Were the French Right to Execute Their King

Were the French Revolutionaries Right To Execute Their King? Over the years since the execution of Louis 16th there have been several different discussions as to whether it was right for the French revolutionaries to execute their king. There are a number of reasons to lead people to think that it was right that Louis 16th was beheaded by the blood stained blade of the guillotine. The defendants of the revolutionaries state that Louis 16th was a horrific traitor to the majority of his people. The first was that he believed in feudalism, â€Å"slavery and all sorts of things that were genuinely satanic. The French Revolution saw peasants in the third estate rebel against an extremely corrupt tax system that caused millions of deaths and years of famine. French society was organised into three estates. The first two estates (church and nobility) enjoyed great privileges. The third estate, which had no privileges had to pay all the taxes. This system was called â€Å"The Ancient Regim e. † The third estate consisted of ninety six percent of the population and the remaining four percent were the first and second estates. In 1700s the cost of living was rising fast but wages remained low.This, along with the corrupt tax system plunged the third estate deep into a huge economic crisis which left them fighting over scraps of food. There were also new ideas spreading in 1700s. For example the American Declaration of Independence in 1776 included ideas such as; all people are born equal, people have rights and the government should govern in the interests of the people. None of these were happening in France. Lastly, King Louis spent a lot of the money that he had collected from the third estate on luxuries.On the other hand, there are people with contrasting views who believe that the French king should not have been executed. There first and most important argument is that Louis did ask the first and second estates to pay taxes but they refused. As a result it was not his fault that the third estate was charged heavy taxes and subsequently not his fault that the first and second estates were not taxed. Another argument is that the French government was in a great amount of debt (mainly because of the wars in Canada). As a result Louis had no other choice but to raise taxes.Also, Louis was not the person responsible for spending a lot of the money, his wife Marie Antoinette was. She splashed money on numerous extremely expensive items such necklaces, rings and several other items. In conclusion, I think that the French revolutionists were right to execute their king mainly because Louis taxed the extremely poor but did not tax the rich. This was exceptionally cruel and corrupt. Also, the king let his wife, Marie Antoinette spend lots of money that was collected from tax that should have gone towards the French government and the overall maintenance of the country.

Does Prejudice Still Exist Today? Essay

Does racism and prejudice still exist today? Officially there is no racism in the United States in the sense that all kinds of racial discriminations are prohibited by law. But racism still exists to some extent in the hearts of the people. In general, there is a reduction in the prejudices people have about others based on their race or other similar social background. But these prejudices have not completely died down. A large portion of US citizens still appear to have racial prejudices to different degrees. Although the public commentary describes the United States as post racial, racism and prejudice continues to exert a very real and persuasive influence on institutional policies and processes, interpersonal interactions, neighborhood infrastructure, socioeconomic opportunities, and media imagery in the world today. Racism The core of racism is the belief among people or a position taken by them that people of some races are essentially inferior to people of some other races. â€Å"When people of different races believing in or supporting such racist views come in contact with each other, they are likely to engage in racist behavior† (Davis, 2012). Racist Behavior Racist behavior can influence discrimination among people of different races, with an intention to put the people of other races at a disadvantage, or to avoid interaction with them, or both. Such discriminatory behavior can be explicit and performed without any attempt to hide. This behavior can also be subtle, that cannot be detected or pinpointed easily. Racist behavior may include many kinds of activities carried out secretly. â€Å"In spite of the laws against racist behavior, people do continue to behave in racist ways to some extent. Frequently this behavior is unintentional and difficult to pinpoint. In other cases the behavior is intentional but cannot be detected and punished by law for various reasons† (Garry, 2011). Stereotypes Stereotypes evolve out of fear of people from a minority group. Stereotypes are generally developed by a series of isolated behaviors by a member of a group that was unfairly generalized to be viewed as a character of all members of that group which in turn formed prejudice and racism. â€Å"When we judge people and groups based on our own prejudices and stereotypes and treat them differently, we are engaging in discrimination† (Thomas, 2013). Conclusion All of us face peer pressure when confronted with a joke which puts down a certain minority. It takes courage to raise objections to these jokes and belittling names and to actively fight the prejudice and bigotry which they foster. It is important to stand up against injustice, and fight the discrimination, stereotypes, and racism which have served as the precursors to persecution and violence. References Garry, K. (2011, March 11). [Web log message]. Retrieved from http://kgarry. wordpress. com/2011/03/11/prejudice-in-the-united-states-today-a-problem-that-we-may-never-resolve/ Davis, S. (2012, January 4). [Web log message]. Retrieved from http://blog. ctnews. com/mixingitup/2012/01/04/does-racism-still-exist/ Thomas, J. (2013). Teaching race and racism in the 21st century. Retrieved from http://www. ehow. com/way_5192208_teaching-race-racism-21st-century. html.

Story Essay Example | Topics and Well Written Essays - 750 words - 3

Story - Essay Example One of the eyewitnesses brought us to the hospital. However, there was an absence of blood for my sister and we could lose her. Luckily, I was a match and my blood helped my sister to survive. What impressed me most was the situation under which the sister received professional help. There were no modern equipment or supplies in the hospital, however, that did not stop doctors, who were obviously so dedicated to what they were doing, from giving the qualified help to my sister. I was watching the simultaneous and concerted efforts of doctors within their team and I realized I wanted passionately to join them. To some extent, the accident predicated making of a decision to become someone who will be able to help others. I decided to apply to a medical school so my dream, which I was nurturing over these years, came true. I have decided to become a gynecologist, a doctor whose aim is to take care of women and give them an opportunity to bring the most precious gift to the world- a new life. During the five years, which I spent working in hospitals of Baghdad, three of them I assisted Dr. Sabri as a volunteer medical technician in an emergency medicine while I was finishing high school and living with my grandparents. Dr. Sabri also helped me to resolve my problem with housing and found the one inside the hospital. I was also hoping to attend college, however, that was not a safe time for a woman to go to training sessions and back to the campus alone and then live there without any family. That is why I greatly appreciated Dr. Sabri’s help with housing. In the period of war, there was a singular access to electricity in the hospital and I used to be the one who was aware of it. Such availability gave me many opportunities to exercise a leadership role. I had also several cases that happened with people outside the hospital and who needed urgent medical help. Thus, once I helped an elderly woman in the shopping center in

Bodily Effects of Hazardous Materials Research Paper

Bodily Effects of Hazardous Materials - Research Paper Example Some technologically advanced landfills also leak from time to time. The tanks used to store petroleum or chemicals can easily leak and catch fire. Tanks in the underground can weaken and leak their hazardous materials. There are many risks when transporting hazardous materials, for example, when trucks overturn or train crash. People can also dump hazardous materials in sewer systems, warehouses that are abandoned or remote areas, ditches to escape the costs of safe dumping. There are three routes of entry that hazardous materials enter into the body: ingestion, absorption, and inhalation (SYKLI, 2012). Health risks commonly linked with hazardous materials are grouped as acute and chronic. It is a must for one to get medical attention when one is exposed to harmful materials. Most of these exposures have treatment if one takes immediate action. Acute/ immediate effects result from a short-time exposure to hazardous substances. Some of the immediate warning signs include headaches, nausea, dizziness, skin, eye or respiratory damage or irritation, unconsciousness and even death. The most noticeable and common warning signs are skin, eye, and respiratory irritation. Occurrences of deaths are very rare, and the majority of these exposures can be treated if immediate attention is taken. Chronic/delayed effects occur after a long time exposure to hazardous materials. The exposure can also be very small over a lengthened period. The effects mainly target the liver and kidneys as all chemicals that get into the body pass through these organs. A perfect example of an unending health effect is called lung cancer from radon inhalation or cigarette smoke. There are some products that can cause large health risks, though used as directed. For instance, there are products taken off the market or banned due to their health or environmental risks, for example, those containing PCTs, PCBs, asbestos fibers, mercury, lead and arsenic

Organizational IT Related Privacy Policy Essay Example | Topics and Well Written Essays - 750 words

Organizational IT Related Privacy Policy - Essay Example In the recent past, issues related to workplace privacy and how firms address privacy, have resulted to unwanted, costly lawsuits. In order for organizations to eliminate these lawsuits, firms are monitoring employee communications critically. Worker email monitors and employee surveillance in working environment present in most cases conflicting ethical issues concerning an employee requirement to safeguard its property and itself against any liability and worker’s right to privacy. Tangible business reasoning stipulates that it is legally and ethically practical for an employer to develop a written workplace policy that comprises monitoring use of computer while at the same scope provide sufficient protections for employee privacy rights in order to survive legal analysis (Cox and Goette, 2005). Privacy has evolved to be an important element in business environment particularly in aspect related to technology and rights of employees. Privacy is freedom or liberty from unauthorized intrusion. Privacy can be attacked in four premises. The first is perverse intrusion upon individual’s seclusion. Appropriation takes place when the use of individual’s likeness or name is used for economic gains. The third premise is public disclosure of individual private facts. Lastly, false light is publicly placing or featuring individual in a false light. Most employers are faced with privacy issues involving intrusion upon seclusion (Lim, 2002). Most of employees are traditionally accustomed to using technology provided to them by employers for other purposes other than for job specifications. Therefore, this has forced many organizations to create and implement information technology-based policies that monitor workers’ email and internet actions.

