Academic achievements free essay sample

Experience is the best teacher, as the saying goes. There is no better way to learn and be equipped with life skills and unfathomable wisdom than from our experiences. These experiences maybe bad, like an accident from drunk driving, or good, like winning the spelling bee competition. Either way, the consequences to these actions will always be valuable and it will serve a purpose in our lives. Academic achievements, as shown by those glistening medals that hung in our dressers, the framed certificates that hung on our walls, the trophies that are placed in the living areas of our houses, and the recognition given to us by our school, family, and friends, are always on top of our list in accomplishing. Although they play a very big part in the molding of a child to be motivated to study and graduate with honors, it may not always be a priority for others. We will write a custom essay sample on Academic achievements or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Nowadays, the four corners of the classroom are not enough to give a student the learning that he needs in order to be fully prepared to go to college. Colleges do just not want their student applicants to be academic achievers, but well rounded too. Extra-curricular activities, like athletic achievements, musical involvements, writing for the school newspaper, joining various school clubs, the student council, summer camps, leadership trainings, among many others are just a few of the many activities that a student can get involved in to harbor more life experiences and to know where he excels at the most. Activities like those mentioned above do not only hone a student in one direction, but it improves the student’s social skills, especially in dealing with other people as these organizations exist because of its members, in thinking outside the box and letting their creative juices flow, in having passion for something that they believe in and in wanting to make a difference. These things are as important as being scholarly, because in college, you are not only being tested academically; you are being prepared for your encounter with real life in your chosen path the life after college.

Specialization and logrolling essays

Specialization and logrolling essays Specialization is the element whereby Congressmen become experts at the topics of the Committees or Subcommittees on which they serve. Through their prior knowledge and experience, they can grow to be more adept and knowledgeable about the legislative topic that they are dealing with. Over time, they gain respect as authoritative figures on the issue. This affects the legislative process by allowing those who are qualified to make key decisions on the committee level. It builds faith that the members of a committee know what they are doing, and can be trusted to make informed decisions. It also increases the influence of members of the committee, because other less-knowledgeable colleagues can turn to them for advice in regards to which way to vote on a measure. Reciprocity/logrolling is mutual aid and vote trading among legislators. Congressman A tells Congressman B that if A votes in support of X, then in return B will vote for Y. A member may vote with a colleague in the expectation that the colleague will later vote for a measure about which the member is concerned. This affects the legislative process by allowing Congressmen to build up coalitions of support for measures that would otherwise not garner enough support. It allows more pork-barrel spending to pass through, because other members may owe it to the representative of that area. Two ways that part leadership can influence the legislative process are by the strong influence that they have over the voting of members of their party, and through the vast amounts of control that they have over the legislative process in general. Members generally vote with their party. Party leaders do their best to get members to vote together. In the House, this has the effect of drawing members to the two political extremes. Party differences have become more pronounced, pitting Republicans against Democrats, and voting on major bills oft ...

Critical Approaches to Human Resource Management Essay - 2

Critical Approaches to Human Resource Management - Essay Example Only then, the dominance and position of the organization, operating in any segment, might retain in the market for a longer period of time among other contenders. However, in order to do so, it is quite essential to communicate within them in order to know their inner desires and likings. After knowing the inner desires and feelings, the management of the organization might act accordingly in order to accomplish it. As a result, the performance of the employees might get enhanced and it may improve the productivity and total sale of the organization.   Other than this, in order to retain the experienced staffs for the longer period of time, implementation of effective training methods is also highly effective in nature. By doing so, the inner skills and talents of the employees might get enhanced that may augment his or her career objectives as well. Moreover, due to the execution of various types of training programs, the level of efficiency of the employees’ improves in such a extent that may amplify its portfolio in the market among many other rival contenders. Due to execution of varied types of training programs, the level of satisfaction and inner morale of the employees improves that declines the scope the turnover rate. This essay mainly describes the topic, whether the amounts of revenue spend over training is effective or in-effective (Beardwell & Claydon, 2010, pp. 223-245). After analyzing this concept with the help of various approaches of HRM, a final opinion is attained as conclusion. The term training is described as the systematic improvement of the knowledge, skills, attitude and behavior of an individual so as to fulfill the assigned duties and responsibilities in an effective way. Only then, the level of performance and productivity of the employee might get enhanced and may amplify the profit margin of the organization. Due to

Latin American religion Essay Example | Topics and Well Written Essays - 750 words

Latin American religion - Essay Example African based religions in Central America include Santeria, Vondoo, Condomble, and others. The development of these religion dates back to the time when the Africans started arriving in Central American states.This was during the era of slave trade when they were brought to work in sugar plantation of the colonialist. There religion developed from a mixture of African culture of the slave who had settled in the sates. The early development of these religions was based on the need to have the Africans united in the foreign land. These realigns were based on the principle of truth, justice, righteousness, harmony, order and reciprocity. They were based on the need to have self sustainable and the notion of being self empowered in the foreign land. They had a sense of individual and communal appeal. The growth of these religions in Latin America could have followed amore direct root since most of them were prohibited. The prohibition of these religions made them stronger. They grew to be some of the most important sycretic religion in Latin America.Due to the prohibition of the practice of these religions, they did not make a nationals appeal but remained practice mainly by the individual African community that has started them. With time they came to be indentified with the Africans an identity that remains up to date. In light of this the national suppressing of these religions was different rand therefore they remained active in the country where they were more practiced. For example, Voodoo survived the religious assault in Cuba, Brazil, Dominic Republic and other part of Central America where it is practiced to date. Condobmle survived only in Brazil where it is practices up do date. Even up to date, there religions have remained racialized according to the community that started practicing them early. It was due to repression of these religion which made them stay limited to the African groups although there have been some degree of acceptance of the religion in the region. The process of nationalisation and acceptance of these religions have taken along time due to the confinement of the religion to the practicing communities alone. Judaism Judaism is the religion that has been spread to all parents of the world by the Jew. It is the main religion that has been carried out from Middle East to the whole world by the Jews. The coming of the religion in Latin America is associated with the coming of Jews in the region. They date back to the time when Christopher Columbus and his voyage reached America in 1492. There were around seven Jews who sailed with Columbus on the voyage. When the came to American they stated practising their religion which they have been carrying on with them to all parts of the world. They spread to Latin America where they established their religion in areas where they occupying. Like in other parts of the world where the Jews settled they have been able to keep their religion Jews has emerged to be one of the accepted religion in Central America although it has remained to be loyal to the Jews alone. It has remained exclusive practiced by Jews whoa re still living in Latin America. Judaism has been shown to be one of the religion that developed along tradition African religions in America having developed since 15th century to the 21st century and was likewise repressed and lacked a nationwide appeal for a long time. The process of nationalization of the Jewish religion has been slows like the other region. This has been based on the fact that Jews has reamed conservatively as a Jews religion alone and has been identified with the Jewish community alone. However it has remained to be one of the major religions in the region. Judaism was able to survive the spread of the catholic religion which was brought by the Spanish who discovered the land. Islam Islam has been one of the growing religions in the world in the recent past. It has been growing in number since it arrived in the region. Islam came

Argumantative Resarch Paper - Feminism Research

Argumantative Resarch - Feminism - Research Paper Example Issues related to women rights and equality, which are yet to be achieved form the basis of justifying that feminism is still relevant in today’s world. Feminism is classified into three waves, which have taken place in different times. Each wave has had its main advocacy in attempts to fight for women equality in the society. Some of the objectives within each wave have been achieved while others have been unachievable, making the debate of feminism continue (Aikau et al 23). Feminism is derived from a Latin word â€Å"Femina†, which refers to a woman. The first wave of feminism was mainly focused on fighting for women rights in relation to voting processes. In early days, women were not given the right to vote during elections. In the UK, a feminist movement referred to as Suffragettes fought for voting rights of women. Members of this group engaged in violent demonstrations and even went to the extent of fasting to ensure that women got the right to vote. Today, it is difficult to see such violent feminism movement. During the early days of feminism, there was less support for feminist movements (Tandon 13). In relation to the first wave of feminism, many countries later accepted to allow women to participate in the voting process. Australia was among the first nations to allow women to vote, but other nations were reluctant is issuing their women the right to vote. Of most surprising is countries such as Saudi Arabia and Brunei still deny their women the right to vote. Considering that it is only a few countries, which still deny women the right to vote, one can sum up that the first wave of feminism has achieved its objectives. Therefore, feminism has lost its relevance as far as women voting rights are concerned (Aikau et al 28). The second wave of feminism began in the 1960s with the main objective of ensuring that men and women were equal in all aspects of life.

