Books on French History

This page indexes onsite bibliographic information about French history. General Histories The best one-volume books, plus a bonus for people wanting one book on recent events. A Concise History of France by Roger Price: Part of the Cambridge Concise Histories series, (and so linked to another book on this list), this text is a middle length run through of a fascinating but at times complicated history. The third edition has an extra chapter on very modern France.The Cambridge Illustrated History of France by Emmanuel Le Roy Ladurie and Colin Jones: This is a great one-book summary of France’s history, with a broad range and plenty of visual stimuli.The History of Modern France: From The Revolution to the Present Day by Jonathan Fenby: French history in the post-Napoleonic era is no less interesting than the time before. It is good for the European Union and precursors as well as France. The Best Books Want to start reading about French history, but aren’t sure where to start? We’ve broken down the best books we’ve run on French history and divided them into three lists; we’ve also paid attention to covering as much ground as possible. Pre-Revolutionary France: Top 10France evolved around the turn of the first millennium, but this list goes back to the decline of the Romans to fill in all the eras. Wars against England, wars over religion, and the (possible) apogee of absolutism. The French Revolution: Top 10Probably the turning point around which modern European history revolved, The French Revolution began in 1789, changing both France, the continent and then the world. These ten books include one of my favorite ever history books. Post-Revolutionary France: Top 10French history didn’t end with the defeat of Napoleon, and there’s plenty to look for in the last two hundred years if you want fascinating events and interesting characters. Reviews and Summaries Check out this list of product summaries, that highlight the pros and cons of some stand-out books on French history. The list provides a brief review and lists supplementary detail; many entries also link to full reviews, including the below.​ Citizens by Simon SchamaThis book is a standout among all history books, not just those about French history. This history of the revolution from the early days to the start of the Directory is no less than fascinating but perhaps too baroque for the younger student.​The French Revolutionary Wars by Gregory Fremont-BarnesThe French Revolutionary Wars often get folded into the Napoleonic Wars, so this book that tackles them alone. is well-appreciated.The Oxford History of the French Revolution by William DoyleIf you want to know what happened in the French Revolution, and why, read this excellent work from Doyle. It’s been through several editions, and this is the best student textbook.