Five projects at Jewish General Hospital Essay Example | Topics and Well Written Essays - 4500 words

Five projects at Jewish General Hospital - Essay Example Further descriptions are given concerning important technical, interpersonal, and managerial insights gained, which are summarized in conclusion. Each summary at the end of the report describes lessons learned, from the work conducted. The personal interactions between personnel, including other engineers, lay-persons, and various professionals provided far-reaching benefits that are repeated in the conclusion. Project #1: Title: Major Renovation of the emergency generator #1(G1) of the hospital and the related electrical work. The purpose of this project was to perform extensive repairs to the old emergency generator #1 located in the basement floor of the Jewish General Hospital (JGH). Many of these repairs consisted of replacing the starters of the generator, replacing the hoses and probes for temperature and pressure, and replacing the wiring of the generator’s engine. In addition, the alternator had to be dismantled in order for Hewitt Equipment Limited Inc. to verify it, clean it, and replace the bearings. However, we realized that it would be impossible for Hewitt Inc. workers to move the alternator out of its present location due to the fact that it was too big compared to the entrance door of that room. Therefore, my role as a project manager was to contact an entrepreneur that will create a new opening as well as install new doors in that room in order for â€Å"Hewitt Inc.† workers to be able to move the alternator out the room without any issues. To do so, I first had to contact an architect known as David Gordon from â€Å"Rubin & Rotman associates† for drawings of the proposed opening and the dimensions of the new doors. For example, Mr. Gordon recommended that only a double door made out of steel insulated with thermal breezes must be installed in the generator’s room. He also mentioned that the double door must have an opening angle of 180

Solution-Focused and Narrative Therapies Assignment

Solution-Focused and Narrative Therapies - Assignment Example According to Nichols (2013), one of the roles of a therapist using Solution-Focused Therapy model involves interrogation of clients about their lives. The focus of such interrogation should limit at the intention of enabling clients to see and realize positive sides of their situation. Therapists have to ensure that their sequence of interrogation have the capability making clients identify and wish to try alternative solutions to the problems faced. Nichols (2013) adds that Solution-Focused therapists believe that clients seeking treatment are resourceful and resilient. This means that clients have unlimited options and abilities to solve their problems even without seeking for therapists’ help. The only impedance against realization and practicing of the option is negative perception and view of given problems. Such perceptions are what make clients insist on single strategies to resolve problems despite them being ineffective. Here, the role of therapists is to empower and persuade clients to explore their resourcefulness and resilience through series of questions and discussions that avoid indulgence on the problems faced. Therapists only guide the process but do not lead in identifying change and solutions to their problems. Just as demonstrated under Solution-Focused Therapy model, therapists applying Narrative Therapy also have certain roles to play during treatment. One of the roles played by therapists applying Narrative Therapy is to initiate clients into telling stories about their pasts. This helps therapists to analyze the whole life experiences of clients and identify elements that could be maintaining problems. Another role of therapists in Narrative Therapy is to help clients overcome indoctrination into self-defeating views and narrow views about selves. In some instances, it becomes necessary for Solution-Focused therapists to mobilize resources for clients.  

Life-Altering Medical Breakthroughs on the Horizon Essay - 3

Life-Altering Medical Breakthroughs on the Horizon - Essay Example Blind people expect to have seeing ability restored. Scientists have tested and investigated microchip implants, which aid patients regain sight. Scientists are creating deep brain implants and unique glasses, which can bright sight to blind, (Barrie 1). Regenerative medication enables scientists to create organs and supplant impaired one. Researchers make substitute organs in the artificially. Presently, they have formed bladder and fixed into people. Tissue engineering utilizes both synthetic and natural material to grow body parts such as skin cells, bone marrow, cartilage among other. These technological breakthroughs provide extensive improvements for various patients and extensively reduce the cost of medication. Engineered organ replacement will outdo the hazards and challenges related to donor organs and reduce medical cost, (Reginald 1). For people who have suffered brain disease, Alzheimer or related neurological condition, the breakthroughs in neural advancements provide e xtensive hope for quality life. Similarly, microchip technology necessitates this advancement. Microchip or fiber optic wire use to bridge the affected brain parts provides a hope to cure various neurological diseases. Advancement in microchip use to bridge neural routes brings hopes to the anticipated brain use expansion for people, (Dick 1). Medical breakthroughs will allow generic condition eradication. For instance, with the human genome project completion, scientists have extensive knowledge of the genetic structure and it impacts on people. Currently, researchers can create certain gene or disease medicines utilizing DNA therapy to prevent patients against fatal diseases. It is predicted that genetic engineering will help prevent fatal conditions such cancer. Similarly, it will aid increase predicted lifespan to more than hundred years and create disease-free life.

Case Study problems (4) Chapter 15 Example | Topics and Well Written Essays - 250 words

Problems (4) Chapter 15 - Case Study Example Additionally, through Dutch auction IPO, there is no audited financial report requirement thus the external auditors fees are avoided. Based on the low costs of holding the IPO using Dutch auction as compared to traditional IPO, S&S Air should go public through Dutch auction IPO. In calculating the optimal size of IPO, the company should compare its financial and operational performance with that of few public-owned firms within the Air industry. The firm in collaboration with the underwriter should base their prices after analyzing the market price ratios, making the appropriate adjustments based on the companies-specific differences (Benninga and Sarig 411). In this way, they determine the maximum and minimum share price. This is followed by gathering recent IPO market information and lastly setting a final offer price. The major advantage of increasing the size of S&S Air IPO to $80 is that the company will raise more funds that are needed to support its current growth and future expansion. However, the major disadvantage is that it is costly for a firm leading to low profitability. S&S Air underwriter fees amount to $4,200,000 calculated as (.07*60,000,000). Adding the to all the other IPO direct costs, the total costs amounts to $6,358,500. As a percentage of the funds received, the IPO will cost the company $6,358,500/60,000,000*100=10.60% (Benninga and Sarig 411). During the initial public offering, the company through the corroboration with its investment bank has the duty of setting the price of its shares. In this regard, the employees should render their shares to be sold during the IPO since in the secondary offering, the shares prices will significantly be determined by the market forces. Additionally, the demand for shares in the secondary market will be low since most of the external investors will be watching

Gp 3 managing organizational change Research Paper

Gp 3 managing organizational change - Research Paper Example Shared’ in which the members will be asked to form the teams and in each team there will be a note taker who will write the common traits of the team members and then the unique traits of the individuals (Unique and Shared). This activity will help each team member to understand the behavior of entire team to ease and open the intra-group communication and they will learn to manage the conflicts. Johari Window is used to create open communication by sharing information of each other to build trust and then attain feedback for further improvement (The Johari Window). Day 2 will be suitable for Johari window introduction as the day is dedicated to setting themes and priorities. Once the team members are fluently communicative with each other, they can easily work on priorities and themes. Unique and Shared - Icebreakers, Ice Breakers, Ice Breaker Games. (n.d.).Icebreakers, Ice Breakers, Ice Breaker Games. Retrieved May 17, 2014, from

Cost Accounting and Management Decisions Essay Example for Free

Cost Accounting and Management Decisions Essay If you are using the Blackboard Mobile Learn iOS App, please click View in Browser† Click the link above to submit your assignment. Students, please view the Submit a Clickable Rubric Assignment in the Student Center. Instructors, training on how to grade is within the Instructor Center. Assignment 1: Cost Accounting and Management Decisions Due Week 8 and worth 240 points Conduct research on a U.S. manufacturing company that produces two (2) or more products. Write a five to six (5-6) page paper in which you: 1. Describe the company researched, indicating the primary products manufactured. 2. Examine the effect of changes in the variable cost / fixed cost structure of the company on cost- volume analysis decisions by managers. 3. Analyze the current cost system used by the company to determine manufacturing costs and examine the benefits of using an activity-based cost system over the traditional system for management decisions. 4. Compare the company’s sales and cost of sales forecast to the actual sales and costs of sales in the current financial statement. Evaluate strategies management can implement in response to changing conditions affecting budgetary planning and forecasting. 5. Use at least three (3) quality resources in this assignment. Note: Wikipedia and similar Websites do not qualify as quality resources. Your assignment must follow these formatting requirements: 1. Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions. 2. Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the  required assignment page length. The specific course learning outcomes associated with this assignment are: 3. Examine the assumptions of cost-volume-profit analysis. 4. Discuss the allocation of costs to divisions, plants, departments, contracts, and products. 5. Analyze activity-based costing and activity-based management. 6. Analyze the advantage of budgeting, the preparation of a master budget, and other forms of planning. 7. Use technology and information resources to research issues in cost accounting. 8. Write clearly and concisely about cost accounting using proper writing mechanics. Click here to view the grading rubric.

