Has zero-based budgeting gone out of fashion Dissertation

Has zero-based budgeting gone out of fashion - Dissertation Example Aside from allowing the organisational leaders to come up with a detailed information presented in each of the proposed budget plan, the use of zero-based budgeting is effective in terms of reducing bureaucratic ambiguity, inefficiencies, or duplication in budgeting. Likewise, the use of this method promotes communication among the budget decision makers. The use of zero-based budgeting method in the UK industries has lost its fame for the reasons that the use of this method is time-consuming, triggers the development of resistance-to-change, and is very costly. Even though zero-based budgeting is no longer applicable when managing the short-term budget in companies throughout the United Kingdom, the method of zero-based budgeting can still be used when making more important long-term busines investment. Table of Contents Executive Summary †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 2 Table of Contents †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 3 I. ... 9 II. Literature Review †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 11 a. Brief Overview with Regards to What Zero-Based Budgeting Is †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 11 b. Stories behind the Success and Failure of Zero-Based Budgeting †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 14 c. Advantages and Disadvantages of Using the Zero-Based Budgeting †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 17 c.1 Advantages of Zero-Based Budgeting †¦.. 17 c.2 Disadvantages of Zero-Based Budgeting . 22 d. Comparison between the Advantages and Disadvantages of Zero-Based Budgeting and Activity-Based Budgeting †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 24 III. Research Methodology †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã ¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 30 a. Primary Research Method †¦Ã¢â‚¬ ¦..†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 30 b. Research Survey Questionnaire Design †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 33 c. Target Population, Sample Size, and Research Venue †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 34 d. Research Evaluation Method †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 35 e. Ethical Considerations when Conducting a Primary and Secondary Research Study †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 36 IV. Research Findings and Analysis †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 38 V. Conclusion and Future Study Recommendations †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 50 Appendix I – Quantitative and Qualitative Research Survey Questionnaire ............................................... 52 Appendix II – Quantitative Research Survey Results .................... 53 Appendix III – Summary o f Demographic Data Results †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 54 Appendix IV – Qualitative Research Survey Results ..................... 55 References †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 57 - 61 Chapter I – Introduction Zero-based budgeting has been one of the most researched and talked about

Describe how you would teach rounding with mixed decimals to the Essay

Describe how you would teach rounding with mixed decimals to the nearest tenth - Essay Example I will require briefly revisiting rounding up of whole numbers and placing values. Teaching how to round up decimals will be easy if the students are well conversant with the two concepts. Students should know what they are to do and where they are required to apply the round up by first knowing about the place value of tenths. First, rounding up is done right off the decimal point. After that, students should know that the number that is to be rounded is the one that is to the left of the decimal points. It is of importance to take the students through various place values that come after the decimal point such as tenth, hundredth, thousandth and so forth. Rounding decimal numbers take a similar route to that of whole numbers (Wingard, 2005). Round up 3.174 to the nearest tenth. The student is required to identify the number whose place value is tenths. The number is 1. The next step is to look at the number right after 1 which is in the place value of hundredths (Wingard, 2005). The number is 5. If the digit at the hundredth place value is below five, then the value of the tenth to not change. If the digit at the hundredth place value is five or above five, one is added to the number at the tenth place value. In our case, five is in the hundredth place value hence we add one to 1. Therefore, we will have 3.2 as our answer. I will further provide my students with worksheets that have the concept well illustrated for references. In addition, I will give two sums on the same topic that will be solved in five minutes, and I will go round checking to ensure that none of my students is left behind. When students are learning the concept of rounding mixed decimals to the nearest tenth, they often develop some errors. Such include rounding a whole number instead of the number after the decimal point (Wingard, 2005). In addition, some students