Cars Past Present and Future - 2166 Words

Cars: past, present amp; future Throughout the history of the automobile, there has been one factor that has determined its evolution. That factor, quite simply, is innovation. Every once in a while, there comes along a car that is so revolutionary, and has features so unique that the entire industry soon follows. This paper will help u understand how this process works, but to help you understand better ill take u back to when cars came from thought to reality , then I’ll show u how far we have come sense then and what u can expect to come in the future. Our journey first begins in 1886with a German engineer Karl Benz who produced the world’s first production car, the Benz Motorwagen. In the period from the late 1800s until the early†¦show more content†¦Since then cars have made much progress and we now travel in air-conditioned sedans fitted with gadgets and gizmos like car radios, cigarette lighters and such. Cars today are not just a mode of transport, but also a luxury item, one to be ridden in comfort, one in which one can take a nap in. At last we come to cars in the future. In the next month, the next year, the next millennium, cars will definitely experience significant changes. Hey things dont stay the same through time, and cars dont, either. We cant predict what the future will be like, but i sure can show you what it might be like. Lets start with nitrogen-powered cars. Elemental nitrogen has a very low boiling point. As a result of this, when liquid nitrogen is stored in a pressure controlled environment, it stores a large amount of potential energy. In the LN2000 liquid nitrogen powered concept car, being developed at the University of Washington, the liquid fuel is let out of a pressurized tank, preheated by an economizer which takes heat from the exhaust before it quickly vaporizes, expanding rapidly in an endothermic reaction. This expanding gas is converted into energy that moves the wheels of the converted mail truck by a 15 hp radial air motor. As nitrogen gas is the main element in air, and pure nitro gen gas is the only product of the reaction involved, there is no pollution produced by running this car. The main problem thatShow MoreRelatedEssay on Criminal Justice Trends Evaluation1584 Words   |  7 PagesCriminal Justice Trends Evaluation Paper Jerry J Lynch Jr February 20, 2012 CJA/394 - Contemporary Issues and Futures in Criminal Justice Darren Gil, Faculty University of Phoenix Criminal Justice Trends Evaluation The criminal justice field is an ever evolving field. As today’s technology changes so does the way the criminal justice field interacts with that technology. As our society changes the technology that we use will also be altered to fit the situation. The barriersRead MoreI Shall Use Blackburn s `` Think ``1578 Words   |  7 Pagesargument goes â€Å"The past controls the present and the future. You can’t control the past. Also, you can’t control the way that the past controls the future. So, you can’t control the present or the future.† This means that every action or event that happens in the present was set in motion by the past and there is nothing that you can do it change it -- the future has already been set. Therefore, there is no free will involved because you are just doing what is a consequence of the past events and cannotRead MoreThe Use of Electricity and Magnetism in Our Future Transportation1680 Words   |  7 PagesSocie ty has advanced dramatically in the past century, and along with that transportation has shifted from the reliable horse and buggy to planes, trains, and automobiles. After the invention of the motor vehicle we have never looked back when it comes to creating innovative new designs and creating more efficient automobiles. Planes and Trains have also made a leap in the past century forever changing the time it takes to travel places. In the present time period we have massive trains engines thatRead MoreEvening Over Sussex: Reflections in a Motor Car by Virgina Woolf839 Words   |  3 PagesIn â€Å"Evening Over Sussex: Reflections in a Motor Car† by Virginia Woolf, the narrator is riding in a car through the landscape of Sussex, as the day is approaching nightfall. In this journey, she appears to be depressed, due to the thought of aging. She then looks back into the past, contemplating her experiences, but develops a change in thought, changing from melancholy to delight, t hat changes her meaning of life. According to the statement by Hilliary Clark, â€Å"the process of self – othering†Read MoreThe Final Element Of A Contract1743 Words   |  7 Pagesmust be present / future. Past consideration is not acceptable. For example: A buy a car from B. After they had finished their contract, A asked B for some assurances about the condition of the car given by B, but it comes to false. If A Sued B for the damages, claiming a breach of warranty, still B wins because the contract has already over when the promises were made, and there was no consideration. So, Consideration should be of the present or the future not the past. The present and future considerationRead MoreForensic, Deliberative, and Ceremonial Arguments Essay example1039 Words   |  5 Pagesanything. An argument has two sides, and conveying an opinion is one of those two sides. Arguments sort out the views of others and the support of those arguments represented by those people from past events. These events l et others show their argument about what will happen in the future, and of how the future carries on today. Newspaper articles can be arguments, and laws being passed in Congress have a form of argument associated with them. There are many types of arguments that are presented in manyRead MoreLearning from Others993 Words   |  4 PagesMe! There is something I have observed as I have grown, and that is, if we value our own lives and generations after us, we must learn from others to better our future. There are many things from which we can learn throughout our lives. In particular, we can learn from the past, present, and our future generations. In the past we have had many horrific tragedies including the Holocaust which occurred during World War II in 1945, and the bombing of Hiroshima in 1945. The pain and sufferingRead MoreFuture Of Self Driving Cars Research Papers2095 Words   |  6 Pagesï » ¿ Future of Cars Sindura Gouni, Sravanthi Jupally Wilmington University ESL203 Suzanne,m. February 23, 2015 In the technology world, the latest advancement is only as good as the next thing coming down the line. The auto industry is constantly bringing us new technologies, whether it be for safety, entertainment, usefulness or simply for pure innovation (Neiger,C.). Unless you re an inveterate walker or a mass-transit rider, you probably spend more time in your car each week thanRead More Environmental Ethics Essay1241 Words   |  5 PagesEnvironmental Ethics   Ã‚  Ã‚  Ã‚  Ã‚  It is a strong belief of mine that the responsibility of protecting the environment is much greater on today’s generation than is was for past generations. The reason that I feel the way that I do is because at this point a substantial amount of damage has already been done and in order to prevent any further environmental destruction intervention on our part is necessary. After all, we (humans) are the main cause of the problems; shouldn’t we also be a part of theRead MoreThe Second Theory Of Time1325 Words   |  6 PagesIn Back to the Future and Back to the Future Part II Robert Zemeckis uses the second theory of the relativity of time. Marty travels back in time in the first movie and back to the present time, and then in the second he goes into the future, then the present, then the past. Marty travels through all of these different time periods which become altered every time Marty and Doc travel in time. As they go between different time peri ods, Marty and Doc encounter different alternate universes that are

