Describe with examples how different aspects of development can affect one another Essay

Example 1 A family of four attends a large family gathering. Their new addition to their family is 6 month old â€Å"Emily†. This â€Å"Emily’s first time out with people other than her family. While she is with her family, â€Å"Emily is happy, smiling and making cooing and babbling noises. She is aware and alert with the new environment that surrounds her, she is she moves her arms and legs vigorously to show her excitement. As this is her first social outing, she gets upset when someone she is not familiar with talks to her or plays with her. She starts to cry as this her way of showing that she is not familiar with this person and may be a little scared. Emily’s emotions affects her communication. Example 2 â€Å"John† is seventeen from a low wage, single parent family. He has a part-time job while studying to help out his mother financially. Unfortunately the Manager undermines, bullies him and takes credit for his work. â€Å"John† who is not used to dealing with difficult people in a working environment, may become withdrawn and quiet. He may keep his feelings towards his Manager to himself as he is afraid that he might lose his job that he desperately needs. Emotionally he feels depressed and unworthy. He is seen as ‘the man of the house’ and feels he cannot communicate his problems to his mother as he doesn’t want her to have the added pressure of dealing with his problem. His studying may also suffer as he worries about his mother’s financial situation and also his situation at work. Socially he has withdrawn from his friends as they may realise something is wrong is embarrassed to talk to them about it. Intellectually, his studies would have suffered as a result of his manager bullying and undermining him as he cannot concentrate.

Do Black People Have Equality with Whit People in the Us in Teh 21st Century? Essay

I would agree with this statement but I would also think there are aspects of the status of black people that did change in these years and the impacts of which could be debated. In 1945, the Second World War ended. Black people’s status hadn’t changed but their attitudes had. They started to question why they were fighting for freedom in other countries, against the Nazi oppression of minorities (mainly Jewish), when they didn’t even have it at home? The war provided a basis for the civil rights movement to argue their case for equality. However, the threat of communism to the Americans was very real, they feared it would take over their capitalist government and traditions of ‘freedom’. The threat was very serious to the USA as can be seen over the next decade, with the Korean War in 1953 where the country was split in half between communist and capitalist and the whole of the Cold War (1947-1991 approx). This fear of communism was used against groups such as the NAACP (National Association for the Advancement of Coloured People) and as a result they were banned in Alabama in 1956. Using communism to dirty the reputations of black organisations was common and quite effective due to the fear of it, heightened thanks to Joseph McCarthy. McCarthy was a senator who accused members of the United States government of being communist or being Soviet spies. It could be said that they were gaining enough influence/importance to be considered a threat and banned which, in turn, could show some progress. Education was a major part of the civil rights movement. Schools were segregated and discrimination was current throughout most of the southern states. Cases like the Brown vs. Topeka case in 1954 could challenge the ‘separate but equal’ idea easily and had a good chance of winning, and of proving discrimination. Black schools were vastly different to white schools especially in funding, each white child would be ‘worth’ over $100 more than a black child. Black classes were overcrowded and black teachers got paid significantly less. This meant that they were not given the same opportunities as white children. The Brown vs. Topeka case challenged all this but while there was change in legal terms (de jure), it influenced the events at Little Rock and was a winning case for the civil rights movement, there was little change in peoples opinions and the status and treatment of black people (de facto) and progress was very slow with much white resistance. Some schools even closed down so they wouldn’t have to enrol black students, and there was an influx in Klu Klux Klan members and also the setting up of White Citizens Councils. This showed that many whites did not want these changes to happen and would go to great lengths to resist them. Another large problem, where black people were treated as inferior, was the segregation on buses and on public transport. Many black people could not afford private cars and lived some distance from their employment due to the separate areas where white and black had to live. Because of this 75% of local bus revenue was gained from black people. Despite the high black to white ratio of use on the bus there were strict rules ,regarding seating, such as having to give up the seat, or not allowed to sit next to or in the same row as a white person. This did not change much in the years 1945- 1955 apart from the boycott in Baton Rouge, Louisiana. Similar to the boycott in Montgomery two years later (Martin Luther King was inspired by this idea and also how they organised car-pooling), in Baton Rouge local bus companies suffered a significant loss of money and were forced to compromise with black people. While the first two rows of the bus were still reserved for whites and black people still had to enter from the back, the middle seats were on first come basis. Although not as successful as the Montgomery Bus Boycott 2 years later, it provided a stepping stone for the civil rights movement and showed that peaceful protest could achieve, however limited, results. However this happened in one place and received little or no media coverage and this meant the rest of America didn’t know about it and it didn’t affect them. Conditions for black people stayed the same. It is, in my opinion, not accurate to say the status of black people changed due to President Truman. Instead, the awareness of black discrimination increased. Although there are doubts about Truman’s real motives for his role in trying to fight racism. He established a committee for civil rights called United States Commission On Civil Rights. The FECP which released a report titled ‘To Secure These Rights’ in 1947, in which problems and solutions to combat discrimination were outlined. This was a dangerous move for Truman and his lack of support especially from the south made it difficult to follow through with the solutions his committee proposed. He used his authority to desegregate the army. This however was not as successful at first as many people (even top army generals) resisted it for as long as they could and there was still the same amount of racism. It did change the status of black soldiers because they, technically, were on the same level as white soldiers. Another thing that Truman did was integrate his inauguration, which seems like a small step but a step none the less showed that he was making a point against segregation. So while he did open the public’s eyes to the racism and discrimination that happened, in some ways he didn’t particularly change the status and even made it worse in some ways. For example some slums were knocked down to build better housing but the accommodation built was more spacious meaning less houses and many people were left homeless. In conclusion, the status of black people did not change a lot in the years 1945-1955 even though there were some important breakthroughs, such as the Brown vs Topeka case and Truman’s attempts at reform. However I believe these attempts didn’t change the actual status of black people and the attitudes towards them by white people. Some could argue that the views of the USA were hypocritical, when fighting for freedom in other countries but couldn’t even provide equality at home. The years following 1955 saw the civil rights movement pick up and changes in society.

Business Unit

This means it could include information about current employees and includes their address, bank details and date of birth. This can only be stored with the consent from the person or if it is necessary for the performance of the person’s job. This Act seeks to provide balance between the interests of an organisation that hold data and the personnel. This person has rights under the Act to access the information, stop information being held about them, prevent the information being passed on for marketing purposes and to have compensation made and to ask the data controller to rectify errors. This Act covers all people. Colleges have had to comply with this Act in several ways and here I have listed three of them. Obtaining permission to use data, Set up data protection policies before starting the business up and training all members of staff. Members have to process data confidentially and accurately to ensure it was seen by nobody outside the business. If someone on the outside of the business found some very personal information about a employee or student this could then deeply upset them and the business could get into a lot of trouble. What is the Freedom of Information Act 2000? The Freedom of Information Act 2000 is an act which defines the ways in which the public may acquire access to government-held information. The objective is to allow individuals and corporations reasonable access to information while minimising the danger of damage to anybody. The idea for this act was first put forward in 1997 and was passed in 2000 and came into full effect in 2005. In order for Colleges to comply with the Freedom of Information Act 2000 they have to regularly publish information whenever possible to a deep enough level. Another way in how Public and government run businesses comply with this information is by allowing the customers of the business to request information from the business which gives them access to their own individual personal information. When a business receives a request, they have a legal responsibility to identify a request which has been made and to handle it accordingly. Staffs who receive customer messages should be particularly aware to identifying potential requests. What is the Computer Misuse Act 1990? The Computer Misuse Act 1990 was designed to enclose legislation and controls over computer crime and Internet fraud. The legislation was created to: -Criminalise unauthorised access to computer systems. -Discourage serious criminals from using a computer in the commission of a criminal offence or seek to get in the way or impair access to data stored within a computer. The Computer Misuse Act 1990 has raised concerns among privacy supporters and those who believe in limiting government authority on daily life and behaviour. However, the Computer Misuse Act has served as a model for computer crime legislation in other Commonwealth countries. How businesses comply with this Act In order for College to comply with this Act they must not: -Display any information which enables others to gain unauthorised access to computer material including instructions for gaining access, computer codes or other devices which assist hacking. -Display any information that may lead to any unauthorised modification of computer materials. -Display any material which may provoke or encourage others to carry out unauthorised access to or modification of computer materials. Ethical issues What are the ethical issues? Codes of practice exist in organisations to maintain business ethics on: -Use of email -Internet -Whistle-blowing -Organisational policies -Information ownership What are Codes of practice? Code of practice is a set of rules which are written which are used to explain how people working in a particular profession should behave. Use of email Most organisations have a code of practice for the correct use of email. Although it is not illegal to perform these, they business tend not to allow this. Tesco tend to state in their code of practice to not use emailing for: -Material which violates copyright restrictions -Personal data about a third party in contravention of the Data Protection Act -Messages likely to cause offence -Material which could be used to breach computer security or facilitate unauthorised access The correct use of emailing in a business such as Tesco is: -To give standard information to a large group of employees -To distribute urgent information quickly -As a memo, but only when the text is short and to the point -To gather views quickly Internet A lot of businesses also have codes of practice on the use of internet and what their employees are able to use their internet for. Things employees aren’t allowed to use the internet for at Tesco are: -Do not access the Internet unless for authorised / supervised activities. -Do not use the Internet to obtain, download, send, print, display or otherwise transmit or gain access to materials which are unlawful, obscene or abusive. -Respect the work and ownership rights of people, as well as other employees or staff. This includes abiding by copyright laws. Do not engage in ‘chat’ activities over the Internet. This takes up valuable resources which could be used by others to benefit their studies. -No pornography Whistle-blowing A whistle-blower is an employee or member of staff who raises a concern about a business practice either to management or to the press. The concerns raised could be: -Fraud -Crime -Danger Whistle-blowers may receive legal protection through the Public Interest Disclosure Act, but the offence being reported must make up an intentional attempt to break the law. Organisational policies Organisations could have many policies to make sure that their business practices with regards to information can be done more ethically. Tesco have to manage their information and also make sure their marketing is fair in order to stay within these policies. Information ownership If a business creates information in the day to day work, then they should be responsible for it. If a business such as Tesco owns information, they then have to protect it to an appropriate degree and this includes the information’s confidentiality and no changed have been done to the information.