Criminology Theories Strengths And Weaknesses

Criminology Theories Strengths And Weaknesses The classical school of criminology was developed in the eighteenth century, where classical thinking emerged in response to the cruel forms of punishment that dominated at the time. It is considered that writers such as Montesquieu and Voltaire encouraged perhaps the emergence of this new classical thinking, by becoming involved in campaigns for more enlightened approaches to be taken towards crime and the punishment given by the justice systems at the time. Also the development of society craved new forms of legal regulation due to the fact that there needed to be predictability in the system, as technology and properties in particular needed legal protection and workers needed to be disciplined in a consistent way. There were two main contributors to this theory of criminology and they were Jeremy Bentham and Cesare de Beccaria. They are seen as the most important enlightenment thinkers in the area of classical thinking and are considered the founding fathers of the classical school of criminology. They both sought to reduce the harshness of eighteenth century judicial systems, even though coming from different philosophical stances. Benthams contribution to classical theory is based on the fact that he was a utilitarian, interested in the happiness and well being of the population and therefore believing that punishment, in the form of the infliction of pain, should always be justified in terms of a greater good. At the heart of Benthams writing was the idea that human behaviour is directed at maximising pleasure and minimising pain, (the pleasure-pain principle). Bentham believed that crime was committed on the outset, by individuals who seek to gain excitement, money, sex or anything of value to the individual. Beccaria (1764/1963: 93) stated that; It is better to prevent crimes than to punish them. This is at the heart of the classical school of criminology. Beccaria believed that laws needed to be put into place in order to make punishments consistent and in line with the crime. He believed that crime prevention in its effectiveness is down to three main ideas, these being the certainty of the crime and how likely it is to happened, the celerity of the crime and how quickly the punishment is inflicted and also the severity of the crime, and how much pain is inflicted. Beccaria thought that the severity of the penalties given should be proportionate to the crime committed and no more than what is necessary in order to deter the offender and others from committing further crimes. Classical thinking says that criminals make a rational choice, and choose to do criminal acts due to maximum pleasure and minimum pain. The classical school says criminals are rational, they weigh up the costs and therefore we should create deterrents which slightly outweigh what would be gained from the crime. This is the reason behind the death penalty being viewed by classical thinkers such as Beccaria and Bentham as pointless, because there would be no deterrent. However when considering manslaughter, as Bentham also believes, if the severity of the punishment should slightly outweigh the crime then surely capital punishment should be used, there doesnt seem to be any stronger a deterrent to other criminals thinking of undertaking the same criminal behaviour, than seeing another eradicated due to their actions. Classical thinking has had a significant impact on criminological thinking in general and perhaps a greater impact on criminal justice practise. In Europe and America the idea of punishments being appropriate to the nature of the crime has become a foundation for modern criminal justice systems. Since the introduction of the classical school of criminology and classical thinking, the use of capital punishment, torture and corporal punishment has declined. Neither Beccaria nor Bentham believed in the death penalty, apart from, Bentham argued, in the case of murder. The second half of the eighteenth and nineteenth centuries also saw the establishment and growth of the prison, as a major system of punishment, the idea and concept of prison was to take punishment away from the body and instead punish the mind and soul, and these are the keys to changing a persons outlook and views of their criminal behaviours. Many elements of classical ideas are very useful in modern society and these show the strengths that the theory does have. Deterrence continues to underlie all judicial systems and indeed underpinned the principles of the first commissioners of Sir Robert Peel, in the creation of the Metropolitan police. Prisons are also used as major deterrents and also to try and reduce rates of crime. However a great weakness of the classical school of criminology is, the idea stemming from classical thinking that all criminals are rational is not generalisable to the whole population nor is it entirely valid, due to the fact that there may be biological factors stopping an individual from being able to think and behave rationally. Therefore it may not be the particular choice of the individual as they may have been born that way; they may not have the ability to make a rational decision due to a mental illness such as schizophrenia. They may be disorientated or even drugged which affects the brain functioning and therefore any behaviours, resulting in an individual becoming irrational. Also, if people act due to principles of rationality and free will then why is it that the poor are predominating in the criminal justice system, classical thought doesnt include factors of necessity in order to survive. As Jeffrey Reiman (1979) said; the rich get richer and the poor get prison White and Haines (2004) said that the classical school of criminology has 3 main challenges to it. Firstly; how to make such ideas serve the interests of justice and equality when faced with a particular defendant in court. (Not all criminals appear to be acting rationally and of free will) Secondly; that for criminal justice bureaucracies such as the police, growing efficiency may not always be compatible with an emphasis on equal justice, as their gain is to decrease crime rates. Thirdly a power issue, the rationalisation of the legal system potentially means some reduction in their power, which may backfire in terms of being a deterrent. In late 19th century the classical school came under criticism by a form of scientific criminology which emerged due to Darwins great works being published between 1850 and 1870, this therefore had a profound effect on scientific thought and individuals views of human behaviour. Classicism defines the main object of study as the offence. The nature of the offender was defined as being free-willed, rational, calculating and normal. The classical thinking response to the crime was to give punishment that is proportionate to the offence. The Positivist school of criminology however opposes this classical school of thinking, positivism states that the object of study is the offender, and that the nature of the offender is driven by biological, psychological and pathological influences. Their response to the crime is that of giving a treatment of an indeterminate length, depending on individual circumstances. Unlike classicism, positivism views criminal behaviour as irrational and perhaps due to a problem (biological, physical or psychological) that an individual has, therefore they are partially relieved of the crime they committed. Cesare Lombroso is related to much positivist thinking, as a psychiatrist he looked at criminals as being throwbacks to a more primitive stage of human development, he compared physical features of criminals and related them to more primitive stages of mankind and formed a prediction based on measurements of skulls and main physical features, of how certain criminals look. Lombrosos thinking clashed with that of classical thinking, saying that criminals were born not made, and they are not rational as they reproduce thoughts similar to that of inferior humanity. The differences between the thinking behind both the classical school of criminology and the positivist school of criminology highlight the strengths and weaknesses that are associated with both. The classical school has much less biological fact and figures backing up its views, however it has proven successful in reducing crime rates and in providing a deterrent and a way in which to successfully contain individuals who rebel against the system. Unlike positivism which doesnt have any form of punishment, just a form of treatment, the classical school shows criminals that they cannot behave in certain ways in order to maximise their pleasure and minimise pain if it involves breaking the law, it does this successfully because the punishment that is given is more than that of the pleasure that they would receive. Therefore as rational thinkers, individuals contemplating criminal behaviours would not do so due to the laws set in place to deter the behaviour. However the main weakness of the classical school of criminological thinking is that it considers all criminals to be rational and make decisions by free will, but not all individuals are rational and not all their behaviours are free, as if an individual had a mental illness or a physical defect, this may totally change the way in which they act and think. The social construction of crime has changed over time; feudal and religious influences have changed, and affected the criminological theory used. When the Classical school developed it was in a time of major reform in penology, there were many legal reforms at the time due to the French revolution and the legal system was developed in the united states, which would have had an effect on the united kingdom making an increased effort to set laws on crime in stone. As modernity has progressed so has the development of the judicial systems, if positivism was used as the main criminological thinking then these systems wouldnt exist because positivism uses treatments to the criminal in order to solve crime. This could be why the classical school of criminology has been so influential and still is, because it protects various organisations set out to remove crime and it also provides a good theoretical basis on which more recent theories have been developed.

Developmentally Appropriate Practice Buzzwords or best practice?

