook of Gerontology. SAGE. diversity_points.html. (n.d.). Retrieved from https://www.uphs.upenn.edu: https://www.uphs.upenn.edu/pastoral/resed/diversity_points.html Hawley, M. (n.d.). radhakri/. Retrieved from https://www.iep.utm.edu: https://www.iep.utm.edu/radhakri/ Humedian, S. R. (2003). Islam 101: Understanding the Religion and Therapy Implications. Professional Psychology: Research and Practice, Vol. 35, No. 6, 635 642. Retrieved from https://isites.harvard.edu: https://isites.harvard.edu/fs/docs/icb.topic551849.files/Ali%20Liu%20and%20Humedian.pdf Jangubhai, G. B. (2013). The Comparative study between Hinduism and Buddhism. International Journal of Humanities and Social Science Invention, 2(5):27-31. Ludwig, D. J. (n.d.). nid940-21946-caring-across-cultures-web.pdf. Retrieved from https://www.roswellpark.org: https://www.roswellpark.org/sites/default/files/node-files/page/nid940-21946-caring-across-cultures-web.pdf Rich, T. R. (n.d.). beliefs.htm. Retrieved from https://www.jewfaq.org: https://www.jewfaq.org/beliefs.htm Taheri, N. (2008, May 1). /health-care-in-islamic-history-and-experience. Retrieved from https://ethnomed.org: https://ethnomed.org/cross-cultural-health/religion/health-care-in-islamic-history-and-experience