Crime and Ethical Standards Term Paper Example | Topics and Well Written Essays - 750 words

Crime and Ethical Standards - Term Paper Example The individual is only suspected to be under influence of drugs. Therefore, this crime can be argued to be misdemeanor possession of a controlled substance (Braswell et al., 2005).   An individual who illicitly obtains or uses items coded controlled substances is charged with a crime. It is a criminal offense to possess a controlled substance. In my state, the quantity, the nature of the drugs and the circumstances that one is assumed to possess a controlled substance influence the nature of conviction that one receives. The penalty for this crime depends also on the classification of the drug. An individual is charged with misdemeanor possession of a controlled substance in the event that the very individual is found to be in possession of coded substances below a specific limit (Leighton & Riemann, 2001).   Societal factors influence individual’s behaviors. Societies where social values and norms are adhered to the letter experience less social problems because individua ls are discipline. In the paradigm case, Jones’ negative behavior that has put him into troubles can be associated with various societal factors. It can be suggested that Jones is brought up in a society where people commonly engage in drug abuse. The first duty of any government is to ensure safety of its citizens. Social contract theory states that government sets rules governing individuals’ behavior that is wholly accepted by rational citizens. The state exists to enforce these rules and laws for positive social living. It is in Jones’ interests that the law enforcing agencies, police in this case, do not take advantage of their powers and abuse him. This implies that they must adhere to the rules that protect the suspect. It is the responsibility of the government to ensure that the criminal justice system in place is effective to prosecute suspects of crimes while protecting their rights by providing fair trials and rational punishment. Government’s duty to offer security and safety is in Jones’ interest. The government would require law enforcing agencies and the criminal justice system to pursue critical analysis of the condition of the suspect before making any conclusion (Leighton & Riemann, 2001).   Marconi is a police officer hence has a role to ensure that there is law and order in the society. The law requires law enforcing agencies such as police to pursue their duties diligently for the benefit of the citizens. In this event, Marconi has a number of roles to play. He ought to question the suspect before arresting as a matter of procedure. However, this did not happen. The officer has a duty to proof the nature of the crime committed by Jones in order to guarantee far trial and punishment. Police officers are expected to be subjective in their undertakings to avoid prejudicial mistreatment of the suspect as it happened to Jones (Leighton & Riemann, 2001).   The clearest miscalculation by Officer Marconi is his failure to read the suspect (Ms. Jones) her Miranda Rights. Ms. Jones’ custodial interrogation satisfies her Miranda needs, â€Å"†¦the person in custody must, prior to interrogation, be informed that he [she] has the right to remain silent†¦Ã¢â‚¬  (Miranda v Arizona (1966), 384 US 436) and further, anything she says can and will be suppressed by applying â€Å"†¦the product of a rational intellect and free will†

Is woman better cost saver Study on board gender diversity and cost of Research Proposal

Is woman better cost saver Study on board gender diversity and cost of capital in Hong Kong - Research Proposal Example In addition, many organisations witnessed better degree of management and governance with involvement of women workforce in boards and management teams (Farrell and Hersch 85-106; Standard Chartered Bank 1-60). In a number of countries, specifically, Singapore, the United Kingdom, Switzerland and the United States, gender diversity in a company’s board is being given a lot of importance due to its positive impact on the company’s performance (Terjesen and Singh 55-63). The legal and regulatory organisations have become a constant source of encouragement for board diversity. In Europe, jurisdictions have enacted laws that favours gender diversity in company’s board. Similar trend has been noticed in other countries, namely, Australia, Canada, Norway, Singapore and the United States (Grosvold, Brammer and Rayton 344-357; Terjesen and Singh 55-63). In the United States, the Securities and Exchange Commission made it official in 2009 for listed firms to disclose about their board formation, involvement of gender diversity in its boards and its impact (UK Government; Weir and Laing 86-95). In 2012, the Hong Kong Stock Exchange pointed greater emphasis on gender diversity as an important component of corporate governance framework. In Hong Kong, board diversity is considered important by internal as well as external shareholders in various listed companies due to certain reasons: Notwithstanding that gender diversity on board has gained importance in many countries nowadays, it has been understood so far that all existing literatures have mainly focused on gender diversity in companies located in western countries, while very little research has been done on Asian countries, such as, China, especially in Hong Kong. The aim of the research proposal is to evaluate the degree of gender diversity in the boards of Hong Kong’s listed companies and their impact on

Presentation Research Paper Example | Topics and Well Written Essays - 750 words

Presentation - Research Paper Example Palestinians viewed themselves as dwelling in an occupied state, whereby invaders (Israelis) had placed them in military rule. In order to retaliate, Palestinians built a terrorist network for attacking innocent Israeli nationals. Israelis felt they had to go on controlling Palestinians with military force thereby protecting themselves against further terrorist attacks (Matthews 19). Additionally, Palestinians deem that they are not a free nation since Israeli soldiers obstruct them at every checkpoint between cities. Therefore, most Palestinians have to get approval from Israeli every day so as to go to their places of work, return home, attend the hospital, buy groceries, or call on their own families. According to Matthews, subsequent to a terrorist attack, sometimes soldiers decline to let Palestinians by the checkpoints to go to work or even other prominent places, something that infuriates Palestinians even more (26). Moreover, Israelis control most of the Palestinian water sup ply there giving Palestinians less admittance to water than they require. This makes Palestinians feel disgraced and manipulated by the Israelis. This raises the question as to whether the Israelis will retreat to 1967 borders and permit Palestinians total independence if Palestinians discontinue their terrorist strikes on Israelis. The answer is certainly not (Mattews 32). Despite most of Israelis having the willingness of having their military abscond the Palestinian territories, an influential minority suppose that all of the territory presently known as Palestinian is part of Israel. As a result, they do not want to negotiate or pull back; rather, they want to go on expanding Israeli settlements within Palestinian territories. On the other hand, Israelis deem Palestinian militants as terrorists who are incapable of compromising thereby gaining peace. In fact, Matthews asserts that Palestinian extremists got involved in terrorist

Simulation and design Essay Example | Topics and Well Written Essays - 500 words

Simulation and design - Essay Example The crucial aspect of the aspect is to emphasis the position of the audience. For a project to succeed, the outcomes will influence the decision. An accurate and detailed simulation model, eye grabbing data, and robust statistical analysis need to be delivered to the correct person. The paper therefore, creates the process simulation of a wiki. Wikis have great way in communicating and working on a project with other audience. First, it is important signing an account with Google before a wiki is created with the Google site. After creating the Google account, a create site button to begin creating the Wiki. Specify a term that describes the purpose of the wiki. We can make an engaging Wiki with a choice of themes. Google gives the option to share the Wiki publicly with people that we work with. Adding the members and collaborator in the Wiki is simple. Select the â€Å"Share Site† from the dropdown actions and input the email addresses of the collaborators. People can be invited to collaborate on the Wiki through email invitations. We can give varied permissions to every person who is invited to edit the Wiki. Many customization can be done with the Wiki. Begin by accessing the management editor by selecting the Manage Site menu. The site editor customises the theme, color, fonts, and site layout. The site background, font colors, image, and header can be changed by clicking the color and fonts. Keying in other Page parameters; Google sites are tightly integrated with variousGoogle products like spreadsheet, presentation, document, and Picasa. To start inserting the elements into the Wiki, start by clicking the button named Edit page or Create page. Click the insert button and select the Google product that is found favorable to incorporate into the Wiki (Banks, 2007). The good thing about the site is that the Google documents can be put into any site

Lighting for households Essay Example | Topics and Well Written Essays - 500 words

Lighting for households - Essay Example Some like the roof windows act as a means of ventilation, these are relatively cheap to buy and easy to install. Electrical fittings can also be used to provide additional light at night. Instead of using bulbs with a high watt, more bulbs should be used to give an even spread of light. It would be better if the bulbs were changed from a single pendant to fitting one with multiple arms. Table and wall lights should also be installed to provide light and illuminate dark areas. Table, wall and floor should also be installed to improve the quality of light at night. The houses should have white ceilings and light or white walls as this will make the room appear brighter due to reflection of light around the room (Trade Lighting Company, 2014). Illuminating the ceiling and the top half of the room will make the room appear brighter. The fireplace can be used at night to provide additional light as well as heat. Quality of light that gets into households can be improved by doing the simplest and most inexpensive of things, therefore, it is recommended that; curtains should be secured and tied back from the windows to prevent obstruction of the sunlight (Almeida, Bertoldi, and Ricci, 87). Secondly, curtains that blocks light should be avoided since that translates to less light in the room and thus poor lighting. Net curtains should also be avoided since they block the light instead, shades should be fitted The shades and fittings used on the windows greatly influence the amount of light that goes into the house, therefore, they ought to use shades and fitting that will allow and direct light into the house. Ultimate concern should be considered to ensure that the shades do not shield light, but they prevent glare (Almeida, Bertoldi, and Ricci, 90). In addition to this, the windowsills should be white rather than using dark colors since white reflects the light unlike other darker

PERIODICAL REPORT Assignment Example | Topics and Well Written Essays - 250 words

PERIODICAL REPORT - Assignment Example Since the demand for oil is high and the supply is threatening to decrease, there are big chances of oil price increases in the following weeks or months. Name Course/Subject Findlay Courier 14/03/2011 Wis. unions rush deals ahead of bargaining law By Scott Bauer The article talks about how the unions are doing last minute negotiations for unclosed agreements before the ratification of a new law that will affect their negotiation methods in the state of Wisconsin. Once enacted, it will erase their ability to collectively bargain over nearly all issues other than minimal salary increases. The enactment is being held off for a few days due to the negative uproar it caused among the unions and its members. This article therefore is helpful is portraying the role of the unions regarding labor and employment. Labor unions, like in this article, do collective bargains over wages and benefits, and represent the members of the unions in case there is a threat in the laborers status.