Developmentally Appropriate Practice Buzzwords or best practice? By Jocelyn Smrekar and Andrea Hansen Teachers and parents are sometimes fooled into thinking that children must learn to read by age 5, usually in kindergarten. Consider this example: Jamie has trouble reading in kindergarten. Her teacher says it’s because she only played in preschool. In first grade, Jamie is called learning disabled because she still doesn’t read. By third grade though, Jamie is reading fluidly with her peers. Have teachers cured Jamie of a disability? No!Jamie’s reading development followed its own course and leveled into a lifelong skill and what teachers call â€Å"working at grade level. † Children develop at different rates in separate areas: physical, emotional, cognitive or intellectual, language, and social. Differences, including abilities and disabilities, affect the way and speed with which children develop skills. Genetic traits, temperaments, learning style, en vironment, cultural and racial expectations, and experiences influence learning. Some children learn to say words at 8 months, others not until they’re almost 2 or older.Many children learn to walk at 9 months, while others wait until they are 15 to 18 months. Charts of developmental milestones—walking, talking, running, or stacking three blocks, for example—are based on averages. Parents and teachers frequently worry when a child doesn’t have a skill at the targeted time. Most often, skills develop according to children’s interests and temperaments—that is, a child’s basic approach to people and events. Foundation for Further Learning Developmentally appropriate practice (DAP) is a term coined by the National Association for the Education of Young Children.It describes teaching techniques that identify and foster the developmental needs of children, both individually and in groups (Bredekamp, 1987). DAP is a set of guidelines suggest ing curriculum content and practice serving children birth through age 8. Simply stated, these guidelines encourage early childhood programs to provide an educational environment that responds to the needs and interests of children. In that environment, trained teachers use observation to plan for the class and the individuals in it. In DAP classrooms, children’s play is the primary vehicle for learning.This article will focus on DAP in school settings, prekindergarten through third grade. DAP deals with all the levels and stages children grow through, building a strong foundation for future learning. Children remember, classify, repeat, and modify their experiences as they learn about the world and the people in it. For example, Zach, age 6, is eager to put together a puzzle with 100 pieces. He has experience with puzzles—first with five-piece wooden puzzles in a frame, then with cardboard floor puzzles, and finally with boxed 60-piece puzzles.He knows that the pictur e on the outside of the box will be a guide as he separates the straight-edged pieces from the curved ones. He locates the four corners, looks for matching colors, and after 45 minutes of concentrated effort, completes the puzzle. He has used his past experiences to build new ones that include abstract tasks like classifying, matching, counting, sorting, identifying, and experimenting. He has improved his small motor skills, increased his ability to concentrate on a complex task, and learned the virtue of tenacity, sticking to the task until completion.Zack’s alert teacher notes his success and plans new ways to challenge his skills and foster new interests. A teacher’s understanding and use of DAP are keys to educational success. Learning experiences in a DAP classroom Children are active learners—they need opportunities to investigate and explore with objects, materials, and equipment in order to construct a base of information about their world. Through first hand experiences, children are able to connect what they already know with new, more complex information.Teachers who use DAP in their classrooms provide opportunities for children to interact with a variety of materials. They offer uninterrupted time to actively explore not only intellectual skills, but also social, emotional, physical, and language skills. Specific teaching techniques include asking open-ended questions, modeling, demonstrating, exploring, coaching, and direct instruction. These techniques extend learning and guide children to skill mastery (Bredekamp and Copple, 1997). Young children learn best and most when they actively and playfully explore materials and activities, using all their senses.Developmentally appropriate classrooms are set up so individuals or groups of children can become directly involved with materials. Children move between free or spontaneous play and organized play. In free play, for example, a puppet show evolves into a performance by childr en in dress-up clothes. In organized play, children might chart the favorite fruits of class members. Role of Play A central issue in DAP is the role of play in the curriculum. Because adults don’t depend on play to learn, they tend to dismiss it as a pleasant time spent without profit. In children, however, play is an essential part of a child’s education.Sometimes called children’s work, play supports a child’s development by providing the tools, equipment, and interpersonal experiences that help children grow. Through play, children acquire information, master activities, use concrete materials as symbols, organize previous learning, learn perseverance and focus, solve problems, and develop creativity. Are Children Really Learning? While many teachers agree that DAP helps children develop cognitive, social, emotional, language, and physical skills, parents often ask, â€Å"Is my child really learning? All I see is play. â€Å"Standardized tests given after second grade to children in both DAP and traditional classrooms have revealed little difference in general reading skills (Kostelnik, Soderman, and Whiren, 1993). Children in DAP classrooms scored significantly higher in tests of vocabulary, reading comprehension, expressive language, and reading and writing mechanics in context. In standardized tests of math, the two groups showed similar scores in overall math skills, but the DAP children scored significantly higher in conceptual understanding and problem-solving skills than children in traditional classrooms.Children who had been in DAP classrooms for five years scored significantly higher in reasoning and problem-solving skills. Most importantly, children in DAP classrooms reported great enthusiasm for school and high involvement in the learning process. What Does a DAP Classroom Look Like? The physical setup of a DAP classroom indicates how learning takes place. The teacher’s desk is usually in an inconspicuous pl ace, not in the front of the room. Student desks, if provided at all, are clustered into learning centers. Most often, long tables replace individual desks, encouraging cooperative group work.Room arrangements and traffic patterns may change throughout the year as children grow and change intellectually, and they meet specific educational goals. Another difference in DAP classrooms is the way textbooks and worksheets are used. Often in traditional classrooms, printed materials are the primary source of instruction; teachers dictate the use of textbooks, worksheets, and other teaching materials. In a developmentally appropriate classroom, children learn through materials that are concrete, real, and relevant to their lives.In a kindergarten class that is studying insects, for example, the classroom is rich with pictures, colorful field guides, and posters. It may also have an ant farm with magnifying glasses, a box of silk worms spinning cocoons, a tomato plant with resident praying mantis, and a butterfly house. Children are encouraged to collect insects and sort them by size, color, function, or benefits to humanity. They use math skills like counting, estimating, and graphing in the daily routine. They have opportunities to draw and paint their impressions of insects as well as to sing and act out the metamorphosis of caterpillar to butterfly.In a DAP classroom textbooks are resources, not the primary source of information. All equipment and supplies—including manipulatives, construction materials, art music, and role-playing props—are accessible to the children as they explore and discover answers and new questions. Teachers support learning by setting up centers and providing the materials and guidance necessary for the children to learn. DAP as Best Practice Teachers who have adopted developmentally appropriate practices consider each child’s uniqueness and skill level when planning activities.Allowing children to progress through the stages of development at their own rates is the best way to build the foundation for future learning. This philosophy is reflected in the classroom environment and activities planned. Learning takes place naturally, because it is child-centered and relevant. Children are constantly learning, building on what they know to create new ways of thinking and seeing their world. Isenberg, J. and N. Quisenberry. â€Å"Play: A necessity for all children,† Childhood Education, 64 (3), 138-145, 1988. Statements of Developmentally Appropriate Practice Space and Furnishings 1. Indoor spaceChildren need sufficient space that is well lit and has a comfortable temperature for learning and playing. Indoor space that is well maintained and in good repair sends a message to the young child that is welcoming and inviting. 2. Furniture for routine care, play and learning Children need appropriate furnishings to meet the demands of their daily schedules. Basic furniture such as cots, tables and c hairs should be sturdy and appropriate to the size of the children in the group in order for children to be comfortable, have proper body support, and focus on learning, playing, and routine activities rather than their own discomfort.Caregivers need easy access to routine care furnishings, such as cots, in order to maintain proper supervision and provide smooth transitions between activities. 3. Furnishings for relaxation and comfort Children need space and opportunity to relax and rest. Soft furnishings and toys allow children opportunities for relaxation and comfort. Cozy areas provide a space for quiet activities to occur and should be protected from active play so children can snuggle, daydream and lounge. 4. Room arrangement Creative room arrangement promotes a child's positive self-image and encourages a wide variety of age appropriate activities.Well-defined interest centers where materials are accessible help children to understand about organization and returning materials to their proper place. 5. Space for privacy Some children experience unacceptably high levels of stress when exposed to constant activity and interaction. Places where children can escape from the pressures of group care promote positive self-esteem. Providing a child with opportunities, space, and time to be alone can contribute to positive classroom behavior. 6. Child related display Every child needs to know that others value his/her play or work.Artwork or other individual work that is created by the children should be displayed in the classroom at the child's eye-level. This promotes feelings of positive self-esteem and sends the message to the child that his/her work is valued and appreciated. 7. Gross motor play Children need daily opportunities to exercise large muscles, run in open spaces, and practice gross motor skills. (Safety is always a number one priority. ) Space to develop children's large muscles through a variety of play experiences should be made safe by providi ng adequate cushioning for fall zones.All play equipment should be safe and effective monitoring should be implemented to teach children safe play behavior and to safeguard against accidents. 