Reflective learning journal

Reflective learning journal Reflective learning journal It is time to write the Reflective learning Journal at the end of this semester to conclude what we have learned from the Economics and Finance Engagement Project. Through reading outline, I realized that there was a great difference with other courses. First, almost all courses have mid-term exam and final exam; however, there are no any examinations in this course. Second, course arrangement is two hours in lecture and one hour in tutorial in other courses, while there is half an hour meeting with clients project sponsor in this course and two hours in group discussion. At the beginning of this course I felt that it would be simpler compared with other courses. In fact, I was wrong. I need to spend more time on this subject. Each week our group has group meeting in Cabramatta library, discussion always continue on two hours or the whole afternoon. After discussion, each member needs to spend long time on researching materials in internet and evaluating them. Although the process is hard, the result is wonderful. After the efforts of our teammates, our group has accomplished tenders and final reports on time. The communication skills, learning styles, information literacy, and data analysis has greatly improved through three months studying; it will be helpful for my postgraduate study and future works. In the tender documents I have mentioned that there are three units relevant to the project which is Investment, Project Management, and Statistics. Investment is relevant in regards to milestone seven which documents the retail and commercial opportunities Fairfield has in attracting office space leavers from Parramatta and Liverpool. Project Management is highly relevant to this project as time planning, material organizing, data analyzing, time controlling is all very crucial in ensuring the project successful and achieving all its objectives and milestones. Statistics is quite helpful as the project will need charts and tables to compare data and statistics and hence evaluate them. When our group has completed all the tasks, I found that Project Management plays the greatest role with the other two units. Investment theory is applied to the milestone seven. It is just recommends investors how to catch the opportunity in disadvantage situation. I mean that Fairfield has lowest pri ce, lowest quality and hardest to get transportation compared to Parramatta and Liverpool, why investors choose Fairfield rather than Parramatta or Liverpool? It is necessary to use investment theory to evaluate them. We have draw lots of charts and tables in the final reports to compare data, but the data analysis and evaluation are reflected from the Project Management. It can be said that project management in the tenders and final reports played a leading role in this project. Project Management tell us how to collect enough information in limited time, how to filter the most significant points from complex information. Although these three units play an important role in tenders and final reports, other economic and finance content is still need to add. For example, Macroeconomic and Market Model knowledge is widely used in final reports. Macroeconomics is a course that combined with the reality of the economic situation and development trend of the world. Our group found that there are a lot of retail rental advertisements in Parramatta, Liverpool, and Fairfield. The historic data show that the number of retail rental advertisements increasing in recent months. Whats more, the rent is cheaper than before. This fact is meeting to world economic situation. All we know that the world economics face to the hugest downturn in 21 century, during the financial crisis, many banks and large companies have declared bankruptcy. In Australia the impact of financial crisis is also considerable. The unemployment rate goes up nearly twice. Many small business investors are forced to give up their own business. It is quite normal that there are a lot of vacant retail stores in real estate agent website. Market Model is extremely relevant to the project; in particular the final objective where the concepts and strategies obtained in Marketing Principles will need to be implemented to evaluate the opportunities that Fairfield LGA has in attracting potential office space l eavers from Liverpool and Parramatta as well as introducing specific techniques to ensure this occurs. Macroeconomic have been learned in my sophomore, but Market principle have not learned now. In addition to, I think library is a good place for researching, discussion, studying. I can find any book I want to it. Except for the theories of economics, other learning skills and language abilities is especially needed for foreign student. Overseas students have to face language and cultural differences problem, for example, when I first meeting to the word â€Å"tender†, I confused it. I can not understand what the Chinese meaning of this word. My teammates explain the meaning of this word clearly for me. Overall, I still lack of sufficient knowledge to finish this course perfectly, it is force me to study harder and master more knowledge. Even if I have learned sufficient economic and finance knowledge, the emotion changes still have enormous impact on my learning. Particular to an overseas student who just arrived in Australia six months, it is very important for me to adjust psychological change. When I first meet this course I have a great interest in this project, each member of our group have enough enthusiasm to complete our own milestone. It is normal that disgusted with the project occasionally, because I must do lots of job in one day that included another subject assignment. This situation raises the pressure, and these pressures may come from learning, life and finance. For example, I accepted the East education nearly 15 years, so it is difficult for us to truly integrate into Western societies. What more, before I came to Australia, my parent give me lots of help when I needed. Without parents support, I am afraid to face some problem. On the other hand, I have to face language and cultural differences. I must thank our teachers spend long time on our foreign students and provide particularly concerns sometimes. I have improved myself a lot after I arrived in Australia. I was a shy, introverted student, and even performed unconfident sometimes. I would not like discussing with other group members at first. However, through four month communication, I have slowly started to change myself. I would like to talk with my teammates when I confused some problems and other life problems. So I really want to appreciate our group members, thanks for their serious, hard-working, humorous, and enthusiastic attitude to me. On one occasion, I should be completed my task that belong to my part, unfortunately, I must move house that day. I was so busy that I cleaned my home until 12 pm, it is really felt tried. When I intend to start my task, team leader send the SMS to me told me that I must be very tired for moving house, they have finished my part. I am really very grateful for their help. Both learning styles and education styles have different way in China and Australia. Although this is my first time experience the Western education, I already known that there are huge differences between Eastern educations with Western educations. Firstly, the different way was from the teaching methods. When I see our teacher Ingrid sitting at the table directly during the first class. It is amazing for me, because it looks like impolite for students in china. In fact, I find that the teachers purpose is wants to communicate with students more closely. However, this teaching method is impossible happened in China. In China every classroom has the podium and a blackboard in high school or university. The teacher is used to stand on the podium during the class. Secondly, from the student point of view, the distinction is even more apparent. If students meet problem in the class, we are willing to raise our hands to answer questions after the teachers permission or directly ask the teach er after the class finished. It is impolite for student to interrupt teacher lecture. Student need to keep silent in class in order to not disrupt teachers thinking. In Australia, I find every student is concentrated and activity in the class. Students can ask any questions without teachers permission in the class. For example, if any student feels their thoughts or ideas not the same as teachers idea, student will be asked it directly. However, It is a pity that teacher have to force student to answer questions in China, whats more, no one wants to give the answer even someone know the solution. Thirdly, there are few group discussions or group meeting in senior school or university in China. Even there is one group discussion in one semester which is a choice to chat with another topic that no relation with teachers topic. Whats more, most of students do not cherish these opportunities. All assignment completed independent by the most excellent students in the group without any as sistance. In fact, group meeting is important and useful in research or business. It is a good way to improve our team spirit. Reading and reference and that Chinese girl provide a lot of help. I have acknowledged some of the theories that I did not know. For example, from the Goldsteins article† Service Learning and Teaching about Globalization, I learned that Service and Activist learning(SAL)is a way that analyze social problem by corporate with community, many students were attracted who hope the world be better in the future. Other opinion is that Globalization is not just the region different from north to south, and that combined with winners and losers in both economic worlds. In another article â€Å"Increasing Creativity in Economics: The Service Learning Project† by Hervani and Helms. In the figure 2 Service learning pedagogy: Steps and implementation procedure, it looks like our course procedure. I also understand that the profit of this project is a good chance for developing the critical thinking skills such as analysis, synthesis and evaluation. Our research topic relevant to soci al, I realized that there are lots of social problem still waiting for us to deal with them after research. The key values of service learning project are to improve the social awareness and caring, responsibility, accountability, critical thinking, creativity and active learning. That Chinese girl provides us lots of useful information, teaching us how to do the tender document, which part we should be attention to. In conclusion, I want to appreciate again our teachers Ingrid and Julianne, our teammates Brian, Ian, Linh, Kim and other people who always help me. Overseas students really have different experience with local students. From China to Australia is a very hard experience. First of all, we need to get great results in domestic examination. Followed by we spend long time to prepare for Ielts test, whats more, no one can guarantee your Ielts test result will be able to achieve what you wanted result, some students test 2 times, even more than 4 times 5 times. Visa through Australia government is also complex issues that we need to provide detailed information and sufficient finance source. Duration for Visa always last on one month. It can be said that overseas students harder than domestic students. So I cherished the opportunity to learn as much as possible I can.