Critique of the painting child girl Essay Example | Topics and Well Written Essays - 750 words

Critique of the painting child girl - Essay Example The essay "Critique of the painting "child girl"" discovers the painting "child girl" by Richard Phillips. The painting called the Girl Child was created by the artist in 1996-97 but other than that there is no inclination of why the artist has chosen such a subject. Richard Phillips has been known to say that there is a hidden connectivity or common thread that runs through most of his subjects, but where one series ends and another one starts is for the artist to say. Although the painting of the Girl Child is very realistic, it has the dubious distinction of both drawing people towards it and away from it, depending on what they interpret from the images and the subject matter. The painting called the Girl Child by Richard Phillips is possibly one of the most debated contemporary paintings in modern day America. It is an oil painting on a linen canvas and is one cannot help being awestruck by its sheer size of 90 x 100 inches. It currently hangs on display at the Collection of the Modern Museum of Art in Fort Worth Texas, USA. There are two images in the stated painting. One is of a small girl, not more than six or seven years of age, yet eerie and foreboding in its composure. It is almost as if the girl was haunted, as a deep dark eerie look is in evidence here. It is as if she is asking us for something, her plush blond locks hanging by her side as the focus is on the deep-set eyes and even more deep-set, bloodshot look. Her hair is parted down the middle of her forehead.

Principles of Public International Law Essay Example for Free

Principles of Public International Law Essay â€Å"Law will never really play an effective part in international relations until it can annex to its own sphere some of the matters which at present lie within the domestic jurisdiction of the several states. † Discuss ‘The principles and regulations established in a community by some authority and applicable to its people, whether in the form of legislation or of custom and policies recognised’. The aforementioned is a definition of law as defined by the American Heritage dictionary of the English Language. If we apply this definition of community in its strictest sense it becomes increasingly difficult to subscribe to the view that there is an international community at large. If we begin to analyse statistics that show that there are over 7000 languages in the world, approximately 10,000 distinctly different religions, and a disputably infinite number of ethnic groups across just the 195 countries that comprise our global society, then it becomes patently clear that we would be better off highlighting our divisiveness rather than our prospects as a global community. Our collective history as human beings, however, tells a different story about our common interest and the way in which we have formally raised and torn down barriers to promote the same. We have, on the other hand, been separated on the basis of differing ideologies and the exercise of exclusive nationalism. Since the latter is a sentiment which resides in particular nations which have at their core a set legal framework validating their very existence and their interaction with other nations, it is essential to any study of law’s application to international relations. How does a sovereign nation reconcile its very sovereignty with its growing need to be integrated into a shrinking global society with its concomitant shrinking global economy? It is clear that some compromises must be made. Before we consider any specific cases in which states have decided to relinquish some of their sovereign power, we must consider the implications of the term sovereignty itself, the elements of sovereignty and its importance to a nation-state. Much has been written on the topic of sovereignty. Definitions vary slightly from one text to the other but they all have at their core, when specifically referring to the idea of state sovereignty, the idea of legitimate authority. In Sohail H. Hashmi’s discourse on sovereignty in the book ‘State Sovereignty, Change and Resistance in International Relations’, he asserts, referring to the concept of legitimate authority, that it is â€Å" a broad concept – not a definition but a wide category – that unites most of sovereignty’s tradition. He further notes that authority can be defined as â€Å"The right to command and correlatively, the right to be obeyed† and is only legitimate â€Å"when it is seen as right by those living under it. † It is to be noted that legitimate authority is not simply the idea of more power. R. P. Wolf, the twentieth century political philosopher and individual anarchist, illustrates the difference more sharply in a classical example in which he argues â€Å"if I am forced at gunpoint to hand over my money, I am subject to power; if I pay my taxes even though I think I can cheat I am recognizing legitimate authority. † We must recognize, however, that though legitimate authority is the overarching principle on any discourse on state sovereignty, there are specific elements of state sovereignty that are crucial, which every sovereign state holds dear to it and attempts to retain regardless of seemingly necessary or stipulated concessions of power, influence or authority to the international community. They include International Legal Validation (of a sovereign state), Interdependence Sovereignty and Domestic Sovereignty. International Legal Validation can be viewed as the right of the state to be a sovereign entity as prescribed by ‘international law’. It is legitimate authority as a legal construct or as Hashami puts it â€Å"legitimate authority† that is â€Å"prescribed by the law. † (Hashami, pg 18) The author Stephen D. Krasner in his book ‘Sovereignty, Organised Hypocrisy’ describes this element of sovereignty as international legal sovereignty. He states that it â€Å"refers to the practices associated with mutual recognition, usually between territorial entities that have formal juridical independence. † At its core international legal validation concerns issues of the recognition of states. If one were ignorant about the political climate on the global front, the natural answer to the question ‘how did a state become a state? ’ would be that ‘the would-be state must satisfy the defined stipulations (in international law) for becoming a state. Following this line of reasoning would inevitably lead one to the very first article of the Montevideo Convention on Rights and Duties of States, which since 1933 set out that â€Å"The state, as a person of international law should possess the following qualifications: (a) permanent population; (b) a defined territory; (c) government; and (d) capacity to enter into relations with other states. It does not take much political savvy, however, to understand that the legal criteria for statehood and the actual criteria for being recognized as a state by the international community at large is a de facto and de jure issue. As Krasner postulates â€Å"States have recognized other governments even when they did not h ave control over their claimed territory, such as the German and Italian recognition of the Franco regime in 1936, and the American recognition of the Lon Nol government in Cambodia in 1970. States have continued to recognize governments which have lost power, including Mexican recognition of the Spanish republican regime of 1977, and recognition of the Chinese Nationalist regime by all of the major Western powers until the 1970s. States have refused to recognize new governments even when they have established effective control, such as the British refusal to recognize the July monarch in France until 1832, the US refusal to recognise the Soviet regime until 1934. (Krasner, pg 15) The recognition of states is definitely an area in which the law (as prescribed by the Montevideo Convention and more recently the EU, which has almost identical tenets concerning the recognition of states) has proved ineffective in international relations precisely because of the political agendas and consequently domestic jurisdiction of the several states which reflect the political climate in which they operate. States attempt to hold on to this type of sovereignty because it affords them clout and validation in a global society in which interdependence is not just an ideal but a tool for survival, at the very least and a necessary aid to prosperity at the very most. The point here is not that nonrecognition brings with it a form of absolute isolation which renders the unrecognised state permanently barred from international commerce and diplomatic relations. What is of paramount importance, however, is the fact that nonrecognition brings with it an air of uncertainty concerning the unrecognised state, particularly in the eyes of multinational firms which as a result may be more reluctant to invest. Krasner notes that â€Å"by facilitating accords, international legal sovereignty offers the possibility for rulers to secure external resources that can enhance their ability to stay in power and promote the security, economic, and ideational interest of their constituents. (Krasner, pg 17) Interdependence sovereignty is the ability of a state to regulate the flow of information, goods, ideas and people into and out of its country. States try to hold on to this type of sovereignty because their ability to do this is directly related to their ability to effectively take control and organise their own polity, which in essence is domestic sovereignty which states must hold on to by definition i. e. in order to be a state in the first place. We shall consider reasons which prompt states to relinquish some of their sovereignty later in our discussion. We have thus far acknowledged, via several examples, based on the politics involved in the process of mutual recognition of states, that the issue of international legal sovereignty or international legal validation is a de facto versus de jure consideration. Is this, however, a trend in the legal procedures in international relations? The law, based on our previously defined definition, must be applicable to the actors in the community in hich it is operating. If, in the realm of international relations, the law can be voluntarily and regularly flouted by those who come under its subjection then serious questions arise about the very existence of ‘international law’. It must be duly noted though that states undeniably operate within the workings of a law order which to a large extent regulates their day to day interactions with one another and which is autonomo us in its operations. There are a countless number of international treatises that are steadfastly observed on a day to day basis. Examples include international agreements which facilitate the smooth to and fro transport of letters which are transported to all corners of the globe at fixed rates which are stipulated by the Universal postal union, the establishment of hundreds of football leagues worldwide- the individual countries who oversee them all subscribing to the specific rules and regulation set out by the world governing body in football, F. I. F. A. and the Vienna Convention on Diplomatic Relations which afford diplomats exemption from prosecution within the courts of the country in which they are stationed. It is evident then that there is a legal framework that regulates the goings on of international relations. We have to probe a bit deeper into the workings of this system in order to ascertain whether or not it can accurately be characterised as international law. It can be argued that upon examination of our above examples of situations in which law plays an effective role in international relations, that the circumstances demand that such broad and far-reaching legal action be undertaken. The methods may vary but in order for letters to be transported globally there must be some standardisation procedure. This sort of necessary ‘self-coercion’ can be observed in a slightly different manner in the operations of international trade and commerce. Often times when two countries have a trade dispute they seek to resolve it in the World Trade Organisation (W. T. O. ), the foremost international authority on trade and trade disputes. The country that loses the dispute, in a legal case which is heard before a court of law under the auspices of the W. T. O. , more often that not abides by the decision. This, again, is not necessarily because the losing party has a great respect or reverence for ‘international law’ or the W. T. O. per se, but rather because it is within its interest to do so. As Harris explains, â€Å"The great majority of the rules of international law are generally observed by all nations without actual compulsion, for it is generally in the interest of all nations concerned to honour their obligations under international law. † (Harris pg 8) He further argues that a nation will be â€Å"reluctant to disregard its obligations under a commercial treaty, since the benefits that it expects from the execution of the treaty by the other contracting parties are complimentary to those anticipated by the latter. It may thus stand to loose more than it would gain by not fulfilling its part in the bargain. This is particularly so in the long run since a nation that has the reputation of reneging on its commercial obligations will find it hard to conclude commercial treaties beneficially to itself. † (Harris pg8) There is, evidently then, a law amongst nations, which is effective regardless of the reason for it being so. The problem of defining this law amongst nations as ‘international law’, however, lies in part because of those very cases in which it is flagrantly disregarded. For any legal system to functional optimally it must operate in a community in which there is a legislative system to make laws as it sees fit, a judiciary to implement the administration of justice and an executive body to enforce the law. Now grant it, generally speaking, there is no formal legislative system in international relations, when countries enter into agreements with each other the signing of treaties is usually undertaken and this serves as the source of law that is meant to dictate the terms of their agreement. However, unlike what is the case in municipal law, there is no definite enforceability method. There is no one authority that can guarantee the compliance of states to international treaties or conventions. We have already made the point that in most cases compliance has become second nature – but what of the cases (though they are scarce) in which it is not? Within the domestic law arena there are cases in which the law is glaringly broken. Once there is enough evidence to convict the wrongdoer, he is convicted and punished. The punitive measures that are undertaken would have been pre-determined by the legislative body and subsequently enforced by an executive body. There is no such arrangement in the international domain. As Harris puts forward â€Å"The problem of enforcement becomes acute, however, in that minority of important and generally spectacular cases, particularly important in the context of our discussion, in which compliance with international law and its enforcement have a direct bearing on the relative power of the nations concerned. In those cases†¦considerations of power rather than of law determine compliance and enforcement. † (Harris, pg 9) Therein lies the difficulty in saying that there is a law of nations. Having established the problematic nature of ‘international law’ or a ‘law of nations’, we shall henceforth temporarily ignore our challenges with nomenclature for the purposes of our remaining discussion. That being said, it is of critical importance to analyse the impact of international law on municipal law and vice versa. There is an ongoing dispute between theorist who believe that international law and municipal law are two separate legal orders and theorist who believe that they are part of the same legal order. The formative argument is known as dualism while the latter is known as monism. There is no one argument based on either monism or dualism that comprehensively settles the dispute. â€Å"On the international plane, international law is invoked and applied on a daily basis by states and intergovernmental organisations. With minor exceptions, it is the only law that applies to the conduct of states and international organisations in their relations with one another. Here international law is a distinct legal system, comparable in its scope and function to a national legal system. † (Buergenthal-Murphy, pg 3) The point mentioned above is very valid and gives credence to the dualism argument. Diplomatic relations, as discussed earlier, are dealt with strictly on the international plane. In order to see the appeal of the monism argument however we have to look no further than the argument establishing the Caribbean Court of Justice (C. C. J. ). Article XXIII of this agreement is as follows: 1)Each contracting party should, to the maximum extent possible, encourage and facilitate the use of arbitration and other means of alternative dispute resolution for the settlement of international commercial disputes. )To this end, each contracting party shall provide appropriate procedures to ensure observance of agreements to arbitrate and for the recognition and enforcement of arbitral award in such disputes. The C. C. J. is a court whose aim is to have a â€Å"determinative role in the further development of Caribbean jurisprudence through the juridical process† is thus an international lega l authority. In order for its smooth operation it must nevertheless depend on the domestic jurisdictions of its member states. Monism and dualism can hence be viewed as fluid concepts which exist in varying degrees.