8. Gross motor equipment Children need age appropriate stationary and portable equipment to promote a wide variety of skills that exercise large muscles while developing confidence and abilities. Equipment should be sound, sturdy, safe and accessible to children daily. Personal Care Routines 9. Greeting/Departing Parents and children need a warm, welcoming, and pleasant atmosphere to make the daily greeting and departing routine a happy one.Positive greetings help to promote the children's self-esteem and create a welcoming environment for parents. 10. Meals/Snacks Meals and snacks that follow USDA guidelines contribute to the health of children and provide a model for good nutritional habits for life-long practice. Proper hand washing along with careful food preparation teach children proper h ygiene and promotes sanitary conditions. 11. Nap/Rest Nap and/or rest time should be appropriately scheduled and supervised for the children in the group. Adequate separation of cots helps to prevent the spread of germs.Soft music or a soothing story helps to facilitate a peaceful rest time that is important in helping children to balance the day and renew their energy. 12. Toileting/Diapering Young children need appropriate supervision of the toileting process in order to care for basic needs and to teach the importance of good health habits. The schedule should be individualized. Provisions, such as soap and steps near the sink, should be convenient and accessible so that children can wash hands after toileting; this promotes self-help skills and good personal hygiene.Diapering should always be managed in a manner that promotes safety and good health practices. 13. Health practices Practicing preventive measures, such as washing hands after handling pets or wiping noses, help to e ducate children to achieve life-long health practices. Taking appropriate action when children are sick will minimize the spread of germs. 14. Safety practices Protecting children is critical in providing quality care, whether through adequate supervision or minimizing hazards both inside and outside. Caregivers should anticipate potential safety problems and demonstrate, model, and teach children safe practices.Language-Reasoning 15. Books and pictures The use of books and pictures is an important means of learning for children as they make sense of the world around them. Books, pictures, and language materials should be available in sufficient number both for independent use in a reading center and for use by a teacher with children in formal and informal settings. 16. Encouraging children to communicate Activities and materials that promote language development should be available for use throughout the classroom and the daily schedule. Teachers should establish an environment wh ere language exploration and usage is encouraged.17. Using language to develop reasoning skills Logical relationships and concepts should be presented in appropriate ways. Children learn through interaction with materials and people, both peers and adults, in the context of play and daily routines. Language provides the key tool for success and problem solving, as children are encouraged to talk through their thought processes. 18. Informal use of language Language is a way for children to expand understanding. Caregivers should engage children in give and take conversations for enjoyment and learning.They should support child-to-child conversations as well. Activities 19. Fine motor Children need a variety of age-appropriate and developmentally-appropriate toys and materials that they can manipulate with their hands and play with at will. These activities strengthen fine motor control while encouraging skill development that contributes to academic readiness. 20. Art Children benef it from exposure to child-initiated art activities that are open-ended and process oriented. Children's art should be respected and appreciated as individual, creative expression.Materials and opportunities to create art projects at a beginning and more advanced level should be available as children are developmentally ready for them. 21. Music/movement Music and movement are valuable means of learning. Children need a supportive environment that includes a teacher and a variety of tools to encourage their self-expression through music and related activities. 22. Blocks Block play, with a variety of blocks and accessories, allows children the opportunity to explore spatial, mathematical, and role-play possibilities.Powerful block play requires sufficient space in a protected area and time to expand on concepts and ideas. 23. Sand/water Sand and water play gives children the opportunity to learn concepts through active exploration with their senses. The addition of interesting props extends the learning potential offered through sensory play. 24. Dramatic play Dramatic play gives children the opportunity to discover an array of roles and responsibilities. It provides a vehicle through which they make sense of their world. Dramatic play is enhanced by space, time, props, materials, and supportive teachers.25. Nature/science Science and nature activities and materials foster curiosity and experimentation benefiting the young learner through direct experience and application to other areas of learning. Concept and observation skills are strengthened through science procedures. 26. Math/number Math skills, when introduced through appropriate hands-on methods, form a foundation for school readiness and later academic success. Math skills can be taught effectively through routines, schedule, and play activities. 27. Use of TV, video, and/or computerTV/video viewing and computer use tend to be passive in comparison to active involvement with materials and people. The use of each should be confined to subject material that is age-appropriate and mentally stimulating. Time limits encourage more active learning. Participation should not be required. 28. Promoting acceptance of diversity Children need to be exposed to the similarities and differences of people in positive ways through books, pictures, toys, materials, and interaction. This exposure encourages respect for others and lessens misunderstandings. Interactions29. Supervision of gross motor activities Caregivers should use gross motor activities as learning opportunities to promote positive social interactions and to encourage the development of skills and new experiences Diligent supervision of gross motor activities, whether indoors or outdoors, is critical to preventing accidents and insuring safe, active play. 30. General supervision of children (other than gross motor) During activities, caregivers must balance the level of supervision and control based upon the ages, abilities, and i ndividual needs of the children.Adequate supervision and awareness of the whole group is required for children's health and safety and in the recognition of accomplishments, which is necessary for children's emotional well-being. 31. Discipline The set-up of the environment, teacher expectations, available materials and opportunities, and daily schedule significantly impacts children's behavior in childcare. A classroom and curriculum geared toward developmentally appropriate practice will lead to generally good behavior that is the product of self-motivation rather than the result of punishment and control. 32. Staff-child interactionsCaregivers, who are nurturing and responsive, promote the development of mutual respect between children and adults. Children, who trust adults to provide for their physical, psychological, and emotional needs, develop their own sense of self-worth and self-esteem. 33. Interactions among children Because self-regulation, proper emotional expression, a nd positive social relationships are such essential skills for later schooling and life, teachers must encourage children to develop acceptable behaviors by providing a setting that encourages real opportunities for initiative taking and competence building.Providing opportunities for children to work and play together, to solve conflicts in productive ways, and to participate in group activities are ways teachers promote positive social relationships. Program Structure 34. Schedule Children thrive on having a consistent routine that provides a balance of activities designed to meet individual needs and foster physical, cognitive, social, and emotional growth. Best practice promotes a daily schedule with large amounts of time for play, smooth transitions between activities, and a balance between child-initiated and teacher-directed activities. 35. Free PlayWhen children are permitted to select materials and companions, and, as far as possible, manage play independently, they practic e making decisions and having control of their world. Caregiver intervention should be in response to children's needs, an invitation, or an opportunity to expand play activities. 36. Group Time In group-care situations, the focus needs to be on meeting individual needs and guiding children as they interact in small groups. Whole group activities should be kept to a minimum and limited to gatherings that follow the interests and involvement of the children. 37. Provisions for children with disabilitiesMeeting the needs of children with disabilities requires knowledge of routine care needs, developmental levels, individual assessments, and the integration of the children in ongoing classroom activities. It also requires the involvement and establishment of a partnership between the parents and staff in setting attainable goals that will assist the child in reaching his/her full potential. Rutter, M. â€Å"Family and school influences on cognitive development,† Journal of Child Psychology and Psychiatry, 26, 683-704, 1985. Maybe little Janie can't read or count because her teacher can't teach.Or worse still, maybe the teacher doesn't know enough about English or math or history to teach the subject. Mischievous speculation? No. It happens, as a result of a historically flawed system in America of educating mostly average or below-average students to be public-school teachers. As evidence continues to pile up that American children are not learning the basics in school, critics are quick to blame the youngsters, their parents, the schools, television, or the curriculum. But increasingly, the focus has shifted to the teacher, the most vital link in the education process.Now, a four-month study at teachers colleges by The Washington Times indicates that the problem of unsatisfactory classroom learning is rooted in the early selection and education of students who say they want to be teachers. These students then are being taught by professors who differ wild ly on what teachers need to know. â€Å"Schools of education are cash cows to universities,† says Dean Edwin J. Delattre of the Boston University School of Education. â€Å"They admit and graduate students who have low levels of intellectual accomplishment, and these people are in turn visited on schoolchildren.They are well-intentioned, decent, nice people who by and large don't know what they're doing. † Mr. Delattre is one of the harshest critics of schools of education. â€Å"It would be possible in terms of the quality of their research, the significance of their research, and the quality of their instruction to give an intellectual justification for perhaps three dozen of them – certainly no more than 50,† he says. There are about 1,300 schools nationwide teaching students to be teachers. Roughly 2 1/2 million public-school teachers are responsible today for the education of 46 million children in kindergarten through high school.Although many teach ers perform well, a significant number are products of an entrenched training system that almost guarantees mediocrity in the classroom. New initiatives are under way in some of the preparatory schools and colleges, but, for the most part, the old ways and faddish new ways are still shaping the teachers of tomorrow. To become a public-school teacher, graduates have to be certified by the state. A college student must take required courses, do a stint at student teaching, and pass a series of general-knowledge examinations.The passing scores for these tests vary from state to state but tend to be fairly low. Curiously, many aspiring teachers never get in front of a classroom until their final days in college – an experience that sometimes persuades many to seek other careers. A major in education has long been considered an easy route to a college degree. Elementary education majors were especially easy to spot on any campus. They were the ones cutting out letters of the alpha bet to make posters while the English majors worried over a paper on Shakespeare's treatment of religious themes. Rigorous academic training was seldom demanded.