Discuss Unreliability In Shutter Island

Discuss Unreliability In Shutter Island Films more often than enough can demonstrate signs of unreliability and the majority of the time it is the narrator who is the cause of the films dubiousness. The dictionary definition of an unreliable narrator asserts that they demonstrate qualities and tendencies that denote an absence of reliability or perception of the narrative. Whether due to age, mental disability or personal involvement, an unreliable narrator provides the reader with either incomplete or inaccurate information as a result of these conditions.  [1]  As Wayne Booth once stated: I have called a narrator reliable when he speaks for or acts in accordance with the norms of the work, (which is to say, the implied authors norms) unreliable when he does not  [2]  . We are consumers of narratives which has given us the ability to identify unreliable stories. However as theoreticians, we are less well able to say what constitutes unreliability and how it is detected.  [3]  Shutter Island is a film adapted, from a novel, by Martin Scorsese; the film is within the film noir genre, with an unreliable narrator that, as result, plays with your mind and makes the film appear to be very ambiguous. Shutter Island is clearly shown through the perspective of a fallacious narrator. A narrators job is to reveal what is real in the narrative and, comparable to tellers in reality, the narrator may have it incorrect or would rather disclose what they deem to be true. On this model we perceive narrative unreliability when we perceive a disparity between the intentions of the implied author concerning what is true in the story and the intentions of the narrator concerning what she would have the reader believe.  [4]  Shutter Islands narrative follows this idea as throughout the film, the central characters perspective gradually becomes more and more inconsistent. The narrator successfully distorts the lines between fantasy and reality which as a result makes the audience struggle to distinguish between the two. It is not until half way through the film where we are initially required to consider the option that the protagonist himself is the one who is in fact mad. It is, to a certain extent, evident from the beginning that something is not right or clear. Scorse se suggests that the narrator is unreliable without explicitly revealing where the perspective diverges from an objective view of events  [5]  ; thus, we can, on no occasion, really believe what we are being shown. In many films it is possible to distinguish between dream sequences, flashbacks and concrete reality.  [6]  Shutter Island has all of these components however it is hard to distinguish which section is which. The unreliability of the narrator in Shutter Island is hard to decipher as the narrator does not really give us a motive to suspect Teddy. The uncertain characteristics of the island and of the establishment are reinforced with the blustery weather, but also visually with repeated long shots. These shots emphasize the remoteness and eeriness of the area as well as the uncanny diegetic and non-diegetic choice of symphony music. Furthermore, figures like Dr Cawlez (Ben Kingsley), Dr Naehring (Max von Sydow) or the warden (Ted Levine), not to mention the patients themselves, make it even easier to align oneself with Teddys judgment that what is happening on Shutter Island is uncanny.  [7]  It is as the film develops that Teddys illusions turn out to be more powerful and make his reliability dither. For example, during his discussions with Noyce in the prison, Dolores interferes as a hallucination and enhances the unsettling of Teddy. Whats more, Richard Dyer and Douglas Pye are two theorists who indicate with respect to film noir the way in which dream, flashback and voice-over structure cast into doubt the status-as-truth of the eventers presented  [8]  . In Shutter Island, Teddy repeatedly has memories and recollections of Dachau, which he recounts to Dr Naehring. These flashbacks however also blend with his dreams and as result become more detached from the proceedings happening in real life. This is an exemplar for the cooperation amongst the narrators partiality, recollection and trustworthiness, which we reexamine after the recognition of Teddys psychological condition. This unreliability persists all throughout the film and even at the end we are still unclear as to what is real. Furthermore, Shutter Island is made within the film noir genre. A key characteristic in film noir is that there will permanently be some form of a mystery. Shutter Island would be considered a neo-noir film due to the fact that it does relate or draw upon the notion, the image and the putative conventions of film noir, and, directly or indirectly, on some of the film featuring centrally within most version of the basic noir canon.  [9]  It has been affirmed that an element of the film noir genre is that the characters the story is centered on are mentally and emotionally vulnerable  [10]  and occasionally they are, or envision themselves, to be physically helpless too. Leonardo Di Caprio is the protagonist in Shutter Island; he has been through a distressing incident where his wife and children have died. He is plagued by images of his dead family and haunted by the fact he was unable to stop it; as a result, he is on a mission to find and murder his wifes murder. However, he is hampered by himself through his mental condition of suppression and deterioration which is the primary narrative impediment for the audience. A quote by Leonardo from the film Memento that sums this idea up: Memories can be distorted. Theyre just an interpretation, theyre not a record, and theyre irrelevant if you have the facts.  [11]   As a final point, when watching a film, we need to be conscious that nonentity may appear as it seems and that even the camera may be lying to us. Seymour Chatman once asserted that visuals are no more sacrosanct than words and that the camera can even conspire with an unreliable narrator  [12]  . In the genre film noir, this method of narrative disruption is very common, for example in the movie The Lady from Shanghai (Orson Welles), the cameras focal point is on the main character who is correspondingly the unreliable narrator, which is confessed by mistake in the introductory narrative. In Shutter Island red herrings can be discovered, however they are quite simply disregarded, which operates to subvert the narrative. Shutter Island supports this idea of not being able to trust the camera: one example is seen when Teddy fires his gun at Cawley where his blood is dashed all over the white board. However, shortly after the image we are presented with a shot that makes it appear as if nothing has occurred, that the gun is fake and the Cawley is still positioned in the same place and very much alive. It is clear in this sequence that the narrative discourse here is built for shock effect  [13]  ; however it also clearly demonstrates to the audience that Teddy and the camera are scheming with each other and that the camera is in actual fact Teddys coconspirator. In conclusion, it can be debated that Shutter Islands story occurs on six distinct planes which are the actual reality, the narrated reality, the perceived reality, the flashbacks, the dreams and finally the hallucinations  [14]  . It is difficult to differentiate each one throughout the film due to the fact that they all blend together which is what makes it confusing and difficult for the audience to extricate reality and the truth from the rest. As a result, the audience, between the unreliable narrator and the unreliable camera work, are left with unclear knowledge of what is really happening. Shutter Island strongly follows the film noir genre characteristics by leaving the revelation of what is real until the end, however, Shutter Island is slightly different to many common film noir films due to the fact that even the ending is slightly unclear, while it is generally supposed that the film will end with Teddys lobotomy as he is taken away by the orderlies in the final imag e of the film  [15]  . Due to the fact that even the ending is ambiguous, it is clear that Shutter Island has a very unreliable narrator which makes it difficult for the viewer to distinguish reality from the rest.