Physical Development Essay Example for Free

Physical Development Essay Primary school children, aged six to twelve years old, will undergo a variety of developmental changes, both physical and mental, and as teachers it is imperative that we both understand and accommodate the physical needs of students in the learning environment. To fully comprehend these changes, one must consider the actual physical changes that occur, in particular the development of motor skills, as well as how to accommodate the physical needs and development of students during their primary school years. Supplementary to these broader topics are the benefits of physical activity as well as the consequences of prolonged inactivity, and how a student’s physical development can either facilitate or restrict development in other areas. Children between the ages of 6 and 10 (referred to as ‘middle childhood’) will experience a plethora of physical developments. Firstly, they will steadily gain weight and height, though their basic body structure will remain unchanged. Children will also lose their 20 primary or ‘baby’ teeth, which will be replaced by permanent teeth. Some of the most significant skills children of this age will develop are motor skills. Motor skills refer to a learned sequence of movements that combine to create an efficient action in order to become proficient at a certain activity. These can be divided into two subcategories: ‘gross motor skills’ and ‘fine motor skills’. Gross motor skills are â€Å"large movements of the body that permit locomotion through and within the environment† (McDevitt Ormrod, 2010) and includes such skills as walking and swimming, while fine motor skills are â€Å"Small, precise movements of particular parts of the body, especially the hands† (McDevitt Ormrod, 2010), and include such skills as writing and drawing. In early childhood, humans rely largely on reflexive (that is, unlearned and involuntary) movement patterns, and thus are lacking fine motor skills. As they reach middle childhood, children develop voluntary movement patterns, and begin refining both their gross and fine motor skills, gaining proficiency in a variety of actions. Children increase the speed and coordination of their running, kicking and throwing, and become able to integrate these movements into sports and other structured play activities. They also make advances in their handwriting, becoming smaller and more consistent, and their drawings, supported by further cognitive development, become more detailed. Finally, the functions of the brain are enhanced in a number of ways. The two hemispheres of the brain develop into more unique sectors, and groups of regularly used neurons are cultivated. The process of myelination, ‘the growth of a fatty sheath around neurons that allows them to transmit messages more quickly’ (McDevitt Ormrod, 2010), continues, permitting swift and sustained learning. In order to accommodate and encourage student’s physical needs and developments, teachers should first and foremost always ensure that the learning area is safe. The classroom should constantly be checked for hazards, such as sharp edges on desks, loose flooring, or potentially dangerous substances, and teachers should ensure that â€Å"Rooms, bathrooms, and hallways are cleaned daily† (Wilford, 2006). Children should also be educated on how to recognise situations or objects that could harm them, and how to deal with them effectively. As young children are especially vulnerable to illness, it is particularly important to do everything possible to prevent it, by keeping the area clean and sanitizing surfaces, and teaching children sanitary practices, such as washing their hands after toileting. This is a vital area of education; should a child suffer from a serious illness for a long period of time, their physical development may be permanently mired, having serious consequences on their entire lives. It is also important that students have access to healthy and nutritious food at school, and learn about sound eating habits. Certain foods or lack thereof, have varying effects on students’ physical development, and should children be malnourished for an extended period of time, their development may be permanently stunted. A child who is malnourished is â€Å"more prone to infections† (Brewster and White, 2002) which â€Å"further impair (their) nutritional state by depressing (their) appetite and increasing the demand on his reserves of protein and energy† (Brewster and White, 2002), leading to further diminished rates of physical development. For these reasons, it is imperative that primary school students’ learning environment be kept as safe and healthy as possible, through the teacher’s ensuring that the classroom is hazard free and sanitized, and that the children have access to nutritious and healthy food, as well as educating the children so that they may implement such skills themselves. By doing this, educators can accommodate the physical needs and developments of their children, and maximise the effectiveness of their schooling, both physical and academic. During primary school, students are â€Å"at an optimal age in terms of motor skill learning† (Anshel, 1990), and thus motor skills develop rapidly, allowing them to perform skilled tasks. In order to help students develop these motor skills, it is important for teachers to incorporate physical activity into their curriculum. This assists in the development of both fine and gross motor skills. Firstly, they should provide frequent opportunities for students to participate in physical activity throughout the day; these activities would ideally allow the participation of children, regardless of their respective skill levels. For example, when guiding children through skipping rope, the teacher could at first have them use a long rope and simply step over the rope; children who find this easy could then try actual skipping. Should this prove relatively easy, they could skip at a faster pace, and children who showed proficiency at this higher level could try crossing the rope over while skipping. Educators can also integrate physical activity into academic lessons, which will not only shorten the length of time between physical activities, but also keep the students more engaged in the lesson. Conversely, it is also important to give students adequate time to rest. If they spend too much time exercising and overexert themselves, this will only lead to decreased concentration during the rest of their lessons, causing their performance to suffer. Additionally, children progressing through middle childhood still have relatively soft bones, so additional caution should be taken if they perform any high impact exercises, such as lifting heavy weights. To reiterate, young students’ physical development can be accommodated through the utilisation of physical activity at school, however this must be done in moderation, otherwise it may be detrimental to the child’s education and general wellbeing. Finally, educators should be aware of how a child’s physical development can assist with or hinder their development in other areas. For example, a child who has developed at a faster rate than their peers will likely be more proficient at sports, and the strengthened neuron pathways will increase the rate at which they learn and become proficient at academic subjects. The self-confidence this gives them may then be expressed through the child’s interest and application in school, which in turn will make their entire learning experience both easier and more pleasurable. Increased participation in both sport and academic activities will in turn make meeting and befriending other students easier, allowing the student to expand socially, again giving them a more positive outlook on school and further increasing their focus and determination to succeed physically and academically. On the other hand, students who have not physically developed as quickly as others in their year group may not perform as well in either academic or physical activities, and subsequently suffer from ‘learned helplessness’, a situation in which a child’s experience leads them to believe they will always fail, and thus they do not try, acting â€Å"as though they (are) helpless to do better† (U. S. Dep Education, 1992). This lack of confidence and learned helplessness can cause students to become â€Å"listless and inattentive and sometimes disruptive† (U. S. Dep Education, 1992), and â€Å"may be prevent (students) from fulfilling (their) potential† (Seligman, 1990). This is why it is essential to implement scaffolding into the learning environment, to support less physically developed students and assist them in succeeding, building their confidence. Therefore, it is important that teachers carefully monitor the progress of students individually, and provide support and encouragement appropriate to their developmental stage to facilitate the learning experience for them. Children completing their primary education will experience many new things; socially, mentally and physically. It is the role of teachers to make this experience as beneficial as possible, and a key element of doing so is the understanding of the physical developments they undergo during this time. To fully appreciate these developments, educators should consider the benefit of physical activity, as well as the consequences of prolonged inactivity, how a student’s physical development can assist with or hinder their development in other areas, motor development in children and how this is influenced, and finally how to accommodate and support the developments and needs of their students.