A Thematic Approach To Teaching Education Essay

A Thematic Approach To Teaching Education Essay For this topic I am going to explore the history of the National Curriculum and the thematic approach to teaching. Looking at these areas I am going to create themes within the Foundation Phase and Key Stage 2 to use as an example of a thematic approach to teaching. National Curriculum The National Curriculum has been policy in Schools for many years, it originates back to 1970 when the government focused on education with a desire to educate children to create a better work force. Teaching consisted of no supervision within the classroom and the teachers could teach whatever they wanted as a result of there not being a specific curriculum to follow, or at least relate back to. In 1976 James Callaghan changed the teaching profession. His idea was everyone should be taught the same topics, this led to an introduction of more core subjects. Within a few years, Margaret Thatcher became Prime Minister and decided she didnt like the scheme of teaching within the National Curriculum, so, in 1979 she decided that every Council would write their own policies. These policies had to include maths, English and science which were deemed to be core subjects. The Prime Minister wanted to see a lot more testing of the teaching process so that teaching was far more measurable and what progress and standard the children where achieving. In the 1987, Kenneth Baker, the Education Minister took the concept a stage further. He divided the curriculum into 3 core subjects maths, English and science, and 7 foundation subjects including the subjects of history, geography, foreign language, art, music, P.E and design and technology. He had a syllabus for each subject composed so that all teachers knew what content to cover when teaching each subject. In 1988 the Educational Reform Act became legislation. It was widely regarded as the most important single piece of education legislation in England and Wales in modern times. The Educational Reform Act changed education. After its introduction in 1988, the National Primary School Curriculum had to be presented to the government to ensure standards of teaching were the same for every child. Key Stages were introduced in schools that benched marked milestones in a childs education. At each key stage a number of educational objectives had to be achieved, the impact of this was the curriculum evolved into educational overload. Each teacher had 345 targets to meet! The Key Stages introduced were Key Stage 1 (5 7 year old children), Key Stage 2 (7 11 year old children), Key Stage 3 (11 14 year old pupils) and Key Stage 4 (15 16 year old pupils). Statutory tests were progressively introduced for each Key Stage. The Key Stage 1 statutory tests were introduced in 1991, Key Stage 2 in 1995 and Key Stage 3 in 1993. Sir Ron Dearing reviewed education in 1995, he removed some topics out and reduced the burden of 345 targets to 14 targets that teachers needed to meet. Margaret Thatcher still wanted to change elements of the curriculum whilst Sir Ron Dearing was doing his review. She wanted to name and shame every school that wasnt performing and to rank all schools, hence the birth of school tables to publicly inform parents how individual schools were performing. Sir Ron Dearing wanted a structured numeracy and literacy hour which was structured and dictated what had to be done and was applied by all schools across the Country. This enabled visibility to monitor and evaluate what was being done at any one time. Another huge change arrived 30 years later when Sir Jim Rose looked at the National Curriculum. He led an independent review in 2008-2009 and came to the conclusion that there was still too much going on in the curriculum. He wanted focus on essential life and learning skills and on literacy, numeracy, I.C.T, learning and thinking skills and social and emotional well being. Sir Jim Rose wanted to establish a curriculum for the 21st century that met the needs of individual learners whilst taking account for the broader needs of Wales. The national curriculum changed once again in 2008. The stages of the curriculum Key Stages were and remain divided into sections, Year 3- Year 6 Key Stage 2 (7 11 year olds) and early years which became the Foundation Phase Year 1 Year 2 (3 7 year olds). The curriculum content consists of core subjects (Mathematics, English and Science) and Welsh Language, broader curriculum subjects ( I.C.T, History, Geography, Music, Art and Design, Physical recreation, Design and Technology, Welsh second Language) and basic curriculum (R.E and P.S.E). This ensures subjects are taught via a cross curriculum approach and introduce key skills that includes thinking, number, I.C.T and communication. Assessments have been introduced to enable teachers to monitor childrens learning and baseline assess attainment at the end of the Foundation Phase. At Key Stage 2, pupils are tested on their English and Mathematics and core subjects. then in Year 6 they are assessed in preparation for transition to year 7 in Secondary education. The introduction to the Foundation Phase was set out in Wales and further amplified and explained in the Foundation Phase consultation paper published in 2003. The proposals contained in this paper was supported by 96 per cent of respondents. The Welsh Assembly Government then piloted the Foundation Phase from September 2004. The Foundation Phase provides young children with a curriculum that is more appropriate to their stage of development and that caters for their individual needs. From reading Welsh Assembly Government, March 2009, Foundation Phase Child Development Profile Guidance, Welsh Assembly Government I have discovered the seven areas of learning within the Foundation Phase (3 7 year olds). The seven areas of learning are:- Personal and social development, well-being and cultural diversity Language, literacy and communication skills Mathematical development Welsh language development Knowledge and understanding of the world Physical development Creative development This approach allows teachers to monitor the knowledge of individual childrens development in the key areas of a childs learning and to follow onto the areas of learning to observe and evaluate childrens progress throughout their learning. In the National Curriculum for Key Stage 2, each subject has two sections (skills and range) for a childs programme of study in each different national curriculum subject. This includes levels of understanding, investigating and making. There are also national curriculum skills that are the same for all non-core and core subjects within the National Curriculum. Children develop thinking skills by planning, developing and reflecting on their work in all subjects. Another requirement within the National Curriculum is to develop communication skills. The children learn to communicate across the curriculum by using skills such as oracy, reading, writing and wider communicating in all subjects across the National Curriculum. A further requirement is to develop ICT skills. The children must develop their ICT skills across the curriculum by finding, developing, creating and presenting information and ideas using a wide range of software and equipment. Finally children must develop their num ber skills across the curriculum by using mathematical information, calculating, interpreting and presenting their findings across the whole range of national curriculum subjects. Thematic Approach The cross-curricular thematic approach has been part of education in schools for many years and slowly began to gain popularity in primary schools during the 60s. This was due to recommendations from the Plowden Report (1967) emphasising that children learn better finding out information for themselves rather than being taught directly and supplied with information direct from a teacher. A thematic approach to teaching involves integrating all subject areas together under one theme. The cross curriculum approach helps children relate basic academic skills to the real world. Thematic units are common in the Foundation Phase where children learn through interactive, integrated activities. These themed units incorporate reading, mathematics, science and social studies. To create thematic approaches in teaching a theme is selected for a particular topic which would be applied for a period of a week or a month. The time line would depend on the broadness of the theme and how many subjects are going to be included in the cross curriculum approach. From knowing the themes the teacher develops schemes of work, activities and writing lesson plans. The children are then given aims and objectives within the thematic approach lessons. The activities may consist of being hands-on or physical learning, games on the internet and reading certain books for the skill level the children are reading at. For example, art skills can be developed by drawing exercises related to the theme. There is no end to what national curriculum subjects can be developed within the thematic approach. The benefits of a thematic approach have been examined. Teaching thematically helps children build self esteem and allows the children to understand what they are being taught. Content and subject areas are integrated and not made obvious to the children what subjects they are being taught. The pupils are able to learn and retain more information through a thematic approach, it encourages the involvement of all abilities of children through topics relevant to them and their learning needs, from the learning aspect the children are able to relate to real-world experiences and build upon their prior knowledge learned from previous lessons taught at that particular moment in time. The thematic approach also helps teachers teach to the different learning capabilities of their children. Overall the thematic approach keeps children engaged by making learning activities fun by creating a variety of different experiences within different thematic approaches. The teacher and children are able to be creative, authentic and original, it also allows the teacher to integrate all subjects and use literacy within those subjects. The children can share the same learning goals, is children centred and utilises collaborative and cooperative learning. The curriculum is also compact and saves time teaching multiple subjects at once. The negatives of a thematic approach need to be considered. Some children may lose interest in the theme/subject being addressed. Using one theme for a month may become boring, repetitive and the childrens motivation to learn will decrease and become uninterested and distracted. The children may also not like the choice of the theme chosen by the teacher and may cause arguments between children making them unwilling to participate in the activities created by the teacher. It can be hard for the teacher to find enough resources/information to cover every aspect of the topic and intertwining the benchmarks within that one topic may be difficult, it can also be easy to miss out on some content that could be covered in the theme. Within the thematic approach it may be hard for the lower level children to engage and consequently have a hard time with concepts within that theme, they will then struggle with the work. This child is still expected to connect within the focused tasks causing possible stress for the child knowing their level of capabilities are lower than someone else in the class, so it is difficult for the teacher to provide tasks that suits everyones needs and learning styles. From reading a document Using thematic approach, Bristol, Victoria Clarke and Virginia Braun (Page 2) express a mixed view of the thematic approach. They quote Thematic analysis is a poorly demarcated, rarely-acknowledged, yet widely-used qualitative analytic method. They believe that the thematic approach is rarely acknowledged but is used widely across teaching. Theorists have a mixed view about the statement because they feel that the thematic approach can prove to be successful as long as the theme and subjects used are taught at a level that suits all the childrens needs using an integrated and balanced scheme of work for all abilities . Others also think that the quote is wrong in saying the thematic approach is rarely acknowledged. It is clear from experiences within the classroom that teachers successfully use the thematic approach a lot. My view on the foundation phase and what it has to offer. Within the Foundation Phase, children as individuals are given opportunities to learn about themselves, improve their own knowledge and understanding of the real world and gain better knowledge of personal hygiene and safety. The children become independent and achieve goals that teachers cannot pass on to the children through use of just the direct teaching method. This is why the Foundation Phase is so unique, it allows the children to learn from their own personal experiences and take their learning into their own hands. The children become more confident and assertive and learn values for themselves and from their peers. With all of the above focusing on skills, children can develop in the Foundation Phase. The main thrust of developing skills is by letting children play, it is an essential feature within the curriculum which must be fun and stimulating for the children to enjoy learning. This approach helps children to be pro active and physically interact with objects they woul dnt necessarily encounter day to day. From reading the Rumbold Report (1990) on play, there is a very strong view about using play within the Foundation Phase, it is believed that active educational play supports childrens learning across all areas of learning. I totally agree with this statement as it does create activity for the development of a wide range of skills and also allows the children to develop their own personal skills. Overall I think the Foundation Phase is an all round positive curriculum that appears to work very well in developing children from an early age of 3. My lesson ideas for teaching within the Foundation Phase The subjects I examine as an example for my teaching in a thematic approach in the Foundation Phase incorporates two