â€Å"You just had to love kids to become a teacher,† says J. Michael Davis, dean of the School of Professional Studies at 105-year-old East Stroudsburg University of Pennsylvania. Thirteen years ago, it was possible to graduate from East Stroudsburg with a major in elementary education without ever taking a math class, Mr. Davis recalls. Twenty years ago, some University of Maryland campuses gave short shrift to reading instruction. Serious concerns about teacher training surfaced in 1983 with the publication of â€Å"A Nation at Risk,† a landmark national report on the state of America's educational system.It found that too many teachers had poor academic records and low scores on tests of cognitive ability. Students who went into teaching programs scored below nearly all other majors on college entrance exam s, then graduated not knowing enough about the subjects they were teaching. Not much has changed in 15 years. Anyone who believes that the problem of unqualified teachers is overblown or confined to a couple of subject areas such as math and science has only to look at the experience of a New York state school district last spring when it tried to fill 35 teaching vacancies.The Connetquot district on Long Island got 758 applications in response to an advertisement. District officials decided to narrow the pool by asking applicants to take a short version of a multiple-choice reading comprehension test taken from the state's old 11th-grade Regents English exams. Just 202 applicants correctly answered at least 40 of the 50 questions. Such incidents keep teacher education in the public consciousness and on the radar screens of elected officials at the state and federal levels. Initially, state legislators turned to higher salaries to try to attract higher-caliber students.From 1981 to 1997, average salaries for public-school teachers rose from $17,209 to $38,611. That's for what is essentially a 180-day school year plus in-service days spread over nine months. Then, lawmakers linked salary increases to policies aimed at raising standards such as requiring new teachers to have more education and raising the passing scores prospective teachers must attain on standardized tests such as the National Teacher Examinations and its successor, Praxis. The teachers colleges responded with talk of â€Å"restructuring† teacher education, and some institutions actually did move to raise admissions and curriculum standards.East Stroudsburg has raised entry standards and toughened course requirements. Students still need to take 60 hours in general education, but they no longer have a smorgasbord of courses to choose from. The college recently raised the grade point average needed to get into elementary education from 2. 5 to 2. 75. In 1996, Boston University began to ta rget only teacher applicants with high SAT scores, resulting in a 17 percent drop in the inquiry pool. As a result, prospective teachers in last fall's freshman class had average SAT scores of 1,276, compared with 964 for all 85,442 self-declared education majors who took the 1997 SAT.George Mason University decided in 1989 that teachers should get a bachelor's degree first and then train to teach in a fifth-year graduate-level program. The Fairfax County school says it annually rejects half the applicants for elementary education training because they don't meet admissions standards. It takes a 2. 7 GPA to get into the University of Maryland College of Education at College Park and a 3. 0 to prepare for special education, a five-year program. â€Å"We're not getting the best and the brightest kids,† says University of Maryland Dean Willis D. Hawley. â€Å"We're getting some of the best and brightest.Some kids are really smart. What there aren't anymore are kids who are real ly dumb. † But the perception lingers, even among insiders, that a lack of academic rigor continues to plague the nation's teacher training programs. â€Å"The truth is, students get into colleges of education – particularly early-childhood education majors – because it's the easiest thing they can get into,† says John E. Stone, professor of education at East Tennessee State University and founder of the Education Consumers Clearinghouse – an Internet source for parents, taxpayers and policy-makers.â€Å"Here at ETSU, the schools of education are kind of at the bottom of the pecking order,† he says. â€Å"Students flunk out of nursing or business and come to Ed to get some kind of college degree. † Since the concept of a formalized vocational training program for teachers was established nearly 160 years ago, that training has combined lessons in subject matter with courses in methodology, or â€Å"how to teach. † The training a lso has included theories of child development and practical field experience. From the start, teaching preparation emphasized methods of teaching at the expense of the content of courses.Often the subject matter would be watered down and presented in courses tailored especially for teachers, instead of requiring teachers to take the same math, for example, that liberal arts majors were required to take. â€Å"Their focus is process, and that hasn't changed,† says C. Emily Feistritzer, who as president of the private Washington-based National Center for Education Information has conducted a number of studies of teachers and teaching. â€Å"Resistance to change is extraordinarily high at the same time there is a high level of conversation about change.† Many critics of teacher training programs argue that a solid grounding in the liberal arts with a concentration in the subject to be taught is all that is needed to teach math, science, history or English. But Mr. Hawley at Maryland's College of Education disputes that. Chances are, he argues, that a rocket scientist would make a terrible science teacher. â€Å"You have to have the ability to transfer knowledge,† he says. That ability generally has to be learned, says Dean Gary R. Galluzzo of George Mason's Graduate School of Education.He believes that only 5 percent of the population might be â€Å"born† teachers, while 65 percent have knowledge but need to learn how to impart it. Boston University recently doubled the amount of time its prospective teachers are required to spend in math class. It also requires juniors and seniors in education to take an ethics course that exposes them to the icons of Western civilization. â€Å"We try to make the fact that teachers are deeply involved in character and values formation obvious to our students,† says professor Kevin Ryan, who teaches an introductory education course.† `What is the right thing to do? ‘ is a question teachers need to ask the young. And we want them to see that America has a moral heritage. † Adds Charles L. Glenn, chairman of BU's Department of Administration, Training and Policy Studies, who teaches a course on the social and civic contexts of education: â€Å"Teachers have to be moral exemplars to students. We raise questions that are usually raised in a religious context. On what basis can you say certain behaviors are right or wrong? I don't know how you can send someone who hasn't grappled with those questions out to teach a 7-year-old.†Schools of education, reacting to social and political pressures, are perceived to be more interested in promoting equity, diversity and social justice than in transmitting knowledge. And many of the educational practices they encourage are often criticized as fads. East Stroudsburg's administrators, for example, proudly describe their teacher training program as focused on the learner and on â€Å"outcomes,† committed to â€Å"developmentally appropriate practice,† â€Å"modeling,† inclusion, and â€Å"hands-on† and cooperative learning.These are the buzzwords and the practices that permeate nearly all of the nation's teacher training institutions. â€Å"Schools of education are currently the origins of our problems, not their solution,† says E. D. Hirsch Jr. , professor of English and university professor of education and humanities at the University of Virginia. Testifying before Congress, Mr. Hirsch sharply criticized what's known as â€Å"developmentally appropriate practice† – the philosophy that a child should not be pressured to learn anything until he signals that he is ready and receptive.â€Å"The doctrine,† he said, â€Å"is drummed into almost all teachers who take early-education courses. The intention is to ensure caring treatment for young children, yet the ultimate effect of the doctrine is to cause social harm. To withhold demanding content from young children between preschool and third grade has an effect which is quite different from the one intended. It leaves advantaged children [who get knowledge at home] with boring pablum, and it condemns disadvantaged children to a permanent educational handicap that grows worse over time. â€Å"The schools that hire new teachers appreciate the increased attention college and university training programs are giving to practical experience. â€Å"Teaching colleges are getting a lot better,† says James Dallas, a Fairfax County support coach for new teachers. â€Å"They have begun to structure their programs to the needs of the school systems. † Where practical experience used to come in the senior year, it now begins at many places in the freshman year, where it can serve to weed out those who discover that life in an elementary classroom is not what they thought it would be.While there is general agreement among the deans about the value of practical exp erience, they part company on the ideal program to train elementary teachers. Mr. Galluzzo of George Mason would opt for a solid general education foundation in an undergraduate or graduate program. â€Å"You should be required to take a liberal arts major of about 80 [semester hours] or two-thirds of the college experience for general education plus major combined.Then you should study the four core disciplines – math, science, history and English – roughly 15 credits each. Spend the other 20 hours getting smart in one of these areas. And in the undergraduate program, the other 40 credits are in learning to teach those things, because now you have something to say. † In many programs, a lot of the basic discipline has to be taught in the methodology classes because the prospective teachers don't know enough math or science to stand up in front of a class and teach, he says.One of his concerns is that too many future teachers take a concentration in psychology i nstead of English, math, science or history, thinking it will help them understand children. In fact, psychology is a subject they will never teach in elementary school. â€Å"What does it mean to know your subject? † asks Maryland's Mr. Hawley, whose background is in the liberal arts and political science. â€Å"You probably don't need to understand quadratic equations to teach fourth-grade math, but you ought to understand algebra and calculus. â€Å"