Make A Difference Essay -- Teaching Education Teachers Essays

Make A Difference I have always wanted to be an elementary school teacher ever since I was young. My grandmother was a third grade teacher, and after every school year she would give me her old books that she no longer used. I was so excited when she gave them to me. As soon as she handed them to me I would make my younger brother play school with me. From the first day she gave me her old school books, there was no doubt in my mind that I would become a teacher of education. Education is defined as the lifelong process of acquiring knowledge, skills, and values through either formal or informal means. I believe that the purpose of education is to allow students to discover who they are through exploring what the future holds for them. Formal means of education should provide students with skills that will facilitate living and working in a dynamic world. In my opinion, a variety of instructional options are necessary for teachers and students to be successful. There are many different approaches available in doing so, a few of them include: the behaviorism, essentialism, and progressivism philosophies. Agreeing with the behaviorist point of view, I see myself using positive reinforcement with my students, when a task or behavior is achieved. Rewarding students can make a big difference in the student’s attitudes, even if it is just a little reward like a smiley face drawn on their paper or even a sticker. By doing these little things it will help encourage students to continue the good work and to carry on in this manner. Behaviorism also deals with the big role that the environment plays in a student’s academic learning. Throughout my junior high and high school years, I had the meanes... ...ly teaching students from different backgrounds, races, and interests. Nonetheless I have great confidence in myself, and the teachers here at Concord College, which will help me to achieve all of my goals and wishes to become an excellent teacher. Entering my adulthood, after graduation, I would like to pursue a teaching position in a public school teaching any grade from kindergarten up to third grade. My academic goal is to further my education and receive my master’s degree in elementary education as soon as possible. I plan to move out of this area after receiving my degree to the south. Teaching is a dream that I have had all my life, motivated by family and teachers that I had in the past. Choosing the path of becoming a teacher will allow me to experience one of life’s greatest joys – making a difference in children’s lives!