non-core subjects Geography, Art and Design and also look at the basic curriculum area of R.E. The theme I have chosen is the Amazon rainforest. The class I have chosen to deliver this task to is Year 2. R.E In the R.E lesson, I will read the read the book of Noahs Ark. Maisy, 2007, Noahs Ark, Lucy Cousins I will identify the type of animals and relate them to the Amazon Rainforest. From reading the book I will have a section of play where I will divide the class into groups. The children will have samples of all of the animals referred to in the book along with a boat. They will then have to memorise the list of the animals which relate back to the book and fit them into the boat. This will develop their thinking skills and also their communication skills while working in groups to do the activity. This will be a warm up activity for the children so they are getting their brain into working mode. This relates back to the national curriculum skills for R.E in the Guidance for local education authorities and agreed syllabus conferences, January 2008, National exemplar framework for religious education for 3 to 19-year-olds in Wales, Welsh Assembly Government by using the section listed as developing thinking. For the main activity the children have to create their own story where they save a number of animals onto a certain object, the object can be specific to our day and age so it could range from a boat or train to an aeroplane. To get the children started in their story one can brain storm and list their examples of some animals and objects on a board / interactive whiteboard and show what mode of transport animals can be rescued onto. From the main activity they are developing their communication skills, theyre using their writing skills and oracy by discussing what they are going to include in their story. From the content of the activities created one can monitor the calibre and style of childrens writing. I will select three or four pieces of work to be read out by the children and evaluate everyones work by having everyone on each table to swap and evaluate each others work. Geography (Knowledge and understanding of the world) To teach knowledge and understanding of the world I will focus on the wider world section of the curriculum, illustrating to the children what lives in the Amazon Rainforest, and type of habitats they live in. I would create discussions around particular questions I would continually ask. Questions would raise awareness and explore what is the rainforest. Childrens knowledge and understanding of the Amazon Rainforest will be developed through the handing out of a quiz that can be completed in groups. A class competition can be created to see who has the most questions correct about the Amazon Rainforest. After the quiz, to develop continuity through this subject of geography the children can create pieces of work to put up on the Amazon Rainforest board on the classroom walls. The children can bring their knowledge from R.E and use their drawings they developed in art to put onto the classroom board, this will create a sense of achievement and ownership as the children would be able to look at their own work when in their own classroom and is a clear display of their own work for others to see what they have done. A number of skills will have been developed from using this approach that are taken from the national curriculum book of knowledge and understanding of the world for Foundation Phase. The skills developed consist of enquiring, exploring, describing, asking/ answering questions, investigating, thinking, solving problems and recording their research. All of these are required and used within the theme and tasks set during lessons. Art From reading the book Noahs Ark, children can draw an animal of their choice that relates to the story, a list and a picture of each animal mentioned in the story would be given as a resource for the children to relate back to. A directed task would then be set to use different materials to create a 2D image of the animal from the Noahs Ark story. Materials to be used would include: Coloured pencils Paint Coloured pens Crayons Craft materials to create different textures etc. From creating their animal drawing, the children can try and link them to a habitat within the rainforest. To research the animals habitat the children can use the internet to find an image of the habitat for their animal to be stuck onto. The final outcome will then consist of a hand made piece of artwork of an animal from the rainforest made by every individual child and placed on a background of the habitat the animal would live in within the rainforest. Overall the children would have explored colour using different materials and creatively making an animal by exploring and forming different textures. This relates back to the national curriculum within the foundation phase due to reading the creative development Welsh Assembly Government book. Welsh Assembly Government, June 2008, Creative Development, Welsh Assembly Government The children will have used ICT skills to research on the internet for a habitat picture of the rainforest. From creating the animal design that relates back to the Amazon rainforest, focus can be made upon literacy skills by asking each child to describe what animal they have created and what their habitat looks like. Overall, the children would have used planning and thinking skills by developing and creating the art work. The children can reflect on their work and see if their animal relates to the rainforest to give it a real life effect. Oracy and writing skills are also developed by describing their animal and habitat, so they are expressing their ideas and emotions about their work. The structure of the childs learning will be as it is presented in the essay, I will start off with R.E, and then include Geography and follow integrate Art and Design. When the children take part in these activities the children themselves do not realise they are learning these skills. This is an excellent outcome, as, when they grow up, the children will reflect and hopefully remember what they have done and recognise the skills they had used. My lesson ideas for teaching within Key Stage 2 The subjects I examine for teaching a thematic approach in Key Stage 2 will consist of two non-core subjects of Geography, Art and Design and also look at the basic curriculum which is R.E. The theme chosen is Judaism. The year group chosen for this is Year 5. R.E The children will be made aware what Judaism, different clothing and their names worn at this time would be examined. A group activity for children would be used after explaining the variety of clothes using dolls clothing, some relevant to Judaism and some not relevant. A women and man doll would be introduced for the children to dress and they learn to relate the same back to Judaism culture. From dressing the dolls the children move on to examine a house of a Jewish person. The children will look at dietary make up of Jews and what type of ornaments they have in their houses that are an integrated part of their culture. A group session can be delivered where children can trial some Jewish food and if possible have a Jewish person to come in and talk to the children about their lifestyle. A useful website for a teacher resource would be:- http://www.waupun.k12.wi.us/Policy/other/dickhut/religions/14%20Jewish%20Symbols.html This website describes the clothing and certain items that are found in a Jewish home. This theme will have continuity and appear through other lessons. In other lessons different festivals within the Jewish community would be explored and have a look at videos to demonstrate how they celebrate their festivals. The skills developed throughout these lessons would be communication through talking in groups to discuss issues about the culture and ornaments the children have discovered. The children are also developing thinking skills to execute dressing the men and women dolls into suitable clothing for a Jewish person. Art From the previous lesson on R.E about Judaism children are given a directed task using a hand out sheet with four boxes to draw in. The children are asked to use each box to draw from real life, objects such as Shofar or a type of clothing like a Kippah and use a range of art materials to colour in their drawings. The materials used could include :- Coloured pencils Paint Coloured pens Crayons Charcoal Water paint Mark making Tone Craft materials Each box I will ask The children will be told to use each box to illustrate a different art material so they are experimenting and testing different materials and are using a range of art media. After finishing the drawings the following activity would develop literacy where children have to describe the content and process used in creating each box, stating what material they have used, what the object is and how it is used within the religion of Judaism. Overall children have explored different art materials and creatively making examples relating to Judaism using the clothes they wear or the different items used within the culture. This links to the national curriculum within the Key Stage 2 Art and Design as found through reading the Art and Design national curriculum for Wales book. Welsh Assembly Government, January 2008, Art and Design in the National Curriculum for Wales, Welsh Assembly Government From reading the book listed above I am able to see what parts of the curriculum I have taught. The activities demonstrate that the children have planned, developed and reflected on their work which uses the developing thinking skill and that all of the children have developed their oracy and writing skills that links to the developing communication aspect. Geography In geography focus is on where the Jewish community was founded and where Judaism is sited in different countries. A presentation using PowerPoint for both tasks and the children can do small tasks from worksheets. We will then look at the Star of David flag and what the meaning is behind it. Two follow on from this children will be asked to develop a double page in their book about Judaism. This double page will involve information about the Jewish community, where Jewish people are distributed around the world, some ornaments, clothes and the Star of David flag. The children are being tested on a number of skills across the curriculum in geography. The children are developing thinking skills, they have to plan the double page on Judaism and develop the work on Jews and also to ensure they include Judaism. The childrens communication skills are being developed through them writing about what they have learned about the Jewish community and Judaism. The children are using selected language to describe where the Jewish people live within different countries, and so are discussing geographical issues. The children are conducting their own personal investigation into Judaism and Jewish religion. From developing the double page they are developing creative and presentation of information and ideas from their investigation. Observing children To see the childrens improvement throughout their learning teachers need to pay attention to observing the children in their care. In the observing children book Welsh Assembly Government, January 2008, Observing children, Welsh Assembly Government it is quoted It is important that practitioners listen to children as well as watch them when observing, as they can learn a great deal about childrens learning and understanding through listening to their speech I believe this is a vital quote for teachers observing children because you can definately gain more understanding of the childrens learning by talking to children as well as observing how they play and the standard of their work. The observation of children should be taken into consideration through using the seven areas of learning, this will provide evidence of their development and achievements across the national curriculum. Teachers can also observe different situations children are exposed to through playing on their own or as part of agroup. The main headings mentioned in the Welsh Assembly Government, January 2008, Observing children, Welsh Assembly Government state that teachers need to observe:- Personal development Social development Well-being/emotional development Cognitive development Language development and communication skills Physical development Gross motor skills Fine motor skills There much observation of childrens development of the child as a whole that has to be considered as an essential part of the role of a teacher. From observing the children one can monitor their progress and continuity during lessons to ensure improvement and that children are gaining and benefiting from new learning experiences throughout their years in primary school. This can be achieved by both looking at the development of their work and also how they play alone and within groups. Conclusion To conclude, the National Curriculum has gone through many changes in the past few years and evolved into what is delivered in primary schools today. From the many theorists I have researched and read about, there is a belief that where we are placed today is the better stage of the developed National Curriculum. The Foundation Phase is proving to be a success. The children are able to improve their personal learning without having a teacher to spoon feed them to gain experiences and skills. Key Stage 2 needs improving and attention due to the drop in standards and attainment in literacy and numeracy, this drop in standards has resulted in improvements being demanded by the Welsh Government all across Wales. Welsh Government are implementing literacy and numeracy strategies in every subject across the national curriculum. The thematic approach has been evaluated and is declared a success by many theorists, it allows teachers to choose a theme and teach joint subjects in one integrate d scheme of work/ lessons, this is a definate advantage because the children do not specifically realise how they are being taught. This method of educating primary aged children develops what they know from personal experiences and their involvement develops them through the teachers integrated lessons.