The Media and Its Responsibilities

The Media and Its Responsibilities SOC 120 June 6, 2011 The Media and Its Responsibilities The media is known for getting the most recent news out to the people of the general public. Sometimes the information the media delivers is questioned by the people. They wonder why the news media would announce certain information for the whole world to know. In this research paper you will learn what kind of information the media delivers, how this information can affect people, and how they can prevent certain events from happening by policing what sort of information they release and distribute for the world to know.News is everywhere. The first distribution of news was through newspapers. They date back to centuries and centuries ago. Newspapers distributed in the United States go back to as early as 1690 (Barber, 2011). There has been much advancement in our technology on how the news has been delivered over the years. You can get information through newspapers, magazines, television, ra dio, and internet. You can even sign up on websites to get emails and text message alerts sent to your cellular device when there is breaking news.Anyone can find what they are looking for by the click of a button. Watching the news can be very informative by keeping you updated on what is going on around the world or in your local area. The yahoo. com homepage has new current events listed daily. While you are in your car driving, you can listen while being updated with the news. Radio stations also update you on what is going on throughout the day. The first amendment of the United States Constitution expresses Freedom of Press.It states, â€Å"Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press; or the right of the people peaceably to assemble, and to petition the Government for a redress of grievances† (U. S. Constitution, 1787). Freedom of Press gives the news me dia the right to publish any information without suffering any consequences. The news media does have certain responsibilities that they need to fulfill in order to keep the public satisfied.The responsibilities of the media are to report stories that affect the public. The media feels that the people of the society have the right to be informed about what is going on, in the world, at the present time. How far is too far when it comes to certain information that is being broadcasted for everyone to hear and know about? There is news broadcasting stations put in place to keep the public informed on current daily events. News stations try to compete with one another on who is first to report a news breaking story.They glamorize the fact that they were the first on the scene or that the story that they are reporting on is an exclusive. The news media delivers important information but sometimes it can be too informative. There are sometimes too many unnecessary facts given that are ir relevant. The information that the media delivers is sometimes information that the whole world should not necessarily know about. For example, it was learned that California’s former governor, Arnold Schwarzenegger fathered a child from a different woman, while he was married to his legitimate wife.The media showed pictures of the woman whom Arnold had the affair with. This sort of issue can present a problem for the child whom is involved. If the child has friends that know what his mother looks like, they now know that he is the child of Arnold Schwarzenegger. If the family was trying to keep the child’s name a secret because they did not want him to be targeted by the news, the media ruined that chance by releasing a photo of the child’s mother. This sort of thing could lead to teasing by other children at school and many other things.The child can also be subjected to the harassment of the paparazzi. It seems that the news media is more concerned with repor ting the actual story than how it affects the victims involved. The information that the media delivers can affect the victims of the story in many different ways. I do not think that the media realizes that by what they are saying can destroy people’s lives. Have you ever watched the news and thought to yourself, â€Å"Wow! That person seems extremely ignorant for being a victim of such a scam? By releasing certain information about a person the story is about or showing faces or photos, the person can go on and suffer from humiliation, depression, and even bullying. Even the family of the persons involved in a story can be affected. I recently came across a story through the news about a local United States Marine that was involved in a ridiculous scam. There is a yard sale website that people post items for sale on. It is somewhat like Craigslist but mainly for the military base. This Marine was selling his guitar, on this yard sale website, to a woman and she ended up sc amming him.They both agreed on a place to meet and when they got there she conned him into going to the bank and depositing a check that was endorsed by her, into his bank account. The check ended up being an insufficient funds check and he was left with no money for the guitar that he had just sold to her. The Marine ended up reporting her to the police and there is an investigation that is taking place. In this case, the Marine is mainly at fault for agreeing to have a stranger’s check deposited into his bank account. The Marine was interviewed on television and he was ridiculed by fellow marines for being exposed in such a fraudulent scenario.The news media could have suggested that his face be shadowed so he would not be a target of humiliation. The Craigslist killer case is an example of how a life can be ruined by news delivered through the media. The Craigslist killer was engaged to be married and his fiancee found out through the news on the television about the crime s that he was accused of committing. In this case, it is not only shocking but as well as embarrassing for the fiancee because she had no idea that her soon-to-be-husband was committing these crimes behind her back.Family and friends knew that she was engaged to the suspect committing the murders and after the news makes it public that her fiance was indeed the Craigslist killer, she would suffer from humiliation and embarrassment. Since she was the fiancee of the Craigslist killer, her name will forever be linked to this case on the internet. Certain events can be prevented by monitoring what is being broadcasted rather than jumping into a report so suddenly. I think that the news media has to be careful on what they are reporting because they have a duty to the public to be discriminative on certain subjects.Names are the most common thing that is not withheld from the media. The media usually only withholds names if the person is a minor. Another example of certain information th at needs to be withheld from the public is the whereabouts of important government officials. The media is always reporting on where the President of the United States will be making an appearance. If someone wanted to potentially harm the President, they would just have to listen to the news to know his exact whereabouts and know when he would be in a particular place.The President does indeed have very heavy security but so did presidents of the past that were assassinated. The news media does influence politics significantly (Entman, 1990). The entire world does not need to know where the leader of our country is going to be at. In The Media and Political Violence, Virginia Held states that she believes that the media should contribute to decreasing political violence through better coverage of arguments for and against political dissidents’ views (Held, 1997). Celebrities are also a huge target of the media.Some have even been known to become famous just through having pi ctures taken of them. What and how celebrities are involved in always seem to make headline news. If they lose too much weight or gain too much weight they will be on a magazine cover. If they have too much alcohol to drink at a bar one night, you can bet that they will be the talk of the news the very next day. People are paid to take pictures of celebrities so they can be in magazines. Some celebrities even face humiliation about the pictures that are sometimes taken of them.Princess Diana’s death is an example of how far the media will go just to get a picture. Her death was partially due to the result of the news media wanting to photograph her while she was being escorted in a vehicle. It was said that the media trailed behind her vehicle, driving at very high speeds. Out of four people in the vehicle, there was only one person that survived. Princess Diana’s driver was speeding while the media continued to follow them in pursuit. According to the Introduction to Ethics and Social Responsibility, the classical theory of utilitarianism believes that there is an obvious solution that is fair. It argues that, given a set of choices, the act we should choose is that which produces the best results for the greatest number affected by that choice† (Mosser, 2010). The media should not be so quick to report on a story without considering how what they are reporting on, might affect the people whom are involved. They should do what is best for the greatest number of people involved in the stories that they report on. By focusing on the classical theory of utilitarianism the media can resolve this problem.As stated in Introduction to Ethics and Social Responsibility, â€Å"relativism is the idea that one's beliefs and values are understood in terms of one's society, culture, or even one's own individual values† (Mosser, 2010). Relativism is when you agree to disagree in an argument. A relativism approach would argue with the utilitarianis m theory about the media by saying that the media has the right to fulfill their certain responsibilities. They would agree that the media has responsibilities that need to be completed in order to keep the public informed, regardless of who it affects.The police department also plays a huge role in what detailed information is being released to the news media during crime investigations. Their job is to protect the people of the society. The media and police should both work together to learn better ways on how to deliver the news while still being sympathetic to the victims involved. In most cases, there are facts that the police should not even release to the media. Information that is released by police could result into being more of a problem. For example, if there is a case where the person involved got seriously injured or killed by someone else.It could anger a close friend or family member and they could go to extreme measures in retaliation to pursue or look for the other person involved. I personally believe that the media should look into what they are reporting and how what they are reporting on can affect the people involved. I agree that the news media is a great way for the society to be informed about events but there are certain details that do need to be withheld in order to protect the individuals that are involved in the story. I do feel that the media jumps way too fast into reporting an event without really being onsiderate of the people involved. They want to be the first one to get the job done. I believe that we would not know much about what is going on in the world without the media. I do believe that they do carry out a good job by keeping the public updated on events. I understand that it is their job to inform the public about news but I do think that there needs to be limits and boundaries set so that all involved are protected. The media believes that their responsibilities are to get information out for the public to know.The y want the people of the public to be informed about what is going on so they provide the public with every bit of detail in scenarios they report about. It is their responsibility to provide the public with important topics that affect us. Sometimes the information that the media presents about people can attach itself to a person for their whole life. The media needs to take certain precautions about the unnecessary details that they present or announce to the general public. References Barber, P. (2011). A Brief History of Newspapers. Retrieved from http://www. historicpages. om/nprhist. htm Entman, R. (1990). Democracy Without Citizens: Media and the Decay of American Politics Retrieved from http://site. ebrary. com/lib/ashford/docDetail. action? docID=10142065;amp;p00=media's%20responsibilities Held, V. (1997). The Journal of Ethics Vol. 1, Number 2. Retrieved from http://www. jstor. org/stable/25115544 Mosser, K. (2010). Introduction to ethics and social responsibility. San Di ego, Bridgepoint Education, Inc. Retrieved from https://content. ashford. edu Walenta, C. (1995-2011). U. S. Constitution Online. Retrieved from http://www. usconstitution. net/const. html The Media and Its Responsibilities The constitution gives us the freedom of speech in our country. However, we must keep in mind that exercising these liberties includes duties and responsibilities. The media is an integral part of everyday life and has become a leading player and influence of our society and it have an outcome on our nations’ future, viewpoint, and the globe’s view of us. The media are responsible for mainstream America ideals and the familiarity of the image based on the impact from the media. The media are fundamental of social influence and political decisions. The media have turned the average person on reality television into an international star. Sensationalism is in newspapers, on televisions, in magazines, or just a click away on the internet. The media landscape is on the horizon. Commercial and advertisement entice Americans to create financial debt and can influence a poor diet all due to the media. Ratings manipulate the information to such a high level it converts into entertainment. Media is largely funded by advertising. Media have the responsibility to give readers, viewers and listeners accuracy and accountable. Media should uphold fairness and meticulousness. Media has built into for the most part crucial aspect of our era, influencing every citizen. I will discuss the unease relating to media responsibility today, but I will also challenge to depict the importance of the responsibility. A utilitarian purpose can be proficient only through an endeavor to added diverse ethical standards established by the social order improve our society. The media are what we read, listen to and watch; the foremost impact is psychological, intellectual and share commercial implications. Many media outlets cater to the business sector, s they must gain a profit. The Media and entertainment industry forms public opinion and the terms of public debate. Comparable, through its partnerships with advertisers, the media also, exerts a powerful influence on the decisions we make, the products we buy, and the variety of analysis, we ask when we make our daily preference. In financial partnership with advertisers, th e media also put forth buying influences which drives our nation economically, public opinion which affect the decisions we make, and the products we purchase alters the trends. The media are what we read, listen to and atch; the psychological impact funneled by the media which forms public debate. Unrelenting media coverage fed the fascination with both court cases. Media has a moral ethical responsibility to tell the truth, unbiased and remain balanced. Each of us has a responsibility to challenge and demand what we expect from the media on the subject of an unbiased account of issues and politics. The media have become a control center in the political arena. The clout is the power to the political decision of the people. The political system, have an immense influence on politics and on forming social transformation. Television along with social media can to the highest degree of influence the election of a national runner on the basis of image. Today, individuals who despise the media must use the media to assist them to forerunners ahead in the polls. THE MEDIA AND ITS RESPONSIBILITIES 4 The Internet assists social equality by giving a voice to every citizen in every home and every workplace. Social media certainly plays a pivotal role in bringing media scraps and video goes viral world-wide creating national and international interest. Many celebrities ersonal lives are in the mainstay of modern times and the media. Misbehavior is constantly displayed in public view and it’s become the signs of the times and is not going away. Celebrities invite negative attention to boost their career. Though many papers syndications have been reduced those remaining in conjunction with and magazines compete on news about celebrities and scandals. All that is perilous, immoral or incorrect takes prece dence has a prominent place, especially in those papers that are mainly sold from newsstands. Media pays thousands of dollars to gather the dirt for up-to-the-minute candal on the front page every day in order to sell papers. The media's momentous spotlight is high-profile crimes coverage. Crime and victimization should include more privacy. Crime reporting is at an all time high being biased. The media have a tendency to take a stance of guilt before a verdict is rendered. The D. A. and law enforcement seek publicity. The judge can be influenced by the trial, For instance, the Casey Anthony murder case and the murder trial of O. J. Simpson created a new market for courtroom drama influence, both positive and negative. . Nowadays there can be repercussions for moral breach. Today 75% of endorsement contracts contain a moral clause that allows companies to exit without penalty in the event of an incident by the celebrity that substantially damages the company's reputation. Often the â€Å"incident† is limited to criminal activity and previously it was not uncommon for the legal language within the clause to even mandate that an actual conviction of a crime be present before the deal is terminated. The truth is out there to access global news information which has served as an advocate for society and its right to be acquainted with an essential role of involving us in concerns such as ivil rights issues, famines around the world and health epidemics. They give us an intimate sense of national issues and global concerns to bring us awareness. Many Americans feel that we ought to reap the benefits of media, globally, due to new media platforms, global media can cross cultural boundaries. Foreign relations as cultural barriers are jaded by the media While media are in itself more helpful than harmful, are setting a trend in their media and computers have changed the way the media messages is gathered, processed is produced affecting the printing and broadcasting processes. Media currently continues to have an enormous impact on the way people conduct their lives on a global scale desiring to become more like western societies. Mass media are striving to arrange operations around the globe; some nations want to protect their own domestic media and culture. The massive expansion of TV culture expresses Hollywood subculture. TV viewers in Nigeria, India, China or Russia now dream of the American way of life, as seen on TV serials (which, being relatively inexpensive and glamorous, THE MEDIA AND ITS RESPONSIBILITIES 6 ill the TV with most TV channels all over the world) and thinks in terms of the competitive values permeate by them. (Fotopoulos, Takis, 2009). In addition to financial interests, the global media and the internet have an impact on how the globe views Americans via media content, politics and culture, can many countries assume our country to be greedy. Mass media are influence by the culture and interests of our nation and viewed as an exten sion of the American way. Although the media keep us updated on our nations enemies and spectators an objective view f what is occurring without violating any human rights or offending viewers gaining what is happening in their parts of the Middle East Arab media channels like Al-Jazeera and other news channels are airing more graphic media in nature violating human rights and this has many negative effects on their viewers. Since there is no certain restriction on broadcasting violence, from airing the casualties in the combat zone Terrorists gain publicity due to the exposure that their networks give them, to promote their message of violence to create fear. News channels are sensationalizing the hatred toward the United States and other nations. Like our nations guidelines, media should ban the broadcasting due to empowering the terrorists by airing terrorists acts, and by making the atrocious details accessible to the public, the media are path that construct antagonistic society to set in motion terrorism. The press plays a pivotal role in modern society and social responsibility is at an all time high and imperative on mass media. Social responsibility is the concept roots in liberta ¬rian theory with more prominence on the press's responsibility to society than on the press's freedom. THE MEDIA AND ITS RESPONSIBILITIES 7 Tentatively coming the a superior point than libertarianism, a category of moral and intellectual evolutionary trip from discredited old, libertarianism to a new or perfected libertarianism where things are forced to work as they undoubtedly should have worked under libertarian theory. (Merrill, John C. ). The media have a responsibility to society to present of the media mandates moral responsibility. Utilitarian ethics is enormously influential in North American society, ‘probably the basic moral philosophy of most nonreligious humanists today’’ (Harris, 2002, p. 119). Utilitarianism is prevalent in the media professions, and in quasi-form is the mind-set of most students preparing for careers, such as journalism, that serve democratic societies. (Erlbaumm L. 2007). The media must show prudence, discernment and circumspection. Whilst making journalistic decisions are that moral and ethical the press has a moral commitment to the meet the requirements distributing ideas and information supported of society that will bring into being he betterment of moral. The Society of Professional Journalists Code of Ethics has high integrity to strive to higher ethics in regards to the media that journalists adhere to a high Code of Ethics to seek truth and report it which often involves easier said than done decisions and share responsibility for the penalty of unethical reporting and the impact on society. Journalists have an absolute duty to tell the truth, regardless of the consequences. Truth is key in ethics; journalists must take into account the probable penalty of their reporting. Plato call attention to the principle; his parable was meant to show that we live in a world of false impression and that we must get rid of our false impression to find the truth. Aristotle Nichomachean Ethics held that reason used to generate happiness, which gives us moral and intellectual virtues. The moral virtues include moderation, courage and nobility; the logical various wisdom. Trust is key in ethics and social responsibility. Media is of imperative importance to develop trust its supporters identified as being ethical, deliver excellence and responsible.