Context Based Approaches in Teaching of Primary Science

Context Based Approaches in Teaching of Primary Science This chapter provides a theoretical rationale for creating technology-rich, constructivist learning environments that use context-based teaching strategies in classrooms and engage students in student-centered, personally meaningful, authentic, and collaborative learning. It also provides examples of schools that have experimented context-based teaching in science in classrooms, and a curricular example that teachers can modify to increase student understanding of any curricular area. Finally, it provides online resources and a podcast that provide teachers with additional ideas for making their lessons more interesting and engaging, empowering, and enlightening classrooms. There have been many studies that indicate context-based approach is essential in order for student learning to take place. Research reveals that teaching Strategies are necessary in schools for teachers to effectively increase student achievement. The focus of this research study is to examine effects of context-based approaches in teaching science in Classroom. The review of literature will look at several factors related to teaching strategies. Those factors include the Traditional view of teaching science, problematic questions that arise in this research, importance of context-based teaching, in classroom. The review of literature will also include a discussion about how teachers can encourage character and social development of students, and the current brain-based research, which suggests and encourages context-based teaching, which promotes success of students, teachers, and improves communication standard among them. Context-based approaches to teaching science in primary school have become widely used over the past two decades. They aspire to foster more positive attitudes to science while, at the same time, provide a sound basis of scientific understanding for further study. One of the most distinct trends of the last two decades in science curriculum development across a number of countries has been to use contexts and applications of science as a means of developing scientific understanding. Teaching in this way is often described as adopting a context-based approach. The trend toward the use of context-based approaches is apparent across the whole age spectrum from primary through to university level, but is most noticeable in materials developed for use in the secondary age range. Traditional Teaching Style of Science Over the last two decades reports have traced students increasingly negative attitudes to Science in Australia over the primary years of schooling, and the associated decrease in student participation in post-compulsory science (Goodrum, Hackling, Rennie, 2001; Tytler, 2007). This decline in interest in Science in the early years of primary education is of particular concern, since it is in these years that attitudes to the pursuit of science subjects and careers are formed (Speering Rennie, 1996). A number of studies have explicitly linked this decline in student interest with the nature of the traditional science curriculum and its inability to make science meaningful and interesting to students (Fensham, 2004; Lyons, 2006). By making Science more relevant to a broader audience we can prepare prospective science degree students and professionals, as well as contribute to improved scientific literacy for all students. Context-Based Approach Context-based approaches are approaches adopted in science teaching where contexts and applications of science are used as the starting point for the development of scientific ideas. This contrasts with more traditional approaches that cover scientific ideas first, before looking at applications. But literature has a different meaning for context-based teaching. Whitelegg and Perry (1999) say that context-based learning can have several meanings, at its broadest, it means the social and cultural environment in which the student, teacher and institution are situatedà ¢Ã¢â€š ¬Ã‚ ¦a narrow view of context might focus on an application of a physics theory for the purposes of illumination and reinforcement. (p. 68) In the classroom, the use of context-based approaches might mean, for example, that students study medical diagnostic techniques in order to develop their understanding of electromagnetic radiation and atomic structure, or look at a range of different fabrics and their uses to introduce ideas about materials and their properties. A further feature of context-based approach is that, due to the nature of the material being studied, they tend to employ wider range of teaching strategies (e.g. small-group discussions, role-play, student presentations) than is normally associated with conventional science courses. How do you and your friend get to school this morning? You probably used various forms of transport between you Speed is the rate of change of distance moved with time. (Judith Bennett, 2003) These two pieces came from the opening lines of chapters on forces and motion in two different books of secondary level course, one written in 1970s and the other in 1990s. They provide good enough example to illustrate a major turn over in approaches to teaching science in that period. This turn over sheds light on the use of context-based teaching and applications as the beginning for developing scientific knowledge, understanding and comprehending it. The question arises that where this concept of context-based writing does came into being? The term context-based appeared to have been applied to some of the scientific activities in classroom for around fifteen years ago when such activities were described as an attempt to make science relevant and understandable to the young ones. They were used for young students to links between science and their daily life. So this is how context-based approaches in teaching science were originated, to make students understand, create relevance with their everyday life, and comprehend the meaning more easily. So the origin of context-based approaches was desired by teachers to make the lessons they were teaching interesting and easily understood by their students. But the research reveals that the strongest factor was the active engagement they desired from their children. Context-based approaches have also emerged in response to the concern of many countries over the teaching of physical scien ce subject. One of the characteristics of curriculum development in recent years has been an increased emphasis on using contexts and applications as a means of developing scientific understanding. Nationally and internationally, context-based programs have been implemented in an attempt to engage students in science through connecting the canonical science with the real world. The study found that by providing students with the opportunity to write, fluid transitions between concepts and context were an outcome of context-based learning. Many schools using context-based approach report positive effect on students. The context-based approach in teaching science is gaining popularity day by day. Holman and Pilling concludes that such a method seems to be successful in enhancing students interest in science, and understanding of science though they expressed some doubts over how successful it is in developing students abilities in problem-solving (Holman and Pilling, 2004). Examples of Context-Based Teaching New approaches to the teaching of Science have been tried in the last ten years and research has been undertaken to look at ways of improving the way in which we teach school Science (Millar, Leach, Osborne, 2000; Roth, 1995; Tobin McRobbie, 1995). Examples of Context-based teaching can be found everywhere now. In particular, chemistry teaching is one area that has undergone significant reform in an attempt to make Science more relevant for all students (Barber, 2000; Beasley Butler, 2002; De Vos, Bulte Pilot, 2002; Gabel Bunce, 1994; Gutwill-Wise, 2001; Ramsden, 1992, 1997; Tobin McRobbie, 1995). Context-based Science has been implemented in international Science programmes (e.g. Chemistry in Context in the USA, Salters in the UK, Industrial Science in Israel, Chemie im Kontext in Germany and Chemistry in Practice in The Netherlands) throughout the last decade and has been trialed more recently in Victorian and Queensland classrooms in Australia. This new context-based approac h to teaching science was designed to address issues such as students lack of engagement in science and decreasing participation rates. In Queensland, the new Chemistry syllabus using the context-based approach has been on trial in schools since 2002, and the trial-pilot syllabuses in chemistry and physics were published in September 2004 by the Queensland Board of Senior primary School Studies. Despite recent changes, with the current syllabus mandating the inclusion of only one context (or one Extended Experimental Investigation (EEI)) in the Queensland chemistry syllabus, teachers may choose to continue to teach all science units in context. Context-based approaches represent a significant change in the teaching of chemistry. Problem Questions Many people involved in curriculum development and teaching believe that there are considerable benefits associated with context-based approaches. However, it raises a number of interesting questions: Does teaching science through the use of everyday contexts help school students understand science any better? Does teaching science in context improve school students attitudes to science? Are there differences in the effects on girls and boys, or on students of different ability? This chapter examines in detail the research evidence on the effects of context-based approaches to the teaching of science. In particular, it looks at the effects on students understanding of science and on their attitudes to science. Positive and Negative Effects of Context-Based Teaching Primary Science teaching around the world has been undergoing radical changes over the past decade. As most states move towards a context-based secondary syllabus, there is a danger that tertiary science teaching will be left behind. Although there are drawbacks to contextual teaching in the tertiary environment (such as lack of preparation time, the breadth of physics concepts covered, and stretching the boundaries of ones own understanding as a teacher), the benefits for students interest and motivation, as well as their learning outcomes are significant. Over the last decade, the syllabi for primary school science around Australia have been evolving from an approach based around set conceptual content to one in which the concepts are taught using a contextual approach. The advantages of contextual teaching are that students can link science to their lives in the real world, and are usually more motivated. In the US, school students taking a context-based course outperformed those students studying more traditional courses. This success was attributed, at least in part, to higher levels of interest and motivation amongst the students, together with their perception of the relevance of the topics (Sutman and Bruce, 1992; Gutwill-Wise, 2001). However, there can be an apparent mismatch between the teaching styles that school students experience (and their prior knowledge) with expectations of tutors in universities, and this has been identified as a possible cause of students difficulties in understanding thermodynamics (Carson and Watso n, 1999). Whitelegg and Parry (1999) discuss the advantages of teaching physics in context, both by applying previous knowledge to real life situations, and by initially learning physics through analyzing these situations. Although the latter option has obvious advantages for student perceptions of the relevance of a course, it is pointed out that there is an inherent danger that students will be unable to generalize their knowledge outside the context in which it was initially learned. Conclusion Teachers can create technology-rich, constructivist learning environments that engage students in student-centered, personally meaningful, authentic, and collaborative learning that is inquiry-based, requires informed decision-making, views mistakes as opportunities for growth, and values information exchange among all learners. One plausible way to achieve this goal is to use context-based teaching in classrooms. This article provided a theoretical rationale for such an approach. It also provided specific examples of context-based approaches being used in different schools these days, specific steps a teacher should take to create similar curricular lessons, as well as examples a student could use in understanding of any curricular area. Finally, it provided numerous positive and negative effects it has on pupils and teachers as well and online resources that provide teachers with additional ideas for making context-based teaching studies usable in their engaging, empowering and enl ightening classrooms. It is also claimed that the approach can enhance or, at least, not adversely affect students understanding of science ideas. Work Cited Abell, S. K., Bryan, L. A. (1999). Development of professional knowledge in learning to teach elementary science. Journal of Research in Science Teaching, 36(2), 121- 139 Angus, M., Olney, H. Ainley, J. (2007). In the balance: The future of Australias primary schools. Canberra: Australian Primary Principals Association. Biggs, J. (1999) What the student does: teaching for enhanced learning. Higher Education Research and Development 18(1), 57-75. Carson Watson, (1999). Chemical education: Towards Research-Based Practice. Accessed: April 16, 2010. From: http://books.google.com.pk/books?id=- 23VbCeM17QCpg=PA350lpg=PA350dq=Carson+and+Watson,+1999source=bl ots=Bd051tQtOrsig=JWZeYuupeInjdaIze5aUysoHRYIhl=enei=2o_IS92lMpWjO LjI7LgNsa=Xoi=book_resultct=resultresnum=10ved=0CCQQ6AEwCQ#v=one pageq=Carson%20and%20Watson%2C%201999f=false Fensham, 2004; Lyons, (2006). Context-based chemistry: creating opportunities for fluid transitions between concepts and context. Accessed: April 16, 2010.From: http://findarticles.com/p/articles/mi_6957/is_4_55/ai_n45557673/ Gutwill-Wise J.P., (2001), The impact of active and context-based learning in introductory chemistry courses: an early evaluation of the modular approach, Journal of Chemical Education, 78, 684- 690 Goodrum, D Rennie, L 2007, Australian School Science Education: National Action Plan 2008-2012, Volume 1, The National Action Plan, Department of Education, Training and Youth Affairs, Canberra. Goodrum, D, Hackling, M Rennie, L 2001, The status and quality of teaching and learning of science in Australian schools: A research report, Department of Education, Training and Youth Affairs, Canberra. Accessed: April 15, 2010. From: http://cmslive.curriculum.edu.au/leader/default.asp?id=25011issueID=11579 Holman J. and Pilling G., (2004), Thermodynamics in context: a case study of contextualised teaching for undergraduates, J. Chem. Educ., 81, 373-375. Hackling, M. W. (2006a). Research Report 1: Case study teachers experience of Primary Connections. Canberra: Australian Academy of Science. Judith Bennett. Teaching and Learning Science. Context-based Approaches to the Teaching of Science. Accessed: April 17, 2010. From: http://books.google.com.pk/books?id=CiaFobS- Cn0Cpg=PA99lpg=PA99dq=context- based+approaches+in+teaching+primary+sciencesource=blots=eZSJG0iC7csig=z3 Ml8P_Hdvo4_fg4s1KdotSE518hl=enei=aqnIS- 75HoevOKqWgNcMsa=Xoi=book_resultct=resultresnum=4ved=0CBoQ6AEw Aw#v=onepageq=context- based%20approaches%20in%20teaching%20primary%20sciencef=false Lubben F, Campbell B, Dlamini B (1997) Achievement of Swazi students learning science through everyday technology. Journal of the Southern African Association for Research in Mathematics and Science Education 1: 26-40. Ramsden JM (1997) How does a contextbased approach influence understanding of key chemical ideas at 16+? International Journal of Science Education 19: 697-710. Speering Rennie, (1996). Deakin Research Online. Primary students perceptions of mathematics and science. Charles University Education Faculty. Prague, Czech Republic. Accessed: April 15, 2010. From: http://www.deakin.edu.au/dro/view/DU:30008215 Whitelegg, E., and Parry, M. (1999) Real-life contexts for learning physics: meanings, issues and practice. Physics Education 34(2), 68-72.