Review on mary poppins which is now played in prince edward

The focal point of this paper is to present a 500 word review of ‘Mary Poppins’ which is at this point running its shows at the Prince Edward Theatre in London. This recent version of the show started only recently only a year ago and already is in a march of captivating audience with a favourable box office result. The show is based on the script by Julian Fellowes and is a musical well directed by Richard Eyre. The original music was composed by Richard M. Sherman and the lyrics were written by Robert B. Sherman. In the latest version new songs have been added with additional music scores by George Stiles. The additional songs are written by Anthony Drewe. Being a musical this show is composed of many dance sequences that are nicely choreographed by Mathew Bourne, who is also the co-director of the play and is well supported by co-choreographer Stephen Mear. The designing is ably done by Bob Crowley. The lighting part is skilfully handled by Howard Harrison whereas the sound has been looked over by Andrew Bruce. (Brochure-Mary Poppins; 2006) This remake of the 1934 play, based on the stories written by PL Travers on the   Walt Disney film, is performed is beautifully and extremely professionally executed by the protagonist Lisa O’Hare and set in the ambiance of a lavish background to the point of dazzling the audience with spectacles. Speaking of background and set it is only obvious to refer about the doll’s house which could be enumerated as truly exceptional and memorable part of the show the supported well with the strong script that is enjoyable for a full family amusement. One very important aspect of the play is the execution of music backed by admirable choreography that could be termed as being at par with the lasting memories of Disney’s act. Songs like Chim Chim Cher-ee and Supercalifragilsticexpialidocious are basically evergreen in nature and are performed with much justice in this version of the play with dances that are enough to bring out the child within each of us. There are few moments that are particularly could be termed as breathtaking experience. One such scene is the act when Mary Poppins flies over the audience and almost gave the audience a feel of a magic land. Another such noted scene that is almost a show stopping act is the part when Bert is seen walking in an upside down manner and that too above the parameters of the stage with his usual sequences of dance numbers. However it should also be mentioned that the shoe presents a night of technically perfect vibe but not so much of emotional pleasure. Somehow or the other this play, so lavish and spectacular in nature and utterly professional in execution, lacked that extra bit of touch that makes a simple story outstanding and simple operation exceptional. This play has everything possible on stage but lacked that extra feel to make it a magical experience. Apart from this part the show could be termed as a must see event. Reference: Brochure-Mary Poppins; 2006

The German Blitz

Where and when did the Blitz start? At 4:56pm on 7 September 1940, the air raid sirens wailed as the luftwaffe (the German Air Force), launched a massive attack on London. Around 350 bombers flew across the English Channel from France and dropped 300 tonnes of bombs on the docks and streets of London. Other places that were affected? Other important military and industrial centres, such as Aberdeen, Belfast, Birmingham, Cardiff, Exeter, Glasgow, Sheffield, Swansea, Liverpool, Manchester, Portsmouth, Plymouth, Nottingham, Brighton, Eastbourne, Sunderland, and Southhampton, suffered heavy air raids and high numbers of casualties. Bootle and Hull were the most badly damaged cities city after London. Birmingham and Coventry were targeted because of the Spitfire and tank factories based in Birmingham and the many munitions factories in Coventry. Who did it affect and where did they go? Around 827,000 Schoolchildren and their teachers were evacuated, 524,000 Mothers with children under five and some pregnant women and disabled people. They were evacuated by trains and via the road to smaller towns in the countryside. Some children went to stay with relatives but most were sent to live with complete strangers. Where did people go during the air raids? As the night raids became so frequent, many people who were tired of repeatedly interrupting their sleep to go back and forth to the shelters, virtually took up residence in a shelter. There was different types of air raid shelters, there was the anderson shelter which were small corrugated iron shelters half buried in the ground with earth heaped on top to protect them from bomb blasts. Another type of shelter was the morrison shelter, it was made specifically for people without gardens, it was made from heavy steel and could also be used as a table, people sheltered underneath it during a raid. On September 21, 1940 the London Underground started to be used as an air raid shelter. On the busiest night in 1940, 177,000 people slept on platforms. In other parts of Britain caves where used to shelter in. When did the blitz stop? The Blitz ended in mid-may 1941 due to German Planes being sent to the east of Europe to prepare for the invasion of Russia.