The Intellectual Life of Miguel Hidalgo Y Costilla Essays

The Intellectual Life of Miguel Hidalgo Y Costilla Essays The Intellectual Life of Miguel Hidalgo Y Costilla Paper The Intellectual Life of Miguel Hidalgo Y Costilla Paper Eventually he came to the conclusion, based upon what he had observed while traveling, as well as what he had read, that political reform was necessary for social and economic reforms to occur. [7] During the course of this essay, numerous aspects concerning the life of Miguel Hidalgo y Castillo will be examined. This will include his education, work experience, life experiences, as well as several of the works he read and studied. A transformation from student to priest to revolutionary will be observed In this essay, with the focus on the intellectual life of Miguel Hidalgo y Castillo. Miguel Hidalgo y Cocktails educational experience began at the same place he was born, the estate of San Diego Corral. As a boy he helped with the dally agricultural duties. The years he spent living In this fashion gave Hidalgo an appreciation for agricultural work, and allowed him to understand the viewpoint of lower class Mexicans. [8] Once Hidalgo reached fourteen years of age, his father sent him to study at the Royal and Primitive College of San Noels Obis, In Validly. Founded In 1540 by the Jesuits, the College of San Noels was a common seminary for middle class Mexicans. It was here where Hidalgo focused his learning In ecclesiastical studies and philosophy. [9] Considering Hidalgo sagacity and saneness Nils classmates at San Nicolas Selenga NV ten complementary nickname el Zero, or the Fox. In 1767, however, the Jesuits were removed from San Nicolas ND secular clergy gained authority. [10] The students who attended this institution did not restrict themselves to the curriculum offered, but were active in smuggling in books that had been banned. Reading and studying these books rounded the students overall experience of literature. The books provided by the church and schools were often dry and boring, while the banned books offered interesting topics and inspiration. They were often written by French philosophers or poets. It has been claimed that a new social philosophy had been developed and widely accepted, thus fueling the ambitions of he revolutionists and speeding up the independence movement during its development. [11] In 1770, at the age of seventeen, Hidalgo and his brother Joaquin traveled to the City of Mexico Royal and Pontifical University of Mexico to receive their first Bachelor of Arts degree. Following this accomplishment, Hidalgo spent time in Validly where he lectured in Latin, Philosophy, and the principles of Theology at San Nicolas. [12] In 1773 Hidalgo returned to the University of Mexico for his second Bachelor degree in Theology. In 1774 Hidalgo won a prize for the best dissertation on the The True Method of Studying Theology. Then in 1778 he was ordained as a priest either in Validly or the City of Mexico. [13] During, as well as following, his academic career Hidalgo spent the majority of his time in Validly. His occupations included Rector of the college of San Nicolas, teacher, and cleric. It has been stated that many of the heroes of the revolutionary period were native of Validly or its vicinity, or were at one time resident there. Beginning in 1785 in Claim, Hidalgo engaged himself in parochial work, and in 1793 took the position of curate of the parish church in San Fillip. 14] It was in the year 1800 that the inquisition became suspicious of Hidalgo. He was denounced by Fray Joaquin Hushes for unorthodox utterances. A report issued thereafter by the Anchorman commissioner claimed that Hidalgo was a most learned man who had ruined himself with gambling and women, that he had read prohibited books and while a professor of theology he had taught from Jansenism works. [15] As no hard evidence of these accusations surfaced, the paperwork was filed away for future reference. In 1801, Hidalgo began his travels around the provincial internal (interior provinces) of Mexico. This was done out of spite against the inquisition so they could not keep such a close an eye on him. However, this proved useful in his learning experience of what kinds of conditions his fellow Mexicans were living under because of Spanish rule. During these two years Hidalgo used the knowledge he had gained from studying the prohibited French books in order to figure out what was going on politically and economically in Mexico at the time. He noticed the old Spaniards, or white colonists of pure Spanish blood or birth, who held offices in the government or were involved in business that yielded them comfortable amounts of money. He also noticed the Indians, those of pure native ancestry; creoles; mulattos; sambas, natives mixed with Negroes, also called Chinos; and African Negroes. [16] These people were usually sequestrated or enslaved Dye ten 010 Spaniards once Hidalgo Ana Tuna ten cause of the unhappiness of his people, he now had to figure out a way to change everything so his countrymen could be equal. From the prohibited books Hidalgo read, he knew that without political reforms economic and social reforms would not be possible. 17] These books that Hidalgo had read were by many different authors, mostly French. Hidalgo enjoyed works from the seventeenth century such as La Fontanne. He translated tragedies by Racine and comedies by Moldier (Tartuffe being his favorite). He was also very interested in Bouquets Discourse on Universal History because of the aspect of Divine Providence. [18] It was through these works of literature, among other factors, that inspired Hidalgo with revolutionary thoughts and steered him in the direction of leading a revolt against the Spanish government controlling Mexico. The first work to be analyzed is Molders Tartuffe. Tartuffe is a verse comedy in five acts. During the time period Tartuffe was written there were two different views of Christian morality at odds. One was a mild and tractable view, while the other was more of an austere and puritanical view, the latter condemning all instinct and pleasure as evil thus leading to a police state mentality. [19] The first version of Tartuffe, with only three acts, was attacked with violence leading Moldier to be viewed as a demon fit for hanging, and was promptly banned. 20] The play was promoted secretly through private performances and readings, and in 1667 opened publicly again under the title The Imposter, with the hypocrites name changed to Panel, to once more be banned immediately. In February of 1669 Moldier finally caught a break and the ban was lifted leading Tartuffe to become a great success. The two main characters in Tartuffe are Tartuffe and Argon. Argon is the head of a well to do family living on a grand estate. Argons daughter Marianne is to marry Vale ©re, a man whom she loves deeply and is loved the same in return. However, Tartuffe, a hypocrite posing as a religious dignitary who had lost his way and was living in poverty, has imposed himself on Argon and his family. During his stay on he estate he aids Argon with guidance while acting as his dearest friend. Tartuffe is so successful in doing so that Argon is ready to break his promise to Vale ©re for want of Marianne to marry Tartuffe instead. The only other person in the play who Tartuffe captivates is Madame Personnel, everyone else sees through Tartuffe scheme. Argons bullheadedness leads him to refuse to take anyones advice that is not in agreement with his decisions. Not only does Argon disown his son Dams, but he also attempts to force Marianne to marry Tartuffe that very night. In a desperate attempt to place an end on Argons insanity, Elmira, Argons wife, asks Argon to bear witness to see Tartuffe infidelity. Earlier in the day, since Tartuffe had made an advance on Elmira, she knew that he would accept her advance on him. Argon then hides under a table and Elmira summons Tartuffe. When Tartuffe arrives she seduces him, and right before an indiscretion is about to take place, Argon appears from under the table and tells Tartuffe to leave. Argon thus makes amends with his family, and proceeds to inform Vale ©re that he intends to make good on his promise for him to wed Marianne. When all seems well, the bailiff Monsieur Loyal comes to the door to speak with argon on laureate T According too writ Trot ten Klan ten Tamely Is to vacate the estate by the following day so Tartuffe can move in. This occurs because of a contract Argon had previously signed with Tartuffe under false pretenses. Following this news, Vale ©re arrives to take Argon away because of a warrant for his arrest. As they are about to escape the kings guards arrive with Tartuffe. When Tartuffe is denounced by Argon, the kings guards turn to take Tartuffe to prison and notify him that the king does not adhere well to imposter; also that good deeds are remembered more favorably than bad. Apparently Tartuffe has prior deceits that were not Justified and after he had gone to the king they were remembered. The deed to Argons estate is then given back to its rightful owner, and the hypocrite is sent to prison. The underlying factors involved in Tartuffe are human values, gullibility, sensuality, as well as arrant hypocrisy. [21] The overall theme is to show the modest values of human decency threatened in the name of piety. This can be connected to the way that Hidalgo felt when the inquisition began to take note of his reading material, and the unorthodox ideas he was accused of teaching. It connects to how the Holy Office, and Spanish authorities, took control over Mexico and other colonies furthering their gain while the indigenous people, mixed races, and creoles did not advance in the same way. While Hidalgo spent two years traveling the provincial internal, it can be thought that Tartuffe came to mind every time Hidalgo saw a family that was enslaved or living in poverty. This would have opened his eyes to the governments hypocrisy towards the people of Mexico. The Holy Office, government, and Inquisition claimed that they were bettering the country, and colonies of Spain. In reality, they were repressing the Mexican people by not allowing them to obtain an education or access to occupations with dignified titles, thus driving them into poverty . In Hidalgo mind it can be assumed that he saw the government as Tartuffe, the people of Mexico as the other characters in Tartuffe, and those with the control to revolutionize Mexico, yet allowing the injustices to keep occurring, as Argon and Madame Personnel. Another famous play studied and translated by Hidalgo was Raciness Thales. This has been claimed as Raciness most original work because