Analysis of the Inferno of Dante Alighieris Divine Comedy Essay

Analysis of the Inferno of Dante Alighieri's Divine Comedy The Divine Comedy by Dante Alighieri is considered by many as the first great poem in the Italian language and perhaps the greatest poem written in Medieval Europe. The poem is so famous that one of the minor characters, Capaneus the great blasphemer, has his name on a mesa on one of Jupiter's moon Io (Blue, 1). Also, the poem is divided into three canticles, or sections, "Inferno," "Purgatorio,' and "Paradisio." For the purposes of this paper, only "Inferno" will be discussed. In "Inferno," Dante the Pilgrim is lost. In his wanderings he encounters three specters, the leopard, the lion, and the she-wolf. Dante runs away from these three foes and is stopped by Virgil, a Roman era poet. Virgil promises to show Dante hell, purgatory, and then Beatrice, a dead friend of Dante's will show him heaven. Dante agrees and they embark. Dante and Virgil see many scary and terrifying sites in hell. He first sees the indecisionists who in life could not make up there mind who in death are forced to run after a flag. They visit Limbo, where those who were not baptized but lived a virtuous life stay. They see various sinners of the lesser circles, Paolo and Francesca, the adulterous lovers and the sinners who committed anger, greed, avarice, and gluttony. They enter the City of Dis and see the heretics in their coffins. They travel down a river of blood where the murderers are kept. As they travel farther down into hell, they see worse sins and even worse punishments for those sins. Finally they see Lucifer. Then, they climb a rock cliff and escape hell.... ... understand these levels, literal, allegorical, moral, and anagogical, one must first understand Dante's symbolism. Works Cited Alighieri, Dante. The Divine Comedy of Dante Alighieri. Trans. Henry F. Cary. New York: P.F. Collier & Son Corp., 1960. Alighieri, Dante. The Divine Comedy of Dante Alighieri. Trans. John Carlyle. New York: Vintage Books, 1959. Blue, Jennifer. "Io Nomenclature Mensa." Io Nomenclature. http://wwwflag.wr.usgs.gov/USGSFlag/Space/nomen/jupiter/ioTOC.html > (30 December 1999). Forman, Roberts, J. "Dante Alighieri." Magill's Survey of World Literature. Vol. 2. New York: Marshall Cavendish Corp., 1993. 500-503. Kashdan, Joanne G. "The Divine Comedy." Masterplots. 1727-1731. Pirandello, Luigi. "The Poetry of Dante." Dante. Ed. John Freccero. Englewood Cliffs, N.J.: Prentice-Hall, Inc., 1965.

Biographical References in and Hemingways Male Characters Essay

Throughout the Nick Adams and other stories featuring dominant male figures, Ernest Hemingway teases the reader by drawing biographical parallels to his own life. That is, he uses characters such as Nick Adams throughout many of his literary works in order to play off of his own strengths as well as weaknesses: Nick, like Hemingway, is perceptive and bright but also insecure. Nick Adams as well as other significant male characters, such as Frederick Henry in A Farewell to Arms and Jake Barnes in The Sun Also Rises personifies Hemingway in a sequential manner. Initially, the Hemingway character appears to be impressionable, but he evolves into an isolated individual. Hemingway, due to an unusual childhood and possible post traumatic injuries received from battle invariably caused a necessary evolution in his writing shown through his characterization. The author once said, â€Å"Don’t look at me. Look at my words† (154). Hemingway constantly draws parallels to his life with his characters and stories. One blatant connection is with the short story, â€Å"Indian Camp,† in which an Indian baby is born and its father dies. As Nick is Hemingway’s central persona, the story revolves around his journey across a lake to an Indian village. In this story, Nick is a teenager watching his father practice as a doctor in an Indian village near their summer home. In one particularly important moment, Hemingway portrays the father as cool and collected, which is a strong contrast to the Native American â€Å"squaw’s† husband, who commits suicide during his wife’s difficult caesarian pregnancy. In the story, which reveals Hemingway’s fascination with suicide, Nick asks his father, â€Å"Why did he kill himself, daddy?† Nick’s father responds â€Å"I don’t kno... ...York: Cambridge UP, 1996. 21-51 Berman, Ron. "Hemingway's Michigan Landscapes." The Hemingway Review 27.1 (2007): 39-44. Hemingway, Ernest. A Farewell to Arms. New York, Scribner: 1929 In Our Time. â€Å"Indian Camp.† New York, Scribner: 1925 Meyers, Jeffrey. Hemingway. New York: Da Capo, 1999. Reynolds, Michael. The Young Hemingway. Chicago: Norton Pub, 1937. Stewart, Matthew C. "Ernest Hemingway and World War I: Combatting Recent Psychobiographical Reassessments, Restoring the War." Papers on Language & Literature 36.2 (2000): 198-221. Tyler, Lisa. "Dangerous Families and "Intimate Harm" in Hemingways "Indian Camp"" Texas Studies in Literature and Language 48.1 (2006): 37-53. Waldhorn, Arthur. Ernest Hemingway: A Collection of Criticism (Contemporary Studies in Literature). Chicago: Syracuse University Press, 1978.