The Best AP Biology Books 2019 Full Expert Reviews

The Best AP Biology Books 2019 Full Expert Reviews SAT / ACT Prep Online Guides and Tips It’s extremely important to have reliable books for learning and studying the material covered in AP classes. This is particularly true for AP Biology considering the complexity and breadth of the course's content. The format of the AP Biology exam was modified significantly in 2013, and there are some books that have kept up with the changes better than others. In this article, I’ll tell you which books are your best bet for acing AP Biology and which ones you should use only at your own risk! What’s in This Guide? This is my take on the best books to help you do well in AP Biology (the class and the exam!). In the first two sections, I’ve included the best textbook as well as a few high-quality review books. In the third section, I’ve included a couple of review books from popular prep companies that I rate a bit lower. I wanted to give you more specific details about the issues with these books so that you can supplement them appropriately if you have already bought them (or choose to buy them because you’re used to the format). My assessments of these AP Biology books are derived from Amazon reviews by students and educators as well as my personal impressions after perusing them. I’ll provide pros and cons for each book along with an overall summary of what it offers and whether I recommend it. I've also rated each book on a scale of 1-10, with 10 being the highest score. The Best AP Biology Textbook Campbell Biology 11th Edition Price: $146 new Pros Good, easy-to-follow organizational structure. Great examples that will help you understand biological concepts. Helpful illustrations and diagrams throughout. Clear writing style. It’s used in real college classes, not just AP classes, so it could even be useful to you in the future! Cons Students sometimes complain that this book is overly dense and wordy. It’s pricey! But you can choose to buy a used version for about $50 cheaper. Summary This text is one of the most universally accepted college-level biology books. It’s written at a high-level, but, according to student feedback, it appears that most people have found it relatively easy to understand and generous in its use of diagrams and examples. I would recommend this book as a reliable AP Biology textbook if you’re self-studying or are having a lot of trouble understanding your in-class textbook. Rating: 9/10 The Best AP Biology Review Books This is a list of the review books that I think will be most helpful to students studying for the AP Biology exam. The highest-rated books include comprehensive coverage of the course material, excellent practice questions, and helpful test-taking and study planning tips for students. Preparing for the Biology AP Exam (School Edition) Price: $17 new Pros Includes high-quality free response and multiple choice questions at the end of each chapter that align well with the content of the updated AP Biology exam. Effectively highlights the most important things you need to know about each topic area. Encourages readers to make connections between topics, which is critical on the new version of the exam. Cons I haven’t seen any complaints about this book! Summary Even though this review book technically goes with a specific textbook, you can use it on its own just as easily. From all that I’ve read, this book is a solid, well-organized representation of the content and format of the current exam. Rating: 9/10 Sterling AP Biology Practice Questions: High Yield AP Biology Questions Price: $22 new Pros Includes over 1,500 high-quality practice questions that are diverse and not repetitive. The material and difficulty level aligns well with the new format of the exam (lots of molecular and cell biology questions). There are detailed answer explanations for all questions that will teach you important concepts for the exam. The book is accompanied by online resources that will give you more practice testing opportunities. Questions are divided by subject area so that if you are having trouble with a particular portion of the curriculum you can focus on that material specifically. Cons It’s a less guided studying experience than some other books- you have to be able to plan your time responsibly to get the most out of the questions and explanations. This book is pretty much just questions; it doesn’t provide an overview of the content in textbook-like form. It's not so great for students who are self-studying because you’ll want to have some background knowledge before diving into practice questions (although the answer explanations will help you). Summary If you’re in an AP Biology class and already have access to a textbook, I would definitely recommend this book as a study aid for the exam. You might buy this book along with another book on this list that has more information about test-taking strategies and overall exam format. If you use this book as a resource for practice questions, you can use another book to get a concise overview of the material on the exam to supplement your studying. This is not a stand-alone AP Biology book, but it is an awesome tool to have in your arsenal. Rating: 9/10 CliffsNotes AP Biology 5th Edition Price: $17 print, $10 digital Pros Includes sections with information on the format