Ethics in Policing free essay sample

This paper explains issues that shape the role of ethics in policing. Police ethics involves hard choices as well as avoiding violations of basic moral standards. Police officers will inevitably face ethical issues concerned with questions of right and wrong. Moreover, the authority that is given to police officers in order to protect the public presents the temptation to abuse the power given to them. This paper is meant to explain the rule-of-law and how it represents societal standards that define police duties and responsibilities. Additionally, the two types of problems that are encountered in police ethics is explained as issues that center around integrity and problems that involve harder choices in law enforcement which require additional ethical analysis. Police corruption is further explained through personalistic, institutional, and a systemic approach. This is witnessed in the example of the hiring of Miami police officers in the early 1980s. Finally, efforts to prevent police corruption are described with a concentration at the beginning of an officer’s career with continual training throughout. We will write a custom essay sample on Ethics in Policing or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Ethics in Policing The original conception of the police forces’ role in society emphasizes the need for police to obtain community support in order to perform policing duties. There are three issues that have shaped the role of ethics in policing: styles of policing, the police as an institution, and police culture. The study of police ethics highlights the importance of the roles and responsibilities of the police, specifically the power of discretion afforded to them. Police decisions can affect life, liberty, and property of individuals within the community and must maintain a high moral code. All of these factors point to the centrality of fostering ethical standards in policing. â€Å"Effective law enforcement in a democratic society is possible only when the police honor basic standards of integrity (Heffernan, 1982). † Police misconduct is a complex singularity that occurs when police officers abuse the trust of the society they are sworn to protect. This can come in the form of lying, accepting bribes, robbing drug dealers, selling of drugs, or turning a blind eye when a fellow officer is using excessive force. The consequences of these acts go far beyond actions against the police officer as it diminishes public confidence and trust in law enforcement. Crime prevention and public safety are the overarching goals of law enforcement. Police ethics involves making hard choices as well as avoiding violations of basic moral standards. â€Å"Of all criminal justice agencies the police are the most widely dispersed, readily accessible, and widely visible agents of the criminal justice system (Sechrest and Burns, 1992). † Officers must draw upon an ethical framework along with relying on emotion, instinct, and personal values when facing ethical issues. Ethical issues and questions arise for nearly every officer and are concerned with the issue of right and wrong and how we should react to them. The approach that is adopted to an ethical issue will frame and give meaning to any decision we make, and can be used to justify and validate that decision. Members of the law enforcement profession must be aware of, and adhere to ethical standards when carrying out their functions. The law gives the police immense authority, and that authority, if used appropriately, ensures law and order while protecting the community. Policing, or police culture, fringes on the mutual respect and cooperation of the public in which the police are sworn to protect (Banks, 2009). Due to the authority that is placed on these individuals, the temptation to abuse this power is forever existent. Similarly, there is a formal rule-of-law that represents societal standards that define police duties and responsibilities. Then there are unwritten rules that determine acceptable and normative behavior with any particular police department. Finally, there are individual officers ethical standards developed over a lifetime of interaction with family and peers (Finckenauer, 2002). In certain circumstance police officers have a selective disregard for the rule-of-law. This is evidenced by the many cases of police misconduct seen throughout the nation. Officers at times bend and sometimes break rules and laws in attempting to reach those goals. Occasionally the police commit crimes, violate the rule-of-law, and infringe on human rights while protecting the community they are protecting (Finckenauer, 2002). There are two types of problems that are encountered in police ethics. The first type include issues that center around integrity such as taking bribes, giving  perjured testimony, or inflicting harm on suspects through use of illegal force. The other set of problems involve harder choices in law enforcement that require further ethical analysis needed to supplement the judgment of right and wrong (Heffernan, 1982). Although the public is most concerned about the more visible encroachment of the rule-of-law, most of the unethical conduct is more mundane and difficult to detect. Violations of the rule-of-law include acts such as police brutality, planting false evidence, and lying in court (Finckenauer, 2002). There are several factors that encourage police officers to violate the rule-of-law and human rights. Police are an integral part of the criminal justice system has the purpose of controlling crime in the community. Due to the unique authority that is given to police officers the opportunities to abuse that power are countless. With this authority officers must respect the public they serve and must maintain a balance between crime-control and due process. Career success and progression influence officer behavior. Society judges