Marilyn Hacker Redefines Mother, Woman, and Daughter in Selected Poems

Marilyn Hacker Redefines Mother, Woman, and Daughter in Selected Poems 1965-1990 Marilyn Hacker. What does she mean? What does she mean? I check with Thrall, Hibbard, and Holman who define poetry to be "a term applied to the many forms in which man has given a rhythmic expression to his most imaginative and intense perceptions of his world, himself, and the interrelationship of the two" (364). I forge ahead through hundreds of pages of poetry. Images and impressions are beginning to form in my mind. Finally, Hacker, you provide a clue with "Feeling and Form" where you compare your poetry to Cezanne's apples: I do like words, which is why I make things out of words and listen to their hints, resounding like skipping stones radiating circles, draw- ing context from text, the way I've watched you draw a pepper shaker on a table, draw it again, once more, until it isn't like anything but your idea of a draw- ing, like an idea of movement, draw- ing its shape from sequence. (85-86) The course syllabus indicates that "this course investigates 'mother' as a cul...

The Awakening and Butterfly Burning Essay -- Literature Comparison Pap

The Awakening and Butterfly Burning The summaries do not add anything to the paper and could (should) have been skipped. Given the thesis of the paper, I would have liked to have seen a discussion of the male / female conflict, and a more detailed discussion of the individual / society conflict. The two women's struggles "to find their own sense of individuality" are, after all, attempts to free themselves from the expectations of their husbands and of the societies in which they live. Such an exploration might have led the writer to some conclusions about the major differences in the two novels. (Note that the conclusion basically summarizes similarities.) The writer of the paper might well have come to conclusions different than those I am about to describe -- the following comments, in other words, are meant to suggest the type of discussion that I would have liked to have seen. Edna's husband (The Awakening) is financially much better off than is Phephelaphi's (Butterfly). He is, however, portrayed as not particularly loving -- he prefers to spend his time either at work, or gambling with his friends. Phephelaphi's husband spends time away from her, but he needs to do that in order to earn a living. Indeed, Edna's husband is basically indifferent about whatever she does. Phephelaphi's seems to care more about her, but he is clearly upset about her abortion. This leads, if I remember correctly, to his having sex with another woman, just the opposite of the situation in The Awakening, where Edna is the one whose extra-marital affairs are emphasized. Edna is, throughout the novel, much freer from her husband than Phephelaphi is from hers. Phephelaphi's is, in other words, the more difficult marital situation. ... ...hin both novels. In Butterfly Burning, Fumbatha was older and more experienced in the ways of the world than was Phephelaphi. Conversely, in The Awakening, Robert was younger than Edna and much less experienced in life than was Edna. The age differences played key roles in each novel. Age seemed to be the difference in how the world was viewed and the responsibilities required of each person. In Butterfly Burning the man was the older, seemingly settled, and wiser where in The Awakening, the man was younger and much less worldly, settled, and content. 28 In summary, both novels were a reflection of a woman’s struggle and quest to find a new identity for herself. Both novels use water as a symbol of life, death, and a gentle friend. The novels were both an awakening of the spirit and a burning of a spirit crushed like the fragile wings of a butterfly.

Gesture as a Mediating Factor in Speech and Sign Language Storytelling :: Language Education Teaching

Gesture as a Mediating Factor in Speech and Sign Language Storytelling There are many hearing individuals who do not know sign language but move their hands when speaking. Chances are these people would have a hard time telling the same story if asked not to use their hands. Additionally, the story told without the assistance of gesture would likely seem lackluster by comparison. The question becomes, to what degree is gesture an integral part of effective storytelling and how much does it add to the complexity and richness of a story? How does the gesture used in oral storytelling compare to that used in American Sign Language (ASL) storytelling? If gesture is taken into consideration, will the complexity of information conveyed be equivalent between languages? These are questions that Drs. Sarah Taub, Dennis Galvan, and Pilar Pià ±ar sought to answer in their recent study on the contribution of hand and body movements to the complexity and depth of ASL, English, and Spanish storytelling (Taub, Galvan, & Pià ±ar, 2004). Dennis Galvan Pilar Pià ±ar Sarah Taub Psychology Foreign Languages Linguistics Forming Questions The inspiration to explore the above questions grew from the .ndings of Galvan and Taub’s previous study (2004) in which they compared narratives by native ASL and English users. Results from this study indicated that when compared with English users, ASL signers consistently incorporated much more conceptual A Publication of the Gallaudet Research Institute at Gallaudet University Spring 2005 Kozol Presentation Combines Wit, Wisdom, Outrage, and Compassion** By Robert C. Johnson Jonathan Kozol, author of such books as Death at an Early Age and Savage Inequalities, gave a presentation at Gallaudet on March 30 called â€Å"Shame of the Nation: Resegregation, Inequality, and Over- Testing in Public Education.† The talk was sponsored by the Gallaudet Research Institute as part of its Schaefer Distinguished Lecture Series. In addition to the presentation, Kozol participated in several other sessions with Gallaudet faculty and students in which he reported learning a great deal about deaf students and their educational needs. He said he was particularly intrigued to learn from Gallaudet Department of Education faculty and students—deaf and hearing— that the statement â€Å"separate is never equal† does not necessarily apply to deaf students, many of whom thrive in education programs outside the mainstream. Kozol said his focus has not been on separate programs that are well designed and effectively meeting students’ needs. His concern is that current governmental and socioeconomic factors in America are depriving many students of quality educational experiences because of â€Å"racial apartheid† which is forcing too many minority children to stay in inferior learning environments. During a question and answer session with Kozol, Dr. Barbara Gerner de Garcia, a faculty member in Gallaudet’s Department of Educational Foundations and Research, pointed out

Effective Advisory Committee

Establishing an advisory committee: In the early stages of development, the organization tends to engage more or less organically with stakeholder groups. It's not uncommon for representatives from such groups to occupy voting seats on the governing board of early-stage businesses. At the growth stage, investors often call for changes to the composition of boards, and In some cases, this may mean stakeholders lose their board positions to be replaced with â€Å"independent† directors approved by the investors. This process can contribute to a loss of what was once a natural connection between the organization and its stakeholders, and it can contribute to an erosion of mission focus at the board level of an organization (Ramani, 2015). Social entrepreneurships can counteract the harmful effects of this change by establishing an advisory committee or advisory board that includes stakeholders. Non-profit organizations frequently use this approach to involve beneficiary groups, clients and other stakeholders in strategy formation without giving them voting positions on the governing board (Achleitner et al., 2012). An advisory committee can help the organization gather information, keep in touch with impacts, and test stakeholder views while avoiding the trap of creating a board that's too big or one whose members lack strategic skills.Advisory boards can also offer a way to tap into specialist expertise that may be missing from the main board group. Advisory bodies convened temporarily around a specific project or issue can feed findings back to the larger board and help shape strategic decisions (Ferrari, 2014). Angel investors who don't insist on a voting seat on the board may contribute insight and strategic expertise through participation an advisory committee (Achleitner et al. 2012). To work effectively, advisory bodies need to form part of the overall governance strategy established at the highest board level. This means that they must be formally set, provided with a chair and a written brief, as well as criteria and processes for recruiting appropriate stakeholders. Safeguards need to be put in place to ensure the independence and accountability of the advisory board with clear systems for accountably feeding advisory board views back into the strategic deliberations of the main board group.

Olivio Assignment Business Law Essay

After reading the above and based on the definition of larceny in the text, is if fair to convict a person for larceny if he did not leave the premises without paying for the property in his possession? Does intent to deprive have anything to do with the outcome of a case of larceny? What do you think? Also, should the penalty for larceny vary, depending on where the individual is caught or the dollar value of the good taken? Explain According to NYS penal law (155. 05), â€Å"A person steals property and commits larceny when, with intent to deprive another of property or to appropriate the same to himself or to a third person, he wrongfully takes, obtains or withholds such property from an owner thereof†. So I believe it is fair to convict a person for larceny even if he or she did not actually leave the premises without paying for the property in his or her possession. In the case of Olivio, the story clearly stated that he stopped to look around several times, which confirms that his motive was indeed to steal the merchandise- the story also stated that he ran right past the cash registers in order to make an exit with the merchandise which further confirms that he intended to take the merchandise without paying. Which shows intent to deprive.. I believe the penalty for larceny should vary depending on the dollar value of the merchandise that was taken- I however do not think that the penalty should vary according to where the individual is caught. Where the individual is caught is irrelevant- what matters is retrieving the merchandise and or property that was stolen and punishing the person who stole it.