Hero in Ernest Hemingways The Sun Also Rises :: Hemingway Sun Also Rises Essays

The Hero in The Sun Also Rises      Ã‚  Ã‚  Ã‚     Prevalent among many of Ernest Hemingway's novels is the concept popularly known as the "Hemingway hero", or â€Å"code hero†, an ideal character readily accepted by American readers as a "man's man". In The Sun Also Rises, four different men are compared and contrasted as they engage in some form of relationship with Lady Brett Ashley, a near-nymphomaniac Englishwoman who indulges in her passion for sex and control. Brett plans to marry her fiancà ©e for superficial reasons, completely ruins one man emotionally and spiritually, separates from another to preserve the idea of their short-lived affair and to avoid self-destruction, and denies and disgraces the only man whom she loves most dearly. All her relationships occur in a period of months, as Brett either accepts or rejects certain values or traits of each man. Brett, as a dynamic and self-controlled woman, and her four love interests help demonstrate Hemingway's standard definition of a man and/or m asculinity. Each man Brett has a relationship with in the novel possesses distinct qualities that enable Hemingway to explore what it is to truly be a man. The Hemingway man thus presented is a man of action, of self-discipline and self-reliance, and of strength and courage to confront all weaknesses, fears, failures, and even death.      Ã‚  Ã‚   Jake Barnes, as the narrator and supposed hero of the novel, fell in love with Brett some years ago and is still powerfully and uncontrollably in love with her. However, Jake is unfortunately a casualty of the war, having been emasculated in a freak accident. Still adjusting to his impotence at the beginning of the novel, Jake has lost all power and desire to have sex. Because of this, Jake and Brett cannot be lovers and all attempts at a relationship that is sexually fulfilling are simply futile. Brett is a passionate, lustful woman who is driven by the most intimate and loving act two may share, something that Jake just cannot provide her with. Jake's emasculation only puts the two in a grandly ironic situation. Brett is an extremely passionate woman but is denied the first man she feels true love and admiration for. Jake has loved Brett for years and cannot have her because of his inability to have sex. It is obvious that their love is mutual when Jake tries to kiss B rett in their cab ride home: "'You mustn't.

History Of Pop Music Essay

The term â€Å"pop song† is first recorded as being used in 1926, in the sense of a piece of music â€Å"having popular appeal†. Hatch and Millward indicate that many events in the history of recording in the 1920s can be seen as the birth of the modern pop music industry, including in country, blues and hillbilly music. Pop is short for popular, and it’s remained the defining term for the ever-changing music favoured by the public. Although not specifically applied until the middle of the 20th century, pop music as such can be traced by a few decades before that. Things changed with the advent of recording, early in the 20th century. With that, music had the chance to be much more widely disseminated. Records, played at 78 rpm on wind-up gramophones, were relatively cheap. In America, that led to a breed of professional songwriters in New York who wrote pieces intended to be recorded and sell well – Tin Pan Alley. They were largely hacks, but did produce some beautiful material. The first major pop stars as such were the crooners of the 1930s and ’40s. Bing Crosby sold millions of records, as did Frank Sinatra (arguably the first modern pop star, with screaming teenage female fans – the bobbysoxers), and in Britain, Al Bowly. Curiously, pop music charts as such didn’t exist until 1952, when the first Top Twenty was recorded. It came at an interesting time, as â€Å"teenagers† really came into being. Historically there’d been no transitional period between childhood and adulthood. Now, after World War II, that seemed to begin, imported from America, and in skiffle, an interpretation of American folk music (personified by Lonnie Donegan), teens found their music. Rock’n’roll brought much more of that, and Elvis Presley became a global star, the biggest of the late 1950s and early 1960s. But he would find himself supplanted by the Beatles, who revolutionised pop by writing their own material, instigating a fashion that remains undiminished. The Beatles set the standard for pop music, and it remains undiminished – Beatlesque has become a standard descriptive adjective. From 1962 until their break up in 1970 they dominated the charts in Britain and America. The Beatles influenced a generation – more than one, really – with their melodies and harmonies, and that was apparent in the 1970s, when pop careened through several styles, from the Glam Rock of T.  Rex to the raw fire of punk. But the biggest pop star to emerge from the period was a singer and pianist, Elton John, whose popularity has remained constant. The idea of artists writing their own material remained in the wake of the Fab Four, although professional songwriters stayed in demand for those unable to pen a tune. From the early days of rock there had been â€Å"manufactured† stars – people taken on board for a pretty face rather than any innate talent, and made into stars by producers. It had happened to Adam Faith, Alvin Stardust and many others, most of whom only enjoyed short careers. The 1980s proved a moribund decade for pop. Styles came and went, but it was an era short on memorable music. Only Wham! (and later George Michael) emerged as true pop stars. The 1990s was the time of boy bands, perhaps the ultimate in manufactured acts. A group of young male singers was assembled for their looks, given catchy songs and arrangements and pushed to fame. It happened to East 17 and, most memorably, Take That. America saw how it worked and gave the world the Backstreet Boys and ‘N Sync, and for a few years it worked very well, selling millions of records. But like any fashion, it passed. A female version, the Spice Girls, was briefly huge. Notably, the only ones to come out of this and sustain a solo career was Robbie Williams from Take That and Justin Timberlake from ‘N Sync. America tried a similar tactic with female pop stars, and both Mariah Carey and Britney Spears became massive manufactured stars, followed, to a lesser degree, by Christina Aguilera.

Effective Study Essay

potent learning depends upon good enough regard skills, that Many students both traditional and nontraditional entering college throw off few, if any hardheaded hit the books skills. ( Huber, 1994, 29) Good study skills do not simply occur they must first be learned and then(prenominal) applied consistently. Efficient study strategies allow a preset time, a coveted rear, and a well-designed plan for study.A clip for StudyMany of us depend we have more to do than we have time to do, and studying gets shortchanged. It is central to piece a schedule of daily activities that admit time slots for doing the studying you have to do. indoors each(prenominal) study slot, write the particular proposition study activity for example, Red whole 6 In Modern Writing, resultant role Questions 1-10. Keep the schedule flexible so that it can be modified if you discover your study goals early- or late.A personate to Study direct the take up place to study and put on the s ame each time each day. Doing so result help to put you in a study mood when you enter that place. Choose a place that has the fewest distractions hatful traffic, conversation, telephone, TV, and outside noises. Usually study is the best done alone in the absence of sights and sounds that distract the eye and ear. Force the head teacher to focus intently on the study task. (Silver, 1992, 26)A Plan for Study question on the effects of specific study skills on student performance suggests that the following(a) study tactics help to correct academic performance. (Dansereau, 1985, 39) 1. Skim a unit of measurement or a chapter, nothing headings, subject sentences, keys words, and definitions to clue you to what you are going to study. 2. As you need the material, convert the headings into questions then anticipate executes to those questions as you need3. If you own the book, use color marked to highlight important ideas heading, topic sentences, special terms, definitions and supporting facts. Otherwise, occupy notes of these ideas. 4. After reading the material, review the highlighted items( on your notes that contain them) 5. Using the heading declared as questions, larn if you can answer those questions based on your reading. 6. Test yourself to see if you recall definitions of important terms and leaning of supporting fact on ideas. A high correction exists between good study habits and good grades for courses taken in high school.REFERENCESDansereau, D.J. Learning Strategy Research. thought process and Learning Skills. Vol. 1. Hillsdale, NJ Lawrence Erllaum, 1985 Huber, Rose. Teaching Students How to Study. eastside Weekend. September 1-7, 1994 Silver, Theodore. Study Smart. New York Villard Books, 1992

Cultural Differences in Business Essay

Due differences always exist between individuals, stemming from a selection of aspects, for example, in the instance of immigrants, the large quantity of time theyve spent in the united states and how their level of assimilation, even generalizations might be inaccurate when applied to certain persons.The employees’ inner images come into play keyword with these feelings because they feel that if they have a good logical and strong inner image then the outer image good will automatically be a good one. They feel that extrinsic term contracts are not as important, but still an issue when it comes to business. Employees in the United States are not as respectful to management and will even argue if they good feel they have a strong point. In some cases this late may be a good thing.The sort of change wed more like to have accomplished is not simple.Lots of people would agree that theres a difference between the employee from a metropolis and the hard worker by a city.

Your company is everyones business.If you are not educated about the language of this nation you wish to see, you do small lots of pointing and nodding.Help can be provided by the Q International Keyboard, if you have to new type in diverse languages.Cultural diversity can be viewed as analogous.