the effectiveness of police organizations based on crimes solved, people arrested, tickets written, or contraband seized. Due to this pressure that is placed on these organizations, thus the officers within, police conduct in terms of legality are sometimes ignored or covered up. Another factor includes an officer’s need for belonging. It is human nature to desire acceptance and to be a part of a group. The complexity of law could also be a factor in such violations. Laws at times tend to be very complex and unclear in their application. This can be witnessed in numerous court cases. Interpretation of laws requires judgment from the police and extends to the principle of police discretion (Bayley 2002). By violating the rule-of-law police do not achieve a visible reduction in criminal activity. Additionally, overstepping the legal boundaries hinders the overall perception of law enforcement and undermines its authority. It also impairs crime control by isolating the public. This will cause the public to lose trust and respect with the police lessening the likelihood of community assistant. Once a lack of public support is present the likelihood that criminal activity will be present within the community will increase. The effectiveness of law enforcement is directly tied to the level of public support. Without this support the police’s ability to solve crimes and apprehend criminals is significantly hindered. â€Å"Extensive research has shown that when the police alienate the public, their ability to enlist the cooperation of the public declines and hostility toward the police in face-to-face encounters increases (Bayley 2002). † Officers must enforce the law but how they decide to enforce it will lead to the support, or lack thereof, from the individuals involved. Additional research presents that the way in which laws are enforced (i. e. forcing one party in a domestic abuse situation to leave or arrest that individual in front of everyone in the neighborhood) affects the overall perception of their legitimacy and the willingness of people to respect police authority. This authority, along with police discretion in any given situation, can lead to ethical misconduct. This misconduct can be a result of individual officer attributes, community or ecological factors, and organizational characteristics. The community or ecological factors can determine the type and severity of temptations an officer may face. Certain characteristics or changes in these characteristics directly relate to police misconduct. The third group of factors includes the organizational attributes of the department police officers work in. Although little research has been conducted in this area, the importance of organizations in preventing or promoting police misconduct cannot be ignored. Unethical behavior is largely a product of the everyday practices within an organization. Additionally, explanations for police corruption may be â€Å"personalistic†, institutional, or systemic. The personalistic explanation describes corruption as a result of rotten apples where personal values and beliefs determine the performance of an officer. This can be prevented by a proper recruitment process to ensure corrupt individuals are prevented from entering the police force. The factors that entice corruption according to the institutional approach include the low public visibility of police and the secrecy, or police subculture, with the institution. Lastly, the systemic viewpoint looks at the pressure placed on the police by society that provokes corruption. The root of this issue can be found in the interaction between the police and the community, and not in the individual officer or the police department (Banks, 2009). Conversely, explanations for police misconduct focus on three factors: individual police officer, on the institutional culture of policing, and on society in general. In the individual approach, corruption is explained as a consequence character faults, and the principal motive is the pursuit of personal gain whether materialistic or promotion. Explanations based on the institutional culture of policing suggest that the police commitment to the overall good, also called the noble cause, and how it can produce a way of thinking about police work that justifies acts of misconduct on the basis that the noble cause of policing justifies bending the rules. Another explanation for police corruption suggests that corruption is caused by the pressure society imposes on the police. Moreover, corruption evolves out of organizational character or lack thereof (Manning, 2009). Research studies indicate that the underlying causes of police misconduct go beyond the conduct of one officer and his/her subunit. The organizational and occupational approaches towards police misconduct stems from the leadership within the respective police department, recruitment process, police culture and socialization, ethics training, and official agency rules (Ivkovic, 2009). It can also be argued that the behavior of police officers is due to the misunderstanding of what is right and wrong. Other theories suggest that the problem is not normative, but cognitive. With this theory police generally know the difference between right and wrong and what behavior is acceptable. This can be explained as these types of police officers believe the violation of law and of human rights is required to effectively enforce the law. According to a survey conducted for the U. S. Department of Justice, 43% of 925 officers randomly selected from 121 American police departments thought that â€Å"always following the rules is not compatible with getting the job done† (Bayley 2002). This is witnessed by the corruption that was rampant throughout the late 19th Century. Although levels of corruption is not as prominent as that time, recent incidents reveal an emergence of pockets of more aggressive corruption, use of