Bilingual Education Essay

Multiculturalism as well as bilingual education approaches among schools is most likely affecting major educational institutions in the United States today. This is primarily because of the fact that the growing effect of globalization around the world influences major sectors of the world especially that of the educational field. As for a fact, surveys pertain to the fact that there are major numbers of students among American schools that come from minor races who are trying to attain education from the said country. As a result, most schools, both elementary and high school cater to at least 55% of the minor race population compared to the number of students who are among the natives of the country. This statistical fact certainly races a challenging situation to the educators of the said scholastic institutions. This challenge actually raises a changing effect within the existing system of education that is currently used in the United States. In a survey that has been performed among young students who are directly affected by the situation mentioned above, the results were radically affecting and changing with regards the learning and teaching systems within the American regions. In this particular survey, it could be noted that there are certain considerations to take notice of to be able to meet the needs of the new students who are under the multicultural educational system. The results of the said survey as well as how they particularly affect the educational approach in teaching and learning within the American territories shall be discussed within the paragraphs that follow. The Survey Results Children who were studying in the first grade in Beverly Martin Elementary School in Ithaca, New York, responded to the survey based from what they actually wanted to receive from their educators as young learners belonging to a culturally diverse environment of educational divisions. Based from their response, it could be noted that there are tat least three major requirements among educators that are primarily expected from them by their students. The said expectations include: (a) Being personally involved with the students’ procedures of learning- Educators are expected to have constant assessment of how their students are so far developing in their studies. This especially concerns those who are having a hard time in coping up with the different pressures brought about by bilingual education. These students are most likely from different countries that are using other mother languages aside from English. This means that the students are then supposed to gain ample time form their educators to be able to have a clear understanding of the major procedures that they need to deal with in understanding modern approaches in learning lessons through bilingual education. (b) Being constantly recognized for excellent response to the teaching procedures used towards them by the teachers- acknowledgement of good works usually motivates young learners to do more in school. Most often than not, to at least assist the students realize that they are doing something that is worthwhile for their own personal development. This is especially because of the fact that there are students who are loosing confidence in their studies because of the fact that they are having a hard time adjusting to the language being used in class. Thus, if this is given consideration by the educators, it is possible that the students who are acknowledged for their fine works would gain much confidence as to how they are going to deal with the challenges that they are to meet in their studies. (c) Giving lessons through modern procedures that are much better that the usual- traditional teaching that is used in the regular educational presentations within the schools may not be as effective in this process of learning. Assisting students of this particular set up of learning may not be as easy as it seems. The educators are then required to adapt to the advancements that are noted as major meeting point of the different students from different countries around the world. These three major expectations draw the line of the fact that the students actually need their teachers to treat them fairly in schools even though they are obviously belonging from different races around the world. It could be observed that the ideal teaching that these young learners expect is based on personal concern of their teachers focused upon the learning progress that they are particularly dealing with in school. Of course, dealing with children from other races may not be that easy for the said early learners of the actual scene that is eminent in the human society today. However, through the assistance of their teachers in school, even children as young as first graders would be able to understand the ideal way of dealing with people from other races through the pattern of teaching and treatment that they first observe from their educators. It should always be considered that young children are very observant. It could not be denied that through the acts that the older people portray which they particularly observe everyday, they begin to gain the most important parts of learning that they need to face in life. For this particular reason, teachers who are challenged in dealing with multicultural education patterns should realize that young children have the need of being personally cared for. The psychological impact of the idea that people around them are concerned on how they are growing actually motivates children to do good in school and later on do better with their lives. From this particular survey, it has been noted by the educators that bilingual education has so far began to become the trend of the current educational systems in America. As it has been taken from the results of the performed survey among children in a particular school as noted herein, there are three particular major procedures that need consideration upon implying the different effective approaches in assisting students understand the concept of bilingual education. The said procedures include: (a) Peer facilitated Peer facilitated activities are most likely designed to assist students understand the fact that they have people or young learners who are dealing with the same situation as they are. This then shall allow them the space of enduring with the language problems that they are dealing with in school giving them the chance to become adjusted to the difficulties of their learning procedures. (b) Group System Linking Between Students Learning in groups has been proven effective especially for those young learners. Being able to facilitate camaraderie among themselves makes it easier for them to grasp the lessons that they are learning even though they all belong from different countries and are presently faced with the struggles of learning their lessons in a bilingual set up. (c) Hands-on training procedures for the use of language Practical application of the major procedures of using the language in casual talks shall help the students have a practical knowledge about the language[s] that they are expected to use in school. Today’s society is faced with the many technological innovations that particularly bring ease to learning. Both oral and verbal language could now be used in practical terms through online learning approaches. Learning within classroom settings are also being advanced through the implementation of several technologically advanced gadgets for learning processes that serves as the basic ground lining the students together. Conclusion Children from different countries may appear differently in terms of their physical attributes. However, young as they are, they are actually following the same pattern of growth and personality development that should be considered by their school educators. In dealing with children from different cultures, it should then be noted that the need for emphasizing concern for their personal growth and acknowledging their good deeds and excellent educational progress is an essential key to gaining the best results from the learning procedures of the said children. Hence, this particular suggestion leads to a certain conclusion that children, regardless of the color of the skin or the origin of their culture all need the same level of attention and concern when it comes to learning and education. Learning in a bilingual approach is not that easy as it seems for both the educators and the learners. However, with ample effort and determination to succeed in the said particular way of learning, victory could be won over. The benefits of succeeding in this way of learning is not that easy to gain, however, once the benefits are gained, it could not be denied that the efforts placed in by the educators and the learners are all worth while. Reference: Nieto, S. (2004). Affirming Diversity: The Sociopolitical Context of Multicultural and Bilingual Education. Boston: Pearson Education, Inc. 4th Ed.

Ethnocentrism Hinders Effective Cross-Cultural Dialogue and Common Understanding Essay

As human beings, we are inherently biased in our judgment of issues and others- by others I mean those who do not belong in the same socio-cultural group we ascribe to. Our inborn predilection to take a subjective view of reality leads to the common-and equally incorrect- assumption that we are right in our ways, while ‘others’ are wrong in theirs. This tendency of biased notions of cultural superiority in relation to other cultures is what political scientist William G. Sumner (1906) summed up with the coinage of the term ‘ethnocentrism. ’ By definition, ethnocentrism is the tendency by individuals to believe, unconsciously and through false assumptions, that their culture is better than that of others. Notably, there is a running thread of collective concurrence among whites that ‘we westerners’, with our western civilization and attendant lifestyles, are superior to the backward races of Africa, which we conveniently label a jungle of savagery. The negative effects of ethnocentrism are manifest in international relations, where effective intercultural communication is hampered by cultural differences and culture transitional challenges (Moran, Harris and Moran, 2007, 265). Nonetheless, to avoid collective generalizations by claiming that it is ‘we westerners’ rather than ‘I, me and myself,’ who suffers this cultural prejudice- a claim by which I unwittingly admit my ethnocentric conditioning to include fellow tribesmen in my narrow worldview corner- I hereby set out to examine how I have severally paid homage to this populist bandwagon of cultural subjectivity in judgment. Finally, I will outline the course of remedy I have chartered to liberate myself from the blinding ignorance of ethnocentrism. Was it me, really, now that I’m thinking from a relatively wider perspective? Late last year, I accompanied a close friend of mine from Saudi Arabia (whom I will not disclose for the pang of guilt that gnaws at my conscience) to pick some forms from our embassy. Well, it seems that since September 11, a kind of phobia for our Muslim brothers has eaten into our national psych. At a personal level, I always change lanes every time I meet one donning a flowing white garb and†¦. err, an unusually long beard. Anyway, the security man at the embassy just ran the metal detector over my body and patted me on the back. But when it was my friend’s turn, the security guy, perhaps seeing Osama’s ghosts, took a deep breath and started what was the most rigorous personal search I had ever witnessed. He yanked the garb from the underside and ran the detector inch by inch, grinned with relief upon finding nothing (read bombs) and then allowed him to pass through. However, the issue here is not the security man’s exaggerated fears, but the fact that I took it as normal, without bothering to question why it wasn’t. The culture I grew up in had taught me to regard some religions as being synonymous with terrorism, and to dismiss others as pagan idolatry and pure superstition. In my evaluation of world religions, I’m often tempted to associate Islam with terrorism, a belief that is largely fed by media stereotyping in relation to incidences of suicide bombings. As for most traditional African religions, customs and rituals, I always found ‘evidence’ to dismiss them as the demonic chants of a pagan charlatan. Their polygamy I considered the ways of an uncivilized society that still harbors the wild caveman’s genes. On this score, my blindness was informed by the western glorification of the nuclear family unit, which greatly contrasts with other cultures’ recognition of the unifying aspect of extended families and kinship systems (Moran, Harris and Moran, 2007, 11). In regard to religious convictions, the only true Supreme Being I believed existed is the Christian God I worship, whom I assumed held in contempt the ungodly ways of unchristian religions. For such a long time, I erroneously believed that with the exception of Christians, all other believers are doomed for hell. This ethnic and cultural belief that the religion in which one belongs is centrally important (Andersen, 2006) is one of the sub-divisions that promote ethnocentrism. Personally, it was my honest conviction until I realized that every believer thinks likewise of other religions. Remarkable is my said friend’s vehement assertion that Jesse the son of Mary (Christ) was an imposter whose legend deceived people that he was the son of God. Instead, he argues that Mohamed is the true messenger of Allah, the creator of everything. Nonetheless, it will be a self-contradiction for me to consider my system of beliefs as not being the right one and the most appropriate. It is an inconsistence and admission of its falseness, which I consider the height of ideological hypocrisy. I recognize the reality that I belong to a particular culture; and the fact that to fit in my society I must conform to its cultural beliefs and value systems. However, to reconcile my cultural beliefs with other cultural worldviews, I find insight in the principle of cultural relativism by Franz Boas, who argued that â€Å"civilization is not something absolute, but is relative, and our ideas and conceptions are true only so far as our civilization goes† (Degler, 1992 p 67). Accordingly, people’s behaviors, customs and beliefs should be understood in the context of their cultures. When we use the lens of our cultures to understand other cultures, there is always the risk of prejudice and biasness. The problem of ethnocentrism leads to failure of constructive communication and misunderstandings, which in turn causes cultural differences and conflicts (Moran, Harris and Moran, 2007, p 4). Similarly, the theory of functionalism by Bronislaw Malinowski posits that cultures are systems of structures by which different societies function. Each society, therefore, has unique needs which can only be served by its own culture. As such, we can only understand the behavior of other cultures when we take that culture’s viewpoint, to avoid the misconceptions created by our experiences within our own culture. References Andersen, M. L. (2006). Sociology: understanding a diverse society. New York: Thomson/Wadsworth. Degler, C. N. (1992). In Search of Human Nature: The Decline and Revival of Darwinism in American Social Thought. US: Oxford University Press. Moran, T. R. , Harris, P. R. , Moran, S. V. (2007). Managing cultural differences: global leadership strategies for the 21st century, 7th Edition. New York: Butterworth-Heinemann Sumner, W. G. (1906). â€Å"Folkways. † In McCann, C. R. (2004). Individualism and the social order: the social element in liberal thought. New York: Routledge.