of the exam, test-taking strategies, and how to answer different types of questions. There are two full practice exams with answers and explanations. Includes a detailed overview of all the labs and major content areas (with review sections) at the end of each chapter to help you to retain the background information you need for the exam. The actual content is well-aligned with the new AP Biology exam (although practice materials could be better). Cons It’s relatively dense, and the amount of text might be overwhelming to some students. Many reviewers commented that the book was informative but didn’t necessarily prepare them well for the new format of the AP Biology test. Summary This book is helpful if you’re looking to clarify some of the concepts you'll learn in your AP Biology class and see a more concise summary of the information. I wouldn’t recommend relying on it completely as your only source of review material because many students felt that it didn’t give them all the tools they needed to do well on the new, less memorization-heavy AP Biology exam. If you get this book, you should also do lots of supplemental practice questions that are more aligned with the way the new exam is formatted. It’s a good baseline resource for content, though! Rating: 8/10 Barron’s AP Biology 6th Edition Price: $13 new Pros Covers all the basic information you’ll need for the exam. Practice questions will help you to memorize key facts and concepts. Diagrams are plentiful and easy to understand. The overall layout is pleasing to the eye and may be easier to read than other less well-designed review books. Cons Students complain that there is too much superfluous content and that the book is sparse on important test-taking tips. Content has not been fully updated to reflect recent changes to the AP Biology exam. Practice questions are mostly fact and memorization based and don’t fully prepare you for the analytical format of the current AP Biology test. There seems to be a consensus that the free response questions in this book are particularly bad and are not at all comparable to free response questions on the new exam. Summary This is a mediocre review book overall. You can probably use it to review the content you need to know for the test or to help you understand concepts in your AP class, but I wouldn’t recommend relying solely on the practice test materials and testing strategies in this book. Barron’s is usually pretty dependable, but it seems like this book may be a bit tedious and out of date. Rating: 6/10 Review Books to Avoid or Use Only as Supplements This section is for books that aren’t the greatest, but you might already have them or plan on buying them because you’re most familiar with their corresponding prep companies. These books can still be somewhat useful, but I would advise that you supplement them with other review books that I’ve rated higher in the previous section. I’ll go through the pros and cons of each of them so you can get a better idea of where and why they fall short. 5 Steps to a 5 AP Biology 2018 Price: $9 new Pros Guides you through the creation of a study plan that fits your needs. Covers the four â€Å"Big Ideas† in the AP curriculum and has plenty of information about the facts you’ll need to know for the test. Cons Content review is pretty dense and difficult to get through. Practice questions are very memorization-based, so they won’t prepare you very well for the new format of the AP exam. Summary This book does a good job of outlining a study plan for the test, so it might help you in structuring your prep time. Its coverage of AP Biology concepts is thorough, but it's not the easiest to study. If you get this book, you should use other sources for additional practice questions to ensure you're getting the most out of your studying (the Sterling book in the first section could be a good place to start). Rating: 5/10 Cracking the AP Biology Exam 2018 Edition (Princeton Review) Price: $17 print Pros Starts with a high-level overview of how to plan out your studying and how to use the book effectively, so it’s easy to follow. The book walks you through the process of designing a study plan for your individual needs. Extensive section on test-taking tips, including mnemonic devices that will come in handy during the exam. Text in the content review section is broken up so that it’s easy to read and not too overwhelming- diagrams are plentiful. Key terms and practice questions are provided at the end of each content chapter. Cons Information isn’t as in-depth as it should be. Main complaints were that this book is too shallow and simple for a really good review of the AP Biology curriculum. Practice questions may be less difficult compared to the real test. Not fully updated to reflect the types of questions you’ll see on the current AP Biology exam (lots of memorization-based practice questions). Summary I tend to like Princeton Review books because they’re very student-friendly and not as dry as some other review books. However, it seems like this book has some of the same issues as other review books on this list in its attempts to adapt to the new format of the AP exam. I think the main positive aspect of this book is that it gives you a strong foundation for planning out your studying and approach to the test. I’d recommend supplementing this book’s