excessive force, and racism (Ivkovic, 2009). An example can be found in the hiring of Miami police officers in the early 1980s police corruption occurred as a result of both social structural changes and departmental problems (Sechrest and Burns, 1992). An investigation of police conduct in Miami ensued due to three drug raids on the Miami River. As a result of this investigation nearly 100 officers were relieved of duty for various acts of corruption. It concluded that an integral part of the problem rested on the recruitment, screening and selection procedures of the department. Additionally, it was found that the stage for corruption was set by political, legal, and organizational events occurring in the community and within the department. The scandals that took place in Miami during the 1980s indicate that both rotten apples (personal characteristics) and rotten structures (organizational culture) must be addressed to combat the problem of corruption. Corruption can be reduced through examining four basic aspects of policing including: recruitment, reducing the opportunities for corruption, detecting and deterring corruption, and reinforcing the motivation to act morally (Banks, 2009). One of the biggest factors in curbing police misconduct and unethical behavior such as this is organization culture. Within the criminal justice system, ethics is germane to most administrative decisions relating to punishment and is the rationale used in making these decisions (Banks, 2004). By creating rules and having each member of that organization understand the benefits of ethical conduct not only should the percentage of police misconduct decrease, but the overall perception of the police force will improve. The challenge for organizations is instilling, implementing and monitoring these rules. At this level, the development of a police force free of corruption requires community and political support, high standards, carefully implemented screening procedures, and good training and supervision after hiring (Sechres and Burns, 1992). Although unknown levels of deviance are always present in any organization, the greater the degree of deviance in an organization, the more difficult it is to detect. Many acts of deviance are carried out by officers with the belief that such conduct is for the greater good and in the interest of the organization’s goals, also referred to as noble cause. Additionally, it can be said that many instances of unethical behavior are necessary elements of the policy to get tough on crime and criminals (Finckenauer, 2002). These instances are highlighted as a result of the buildup of institutionalized practices that gain public attention, often inadvertently (Manning, 2009). Efforts must be concentrated at the beginning of an officer’s career to ensure that unethical behavior does not occur in policing. Thorough intensive background checks of incoming police officers will help prevent individuals with a history of bad behavior from entering the police force. Essentially bad cops share a set of common attributes that are evident prior to their employment in law enforcement. Once employed, police organizations can prevent misconduct by creating rules, creating surveillance and reporting mechanisms to detect misconduct, undoing the blue wall of silence (police subculture), but most importantly holding officers accountable for their actions and punish those who participate in misconduct (King, 2009). Although strengthened selection and training are critical first steps, it is also necessary that procedures be in place to discipline or dismiss problem officers as soon as possible (Sechres and Burns, 1992). It is the responsibility of the department to correct police misconduct for the benefit of the public. Furthermore, the level of training throughout the nation is comparatively lacking. These limitations must be addressed in both pre-service and in-service to prevent police lawlessness. Teaching ethics is necessary but is not an overall solution, at least not in its entirety. Officers that conduct unethical behavior make a rational choice to do so thus conveying that the benefits of violating the law outweigh the consequences that would come down from the action. Thus solution must be formed to change this perception (Finckenauer, 2002). Educating police officers on ethics in policing should extend past guidelines in particular situations, instead focusing on the analytical process that should occur when facing an ethical issue. Training gives police officers the tools for identifying and resolving ethical dilemmas that present themselves. Also, training allows officers to shape an ethical philosophy by the way an officer deals with confusion, ambiguity, and compromise that insinuate themselves into the behavior and decisions confronting police officers every day (Pollock and Becker, 1996). Police officers must understand that conducting ethical police practices is not only commendable but also furthers their own collective interests. Police commonly define themselves using the rhetoric of professionalism arguing that anyone outside the police profession are incapable of understanding the pressure placed on the police therefore should have no say in its performance. It is important to distinguish the study of police ethics between a profession and a bureaucracy whereas the profession emphasizes an oath to serve and protect the citizens in a respective community, and to do so ethically. Police officers act corruptly when, in exercising or failing to exercise their authority, they act with the primary intention of furthering private or departmental/divisional advantage. Ethical considerations are central to decisions surrounding discretion, force, and due process that require people to make enlightened moral judgment. Police corruption and police abuse of power are inextricable linked to the nature of policing and to police culture.