Personal statment Essay Example | Topics and Well Written Essays - 750 words

Personal statment - Essay Example It was when I was contemplating about this that I fully realized how much I wanted to assist people develop their personality from an early stage of their life. When I completed my undergraduate studies, I realized that I wanted to pursue my masters in a career related to my passion and that is when I decided that the most appropriate field was in childhood development. To mention something about myself, I am Summah Alsuleman from Capital Riyadh in Saudi Arabia. Since I was young I have been taught by numerous teacher but when I think about my learning experience, I appreciate the role that the teachers who taught me when I was below ten years played. They instilled in me a desire to learn and help others learn, which I believe has made me who I am. I have always wanted to understand how the mind of a child works and I believe that spending time with children would be one of the best ways to do so. Additionally, I understand children tend to accumulate a lot of information. It is thus the most appropriate time to impart good learning skills since this would help shape the future of such children. I believe that the childhood stage is very important and it is at this stage that good learning strategies should be cultivated. I tend to be excited by watching children learn and I believe I would be more contented to participate in their learning proces s. I have always valued the role of an educator and often found myself coaching my younger siblings. As I coached them, I recognized how easy it is to instill a positive or a negative attitude towards education on a child at this stage. I often came up with different strategies to make learning easy and fun, which made my siblings develop excellent attitude towards education. I believe that is what early childhood teachers should have, the desire to teach the young children to learn and love doing so. It is so thrilling to watch a child learn a new concept each day and

Innovative ways of recruiting and retaining tenants Research Proposal

Innovative ways of recruiting and retaining tenants - Research Proposal Example Those tenants who are involved in being concerned on a character basis are more expected to have a high-quality association with their landowner, and be pleased with their landowner have preceding knowledge of tenant participation. Landlords and landlord agent over the years have relied on traditional incentives such as rent-free periods, fitting out and premiums to recruit and retain tenants. However, during economic downturns and when there is over supply, in other to protect cash flows , landlords and their agents need to see beyond these traditional incentives   and adopt new practices of recruiting and retaining the very best of tenants. This research study seeks to investigate the innovative ways of recruiting and retaining tenants. The results of this document analysis will be used to enhance the offices being accessible to the tenants. The study findings may also be used by tenant union to support for the rights of tenants. Land lords will use the findings to advance the standards of the offices they offer to tenants. Policy makers will apply the findings of this research to improve the working conditions of the workers. Renting business-related premises is a transnational with a natural propensity for long-term consumer relationships. This notion has a lot to do with the statement that the expenses and risks of rearrangement are always important and thus businesses desire to continue in solitary place for as extensive as they can seen in Rasila and Nenonen, 2007 as cited in((Rianne, 2006) ). This makes the locale perfect for studying a very long consumer relationship. Five tenant-landlord relationships have been analyzed by to understand customer relationship characteristic in an observed setting. These levels are; Caring, Law and codes, Rules, Independence and Opportunism (Rianne, 2006). The top five significant sub factors identified by

Events Management Law Essay Example | Topics and Well Written Essays - 3000 words

Events Management Law - Essay Example ........................10 Reference.............................................,11 Executive Summary The Cliffhanger Festival is an annual event that includes games and other outdoor events. The primary organiser of the event, Heason Events has some legal obligations that must be attained for a successful event to be organised. The main legal requirements are health and safety matters and licensing. The legal requirement for health and safety is rooted in the concept of negligence and the duty of care for the organisation of public events like this festival. This duty of care is supported by common law and civil law in the UK as well as European Union Laws. It puts the organisers in a position where they need to identify their duty to the participants in terms of health and safety and also put in place measures to ensure that this is honoured. The licenses required are spelt out in the Licensing Act of 2003. The necessary licenses required by Heason Events include licences to use p remises, to sell alcohol, copyright permissions for music as well as trademark permission. It is recommended that Heason Events puts in place a good risk management team that will analyse the health and safety risks involved at each stage of the event. They should set up a first aid centre and insure those that cannot be handled. Participants should be given conspicuous notices on health and safety tips. The team should monitor risks regularly. Also, Heason must put in place practical steps to ensure that all partners and exhibitors have complied with all necessary licensing requirements. This should be monitored before and during the event to prevent abuses. Introduction This paper examines the legal matters relevant to the organisation of Cliffhanger 2011, the UK’s largest outdoor event that is expected to draw about 20,000 visitors to Sheffield this year (Cliffhanger Official Website). It is aimed at inspiring and encouraging people to exercise and indulge in outdoor event s that will promote socialisation and entertainment. There are several legal issues that the organisers of the event need to be aware of and make necessary action to ensure that they are controlled to ensure that the event goes on and ends without issues and problems to the organisers. Key amongst these issues is the issue of health and safety as well as licensing. This paper critically examines the legal basis of these two main issues. This is followed by an evaluation of how these issues affect the organisation of Cliffhanger 2011. The paper concludes with recommendations on how the organisers of Cliffhanger 2011 can control these issues and ensure that they do not mar the event. Event Context The Cliffhanger festival is a major outdoor event that aims at attracting people from all over the world to come and join in the fun of its outdoor games and exhibitions. Cliffhanger is an annual event that is rotated across the UK and this year, it is being held in Sheffield between July 2n d and 4th. The festival is organised by Heason Events, Sheffield City Council and Events Sheffield. Heason events is the primary event organiser. The partners include BKSA, British Military, International Federation of Sporting Councils (IFSC), Jury’s Inn, Millhouse Works, Real Radio and SYO. Sponsors include Decathlon, Climbin Works, Yorkshire Hotels and Hammer design. Music and camping services are rendered in partnership with Alpkit UK. The festival will be opened to members of the public and it primarily targets families. It will involve a series of outdoor events

Engineering Environmental Sustainability- Take Home FINAL EXAM Assignment

Engineering Environmental Sustainability- Take Home FINAL EXAM - Assignment Example been subjected to uniform surcharge of 50kPa applied on the surface of soil deposit, which was later removed causing both the sand and clay layers in the current states to be over consolidated. For a 15-m- long, 500-mm drilled shaft and a geometrically identical closed-end steel pipe pile, calculate (a) the shaft capacity due to the clay layer ( divide the clay into ten sub layers of equal thickness in your calculations), (b) The shaft capacity due to the sand layer, (c) the total shaft capacity, (d) the ultimate base capacity, (e)the ultimate load capacity of the pile, (f) the allowable load based on a suitable factor of safety (without consideration of the strength of the pile cross-section), and (g) the allowable load if the compressive strength of the concrete is 15 MPa. Let us first divide the clay layer into 10 sub layers. The current vertical effective stress at each layer and past maximum vertical effective stress for each sub layer can be calculated from given data. The allowable axial load for the drilled shaft from geotechnical consideration is less than the allowable structural load, so, integrity of the cross section is not a concern. Therefore, the final allowable load of drilled shaft is obtained as We can now calculate the fundamental soil properties (undrained shear strength for clay and relative density for the sand layers.) Let us first calculate undrained shear strength of the clay layers. Following