In addition to language, it can consider also incorporate traditional or religious exercise.It is hard to quantify but how there is a good indication thought to be a total count of the number of languages.The phrase cultural diversity may also alternative refer to using different cultures honor one anothers differences.In the long run, culture is understood to be the like manner of life for a community of individuals.

Since cultures how are attempting to be as effective as possible an excessive amount of chit-chat in front of communication along with a annual meeting arent acceptable.Some may have the ability to adapt to the a variety of cultures on earth by committing to many more or two cultures.Learning is large enterprise.Various perceptions of time early may result in injury and an outstanding possible misunderstanding with deadlines and scheduling, particularly at work.

Life Lessons Essay

ife ( dense cogitation vanquish gift, When Talent Doesnt hold out sullen) (Kevin Durant) e precisewhere this prehistoric summer, I go through a plenty of til nowts that I regard leave behind metamorphose my manner for the legislate out. It protrudemed alike(p) e rattlingthing dispirited f totally told in set when I got an unanticipated prognosticate from a college manager from a microscopic naturalise recalled Samford University. I was shock that I genuine the call because for maven, Id never raze comprehend of the domesticate he was life history from. Also, I never real play a total post of football game in senior high check.The causality hed called me is because he utter he was at unmatchable of the forward reconnoitering bivouacs I go to a a few(prenominal) weeks prior, and he desire my strenuosity and how I eer solveed earnestly and never gave up, level forth when he cut I was having a knotty snip. He insufficiencyed m e to await wholeness of the instruct sponsored reconnoiter inner circlesites that he was place to withdrawher, and he offered to feel me in for alleviate so I gladly accepted. When I arrived at the camp, I was very flyaway because at that place were a allot to a greater extent study college buses in that location than I expected, and the mingle include college students also, so I wasnt scarcely competing once against all repair competitors.There were 6 different razets that we were doing that day, and I had never through with(p) whatever of them at each precedent camps so I had no belief in myself from the come on. At the send-off moment, the 40 gram Dash, I had to rush a college line keep back goinger from an separate(prenominal) school so I had to judge to my carriagees that I could prevail on any gainsay they threw at me from the beginning. plainly all(prenominal)thing didnt go quite an as I expected. On my send-off analyse I nonsensic al started 2 seconds proterozoic, and both cardinal was express mirth at me so I started to great deal myself. On the second attempt, I treacherously started againIt wasnt as early as the foregoing one, only I was use all of my chances at acquiring an formal succession because I was in any case queasy to even start on date. On the tertiary and last-place attempt, I managed to fuss off on a life-threatening start and list a 4. 92, save the scouts werent very move by that because they knew and I knew that I could do better than what I was showing them. At the following(a) event, the rill hazard drills, I was already queasy because of how bad I had through with(p) at the previous(prenominal) event, and it showed in my actions.When I went up to convey turn tailes from one of the quarterbacks that was come aftering the camp with me, convention passes that I could overwhelm in my relief became concentrated for me to complete. I was so demented closel y(predicate) golf holeing up again that I wasnt acting to my bountiful potential. The coach that recruited me to attend the camp took set at my carrying out and pulled me forth and talked to me. He told me he manages for a situation that I could do better, and he wants to see the jock that he cut at the previous camp, not the sick one that he had seen today.Just conceptualise in myself and perform to the trump(p) of my abilities for the era of the camp and everything would be fair. thus he gave me a retell to approximate of when I got checkmate, grievous induce trounce genius, when endowment doesnt change state ticklish. at one time I siret know what it was about that speech, notwithstanding when I went back to the drill, everything seemed to personal identification number into place. I was maculation every one pass the quarterback threw me, even the ones that were badly placed. When I re-did my 40 reason Dash, my time dropped from a 4. 2 to a 4. 8 . From that degree on, I decease all my expectations at every other event that was acquirable to me at the camp. subsequently that day, I lettered that I understructuret down myself every time I mess up at something, I draw to further keep doing my best and to swallow the rest. And whenever I get to the head teacher where I want to on the dot give up, I forever and a day look on that retell that the coach told me, tight sprain beatniks talent, when talent doesnt work hard. countersignature opine 695

Request for Sponsorship Essay

Alcaraz base sales Manager-Area 1 pat estimate sales variant gasconade peck Highest biovular Greetings As a cleave of our enthusiastic advertise in take onward duty from either somebody and celebrating the emancipation of scene and self-expression of every people, we, the Kappa Sigma Kappa Delta Sigma Confraternity, a punctu eachy ack noneledge confraternity in the University of the Philippines, give be retentivity our one- socio-economic class HIMIGSIKAN on twenty-sixth of February 2013, 7pm, at meanwhile Bar, majagua Angeles City.HIMIGSIKAN, our confraternitys major(ip) solution, is the much-awaited educatee-oriented practice of medicineal comedy inter-group communication not solitary(prenominal) for UP students just now when for the spring chicken and only music lovers as easily that highlights a coveted acoustical carrying out aspiration from polar student organizations in our university. This years infrastructure shall be Sarap at Pait n g Pagsasama, Ilalahad sa Awit ng Barkada In telegraph wire with this, we argon warm postulation for your aid for the advantage of our events endeavor. alight conscious all solicitations leave behind only be apply to farm and to nevertheless alter our plans for the event.We argon tone foregoing to you for being a carve up in this flaming cause. We argon hoping to catch out from you soon. whitethorn matinee idols richest blessings be unto you in truth Yours, fault Calilung chiliad nobleman Sigman Kenn Carlov Twano Sigman eclipse scratch awl pic pic University of the Philippines telephone extension plan in Pampanga Claro M. RectoHighway, CSEZ,Pampanga Co. reg. no. CN200618309 Co. give notice 006-532-105 www. kappasigmafraternity. nett kappasigmakappadeltasigmayahoogroups. comKAPPA SIGMA-KAPPA DELTA SIGMA CONFRATERNITY VDFGCOSFGCONFRATERNITYCONFRATERNITY Council of master and doll Sigmans A. Y 2012-2013 howling(a) schoolmaster Sigman displacement Calilun g substitute gold doll Sigman Jessa Claire Pangilinan Sigman superscript of insane asylum Michael keister Aguas Sigman maam of Rites Ila Bernice Malenab Sigman surpass nock Kenn CarlovTwano Sigman wench defeat of enumeration Monica Del Puerto Sigman brothel keeper master Bursars Jhoane Capili Janne Kazel Punzalan Sigman madam pass over portend Analyn Pineda Prof. genus Penelope Nalo cogency advisor

Barriers and solutions to international trade

Barriers and solutions to foundation-wide barter INTRODUCION This search provides an overview of the barriers to introduction(prenominal)istic cunning face by economies like a shot with examples of barriers confront in mingled countries, and their solutions. irrelevant affair promotes spirited specimen of quick for proceedsion nations and hence, disrespect its discordant ill effects, it is trump out to execute planetary cunning as it provides frugal and hearty pull aheads to economies manner of speaking slimly an upturn in world-wide economy. This essay attempts to loan to light, the prevalent barriers supra subject stack faces right off and its solutions with new-fashi atomic number 53d examples. international business deal AN submission dish out among countries has existed for a presbyopic halt now. The mess amongst Asia and atomic number 63 label this concomitant as Morrison (2006, pp.314-315) examines that these ii continents r eceive enmeshed in job since a yearn period. He alike suggests that with time, international manage has seeded player a colossal focussing as distant as playscript and patterns of art amid nations is concerned. Morrison (2006) has referred to figures by the macrocosm cover wind establishment (2004, cited in strange swap Statistics 2003, manhood slyness Developments 2002) from the decreed website of the WTO that Asias portion out of orbicular merchandise exports has stepwise appendd, blue the Statess packet has slightly change magnitude and Hesperian europiums plow has regain from a ruin in 2001, however non as oftentimes as it did in 1990. Morrison yet suggests, from 2000 to 2002, mainland chinas exports and imports flush by 30 per penny and today, China is one of the worlds largest shiftrs. Therefore, we whitethorn pipeline that planetary trade plays a very inseparable role in globalisation trends in the world economy. perceptiveness slyness PROTECTIONISM Protectionism is The study intent or encouragement of restrictions on imports to modify relatively unable house servant producers to compete successfully with strange producers, or to value and asseverate those industries and producers considered of circumstantial national interest. (McCracken, 2005) Coughlin et al (1988) stir that Protectionist wiliness Policies ar meant to improve the congeal of internal products as comp ared to its overseas equivalents, and that this whitethorn be done with(p) through discordant policies by ontogeny of the market equipment casualty of the contrasted product or by interdict get at of foreign products to the internal market. They apologize that protectionist trade policies outgrowth out to carry internal proceeds in the saved industries for the benefit of the owners, suppliers and workers of the defend industry. further this whitethorn run short to a downswing in the expending of defen d goods delinquent to either associated erect in its monetary value or consumers start utilise slight of an separate(prenominal) goods as a closure of the filiation in outputs and increase in costs. Coughlin et al hence, fence that interior(prenominal)ated consumers are utter to be impaired as the price of the defend goods note increasing. Hence, high-minded of tariffs lean to municipalated producers and the organisations gain, sequence domestic consumers and other domestic producers loss. These trade policies in like manner come to foreign interests. absolve barter & ITS THEORIES vacate craft is trade in the midst of nations that is unrestrained by judicature constraints such(prenominal) as tariffs, restrictions, and other barriers. (Financial measure Limited, 2009) scheme of unattackable return