Petrys View Of Victimization In The Street Essays -

Petry's View Of Victimization In 'The Street' In The Street, by Ann Petry, Lutie and her son Bub, as well as most of the characters, are clearly portrayed as victims. One is ultimately led to believe that their victimization and the barriers they face are because of race. Race is clearly the main obstacle for Lutie and Bub. It is what holds them back from leaving ?the street?. Born into prejudice, they are basically prescribed a future. The three characters which best represent the victimization of African-Americans and women are Bub, Lutie, and Min. The main obstacle facing Lutie is obviously the color of her skin. This prevented her from being able to advance the way she wanted to. The fact that Lutie is a woman contributes to her struggle even further. Women have to deal with male dominance and being victimized by men, in addition to being a minority. Both Lutie and Min try to break free these constraints, but ultimately fail because the task lies deeper than within themselves. This story is a perfect example of the struggles African-Americans, and in particular, women, have to endure, and a perfect illustration of the vicious cycle that keeps them unable to achieve the lives that they wanted and worked so hard for. There was a force that was keeping African-Americans on the street, and according to Ann Petry's views, it was the system in which they were living. Lutie is faced with being a single parent. She must provide child care as well as earn money to keep her and her son alive. Her life is a double edged sword, because she needs to be at home and working at the same time: an impossible task. Because of these two factors and the invisible barriers they pose, it is impossible for Lutie to achieve the life she desires for herself and Bub. In the beginning of the story, Lutie was forced to take action and support her family because Jim could not find a job. She left her family and home and sent all her earnings to support them. In that time, it was hard enough for a woman to get a job, let alone an African-American woman. Petry contests that the most available job to them, was being a maid. Lutie was able to get a job working for the Chandlers. The portrayal of the Chandlers was a clear illustration of the racial divides at the time. Lutie was awestruck when she saw the lifestyle that they led. The luxuries they had would never be accessible to someone like Lutie. Although she admires their lifestyle, she loathes the impact money has on them. When Jonathan Chandler killed himself, it was then she realized that money was the only thing that this family had. She was interested in the way which money transformed a suicide she had seen committed from start to finish in front of her very eyes into an accident with a gun(Pet ry 54). It was then that she began to despise the family. The fact that African-Americans were dependent on whites for employment made it hard for them to ever be on the same level. They were dependent on the white race essentially, to live. The increasing dependence made it more difficult to ever overcome the dominance. The knowledge of this is what angers Lutie. Mom, why do white people want colored people shining shoes?(Petry 71). Deep down, she knew that no matter how hard she worked, she would never live the way they did. But she did not want the racist mind to bring her down. She began to blame the white race for the hardships she was enduring. I don't know, Bub, she said finally. But its for the same reason we can't live anywhere else but in places like this...(Petry 72). She wanted to escape the street, and made a great effort. ...They'd never catch her in their dirt trap...She'd fight her way out(Petry74). But later we learn that this resolve is to no avail. Lutie wanted Bub to have a better life and rise above the street. She worked very hard to provide this for him. She could do it, too- bring him up so that

Racism essays

Racism essays The United States have always been plagued with racism, whether racial, gender or class discriminations. In the wake of September eleventh, racial prejudices have become increasingly prevalent. Racial tensions have been stirred by these horrific acts and human nature has prevailed. There is always a need to blame others for one's troubles and naturally towards the group related to the problem. This increasing tension can be seen from the entire country to our own schools. Even though America represents an ideal life, racism and prejudices still lie in subtle forms that effect our daily lives. Americans like to see themselves as law-abiding citizens who uphold American ideals. One of the most fundamental ideals American represents is the "everyone is created equal and free." It could be a perfect world if this were so, however people often discriminate in subtle ways. Even though America prides itself on it's cultural diversity, people are not very accepting personally. For example, of all the marriages in the United States, only 21.6% are interracial. (US Census Bureau) People personally do not like to assimilate themselves outside of their race. People believe that it is morally wrong and society shuns upon it. Interracial couples or "mixed" children are often ostracized from society because they don't truly belong to a mainstream race, either black or white. Parents do not ant their children to date outside of their race because they feel it would be socially wrong. These adults are not truly racist against blacks, yet they show their prejudice in a subtle way by disa pproving interracial relationships. Throughout America's history, there has always been a gap between Caucasians and colored people. Slavery and the civil rights movements best show how there is a deep wedge between people. Colored people were frowned upon in our history and there always was a racial tension, even in today's advan ...