he was able to express his elisions convictions and piety. Racine took the base of Thales from the Old Testament story of Josh, which tells how Josh was brought to the throne as descendent of David (2 Kings 11 and 2 Chronicles 22-23). The background to this leads one to the murder of Thalamis son Isaiah by Juju, who was appointed by God to exterminate all the followers of Ball. To avenge this murder, Tallish killed all her grandchildren in order to discontinue the race of David. Her stepdaughter Jehovah, however, managed to save Josh and raise him under a different name with her husband, the high priest Jihad. They were successful in raising Josh and teaching him everything about religion and royalty, knowing that someday they would reveal his true identity so he could take the throne. When news surfaces that Tallish wants to destroy the temple, Jihad receives help from the Levities to declare Josh king and remove Tallish from the throne. This is where Thales begins. In short, Thales is a play that removes one ruler from the throne (Tallish) to place ten relating Klan (Joann) In power. I Nils Is done In order to stop a catastrophe from happening (the destruction of the temple). The Levities are convinced to help make this shift of power executed, and in the end execute Tallish. The theme of this play is revolution and can connect to Hidalgo Grit De Dolores. On September 15, 1810, Hidalgo called the townspeople into the church and from the pulpit led a speech about how the Spaniards stole the lands belonging their forefathers three hundred years prior. Then he continued to proclaim that control over Mexico was going to be handed to Napoleon in France. He spoke of danger threatening their religion, as well as oppression. In response to Hidalgo speech the embers of th e community recited in unison, Viva nesters Senora De Guadalupe! Mummer Los sappiness! translated as, Long live our lady of Guadalupe! Perish the bad government, perish the Spaniards! [22] These reactions to major changes that can be thought of as catastrophes, in Thales and in Hidalgo speech, although different in time and place are similar in substance. Ultimately, if Hidalgo was studying and translating the tragedies of Racine, revolution was a concept that he was familiar with, at least in terms of French tragedies. In La Fountains A Hundred Fables there are many lessons to be learned. About one hundred of them at that. These lessons range from how there is honor in telling the truth even though by lying you may get what you want, to how setting a pace will win you the race. These are all good life lessons that are taught through Jovial, anecdotal fables. One example a lesson taught from the fable entitled The Ass Who Bore Relics. The ass had a martyrs bone and when he walked past the people he accepted the pomp and circumstance that was being presented because of the relic. Eventually, someone pointed out that it was not he who they bowed to, but the relic. The last line was, So with an ignorant magistrate or mayor: The mans a dolt, but we salute his gown. [23] Another fable entitled, The Old Man and His Sons, teaches a lesson of strength in numbers. Based upon Hidalgo actions, one may think that he enjoyed reading these short fables because they teach valuable lessons. One could learn how to live a happier life by gaining understanding of them. As Hidalgo may be a man described as valuing equality, and giving credit where credit is due, these fables may have helped to influence his notice of the injustices being performed by the Spaniards, as well as he Holy Office. La Fountains Bawdy: Of Libertines Louts and Lechers is another collection of fables that teach valuable lessons. These lessons are a bit more sensual and deal mostly with adultery, incest, fornication to every degree of wrongness, lying and deceit. These fables may have had more of an influence on Hidalgo private life. He was known as a man being free in his treatment of women, he also enjoyed gambling and continual amusement, so much so one complained that in the house of this Hidalgo there has been enough riotous celebration to turn it into a little Finally we come to Jacques-B ©engine Bouquets Discourse on Universal History. Bouquets included in this discourse three different sections. The first section dealt with certain time periods dealing with Christian or religious events such as the Creation, the Flood, the birth of Jesus Christ, and Charlemagne. Part two focused on spectral people Ana rulers sun as Dramas, David, Solomon, Laurelled, as well as religious themes. Part three focused on the empires throughout history including the Egyptians, Assyrian, Persians, Greeks, and the Roman Empire. This discourse is Bouquets personal view on history and Christianity. As Bouquets analyzes the different stories of the bible and major events in a vast amount of history, he puts his own spin on events that took place and how they evolved. Divine Providence is used throughout the discourse to prove that religion (Christianity) will prevail, also that God alone can subject everything to his This idea of Divine Providence also shows that when people start something revolutionary, unforeseen things happen. This is all under Gods control, but God needs someone to get the ball rolling before the revolution can be completed. Since Bouquets was Hidalgo favorite historian, one should easily realize that Hidalgo enjoyed Christianizes history and was a true believer in God and his will being done on earth. [26] Since Bouquets focused much of his writings on the rise and fall of empires it would only be natural for Hidalgo to obtain some ideas of how to stir up a revolution in Mexico. Hidalgo always exhibited a strong will in things that he accomplished throughout his life in his education, and occupation as clergy. He never had a hard time gathering followers, and with this factor on his side he knew that all he had to do was lead them at the right place at the right time to go against he forces he deemed repressive. He used the will of God to persuade them, along with facts that were prevalent at the time, and proved very successful. If Bouquets was alive today he would have most likely included Hidalgo rebellion in his subsequent Discourse on Universal History, The Fall of the Spanish Colonies. In January of 1803 Hidalgo brother Joaquin died and Miguel inherited the position as curate of the church of Dolores. The Cure De Dolores is the position that Hidalgo is best known for in history. [27] As the curate, Hidalgo did many things to help the Indians of the neighboring haciendas. He used his knowledge to establish lucrative business opportunities for them in order to assist with their finances. Mulberry trees were planted to cultivate silkworm, with the intention to eventually manufacture the silk produced. Hidalgo taught the Indians to tan hides and produce quality leather goods. A factory was established to produce substantial earthenware, and he also taught the Indians how to make better bricks than the sun dried adobes to which they were accustomed. In the process of teaching the Indians these new trades he was breaking them from the tradition of pursuing occupations as slaves, ND promoting them to search for occupations traditionally held by free people. [28] These acts of charity and educating others worked to his benefit in winning the hearts of his parishioners. These acts of advancement in Dolores did not go unnoticed, however. The government dispatched special agents to go and destroy the business Hidalgo had created, because they had not sanctioned the commerce created by his ingenuity. They chopped down the mulberry trees and sabotaged the other advancements Hidalgo worked so hard to establish. Hidalgo, now in his fifties, still continued to expand his studies. He read more French philosophical works, as well as studied the sciences and political economy. In 1805 Hidalgo traveled to the City of Mexico and learned more of the political difficulties the government was running into concerning expropriations of church llanos Issued In 1804. It was rater tons vaults to ten C TTY AT Mexico Tanat Hidalgo acacia he would be ultimately forced to wage a war for independence against the government, in order to stop the injustices the politicians were performing against the Mexican people. On May 4, 1808, the inquisition reopened its case against Hidalgo, this time with a ore serious accusation. A woman who had lived with Hidalgo claimed that he had told her that someone other than Christ was who had died on the cross, and that no hell existed. The reason for telling her there was no hell was because they were to provide each other with sex partners he provide her with men, and she provide him with women and this was supposed to Justify that agreement. [29] Since there seemed to be a lack of evidence supporting these accusations, the charges were not pursued. Less than one year later, however, Hidalgo was accused of being in possession of orbited books that would have profoundly influenced him in French thought. These charges declared that Hidalgo had read and studied works of Cicero, Series, Calmest, El natal Alexandra, Rolling, Bouquets and Buffoon, also having translated the tragedies of Racine and the comedies of Moil ©re. [30] In 1810 additional charges were then brought against Hidalgo, claiming that he committed blasphemy, heresy, and made professions of Lathers doctrines. With the authorities closing in on Hidalgo, and people all throughout Mexico beginning to stir at the idea of independence, Hidalgo knew that the revolution had to start immediately. On September 15, 1810, Hidalgo called his congregation to the church of Dolores in the early hours of the morning. It was here he issued his Grit De Dolores calling his countrymen to fight for independence against bad government in the name of the lady of Guadalupe. [31] Thus the Mexican revolution of 1810 began, with Miguel Hidalgo y Castillo leading his fellow Mexicans in a fight for independence. Miguel Hidalgo y Castillo had a comprehensive education. As aforementioned, he attended to two excellent schools, the College of San Nicolas as well as the University f Mexico. He dominated in his studies and sagacity earning him the nickname el Zero, one that continued with him all his life. [32] The works he enjoyed studying most were those of French writers which influenced him with French thought. Many were fictional works with underlying meanings, themes, and valuable lessons, that shone through and influenced Hidalgo in his opinions and actions throughout his life. From these works, as well as the education he received, he obtained ideas of equality, Justice, rightful leadership, and most importantly rebellion.