Blooms Essay Example | Topics and Well Written Essays - 1250 words

Blooms - Essay Example Bloom’s objectives for learning is that man should be a creator, not just a mere storer of existing knowledge. This creativity will eventually assist him in dealing with future and unperceived problems and conflicts, thereby enabling him to be fully equipped intellectually in addressing issues that he may encounter along the way. First published in 1956 Bloom’s Taxonomy of Learning Objectives: Handbook 1- Cognitive Domain, is actually a joint effort of collaborative initiatives headed by Benjamin S. Bloom, an academician and educator, with more than thirty of his colleagues, and is the outcome of eight years extensive work which began in 1948. The primary reason for coming up with this handbook is to provide a set of guidelines and develop a system of classification to assist in the over-all design, testing procedures and assessment of the American learning system. Later on, in 2001, Bloom’s former student, Lorin Anderson, together with Krathwhol, revised some of the established features, the two most prominent of which are the interchanging of the last two stages of hierarchy and the language used, from Bloom’s nouns to verbs, and expanded their content, to make it attune with the times. Bloom’s taxonomy, in its completeness, classifies learning into three domains or categories: the COGNITIVE DOMAIN – includes knowledge or intellectual capacity, or the â€Å"THINK† aspect, and this is divided into six levels; the AFFECTIVE DOMAIN – includes behavior and emotions, the ‘ATTITUDE’ aspect, has five levels; and the PSYCHOMOTOR DOMAIN – includes the physical, motor and manual capabilities, the SKILLS aspect, and this has 6 levels. Of the three, it is the first domain, the Cognitive Domain, which created a global impact for it became a sort of syllabus, or lore for education, and has been translated in more than twenty languages worldwide. Through the years, Bloom’s taxonomy has been m et with countless criticisms, but educators and intellectuals alike cannot ignore the fact that it has set forth a valid, tested, and acceptable sets of objectives to guide them on how learning should progress and evolve. Bloom came out with a publication of his second domain, the AFFECTIVE DOMAIN later on in 1964, (with Krathwhol and Masia) while the third one, the PSYCHOMOTOR DOMAIN, was tackled in detail by other authors, notably RH Dave (1967/70), EJ Simpson (1966/72), and AJ Harrow (1972), which explains the variation in details in the different representations of the Bloom taxonomy (Chapman, Alex). For purposes of brevity, it is the first domain, the COGNITIVE DOMAIN, which shall be tackled here vis-a-vis a senior level college research paper. Bloom’s taxonomy of cognitive domain consist of six tiers, or steps, like a stairway, in the sense that you have to pass thru the first step before you can proceed to the next, a linear movement, until you reach the pinnacle. The first three tiers are what is known as lower level thinking, and these are: Knowledge, Comprehension, and Application. It is imperative that one has to finish each tier one at a time, and finish all three before he can proceed further to the next three tiers, as these last three are more complicated and will require deeper intellectual approaches. These last three are considered higher level thinking,

How students understand the lectures notes Essay

How students understand the lectures notes - Essay Example According to Hughes and Suritsky (2006), students usually struggle to keep pace with their lecturers and more often not sure on what to take down as notes. Majority do not like asking their fellow students for fear of disclosing their disability making it even more difficult to understand these notes. Other students find it very difficult to understand lecturer’s notes because of the language used. Some lecturers, for example, use English when lecturing, but English is not their first language. Following such lecturer’s notes is incredibly hard unless one makes a lot of extra efforts. Other lecturers use coded language and short sentences that are difficult to follow. Some use shorthand abbreviation and symbols that are hard to understand. However, there are other students who understand lecture notes with ease. According to research that was carried by Trent University (n.d), there are certain things that a student should do before, during and after the lecture. Before the lecture student should reflect on the topic and anticipate what will be covered. More importantly, one should review the previous lectures notes and do the assigned readings to anticipate on their relationship with the next lecture. During the lecture, one should not necessarily write down anything that is given out. Listen carefully for the main points, and cue words used by the lecturer. Know what to write down, for example, new facts and points which the lecturer pauses on or repeats. In addition, develop your personal note taking system. For instance, develop your own abbreviations and symbols and learn to write notes in point form. Research shows students who leave lecture halls before time lose a lot of significant information of what they learn (Longman and Atkinson, 2009). Instead, one should review the tutors notes after it ends. Outlining all the main points and filling all the blank