content and practice questions with another more comprehensive review book on this list. Rating: 5/10 Kaplan AP Biology 2018-2019 Price: $15 print, $16 digital Pros The book is structured around the four â€Å"Big Ideas† that are a feature of the new exam format, so its content is pretty well-aligned with the current state of AP Biology. Very detailed review of concepts with helpful diagrams. Cons Some students might not like the fact that the review questions are divided by the four â€Å"Big Ideas† in AP Biology and not by smaller chapter sections- this makes it more difficult to use the book as a focused review tool. The book is a bit long-winded, so it’s not as easy to quickly go over concepts. This book tries too hard to relate to students and writes some test-taking tips in an oblique way (i.e. one of the tips for free response questions is "Writing Smart Stuff Gets You Points"; it's simplified to the point where it doesn't even mean anything without reading the rest of the wordy explanation). Practice questions are not fully aligned with the new, more analytical exam format. Summary This book is ok as far as content goes, but it’s not that easy to use as a review tool overall. It won't help you much with the actual ins and outs of the AP test. You should supplement it with another book that gives you access to better practice questions and more concise content summaries. Rating: 4/10 Which AP Biology Book(s) Should You Get? Which Should You Avoid? I don't think there are any review books that are horrible enough for you to avoid at all costs, but there are quite a few that won't do much for you by themselves. The point of a review book is to prepare you for the AP Biology test specifically. Accurate and comprehensive biology content isn't enough. It's more important to have access to practice questions that are a faithful reflection of what will be on the test. You don't want to be in a position where you know a lot about biology but are unable to apply the facts you know to scenarios you haven't seen before when you take the test. When choosing from this list of books, you should consider your individual needs as well as the nature of the test. If you think you'll need more guidance in structuring your test prep, you might buy one of the books that gives more instruction on how to devise a study plan (even if it's in the lower-rated section, like 5 Steps to a 5). You could supplement that review book with another book from the higher-rated section that has great practice questions. Make sure your review books and textbooks cover all the important bases. This means that they should give you the tools you need to create a study plan, learn biology content, and do relevant practice questions. Reference real versions of the post-2012 AP Biology test to compare questions on the test with the practice questions you've been doing and confirm that you're on the right track! What's Next? Itching to get started with AP Bio prep right away? We cover cell theory, enzymes, cell structures (endoplasmic reticulum and cell membrane), homologous and analogous structures, and the photosynthesis equation with subject-specific guides. Are you taking AP US History in addition to AP Biology? Read our guide for more information on the best AP US History textbooks. If you're like most high-achieving students, you're probably wondering how many AP classes you really need to take to get accepted to an elite college. Check out this article to learn how many AP classes you should take based on your goals. Are you still investigating different options for earning college credit while still in high school? Learn more about the pros and cons of AP classes versus community college classes and which option might fit better with your needs. Thinking about being pre-med in college? Learn more about being pre-med and helpful books to read as a pre-med student. Want to improve your SAT score by 160 points or your ACT score by 4 points? We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Free Essays on Marilyn Manson

Marilyn Manson Marilyn Manson: Pushing the 1st Amendment Marilyn Manson is a name that has been a thorn in the side of society as a moral and ethical issue for the parents and kids of the generation â€Å"X†. He is one of the most controversial artists in the world today, one who chooses to express himself in a way that provokes in the most extreme methods possible. His methods are bizarre and shunned by most of society, as it cannot fathom what he is trying to accomplish. However, further research into his life and beliefs will explain that he is sending a very strong message to the world. A message that is firmly protect by the First Amendment in the American Constitution. This freedom has unleashed a number of technical issues, as well as indirect damage done by the people who would interpret his message incorrectly. The First Amendment guarantees freedom of speech, freedom of the press, and freedom of association (assembly). It also protects the rights of citizens to worship as they plea se and the right not to be forced to support someone else’s religion. The First Amendment also provides for the right to assemble and to demand a change in government policies. (Bill of Rights, Encarta 1999 CDROM). Manson uses this freedom fully, getting his message across by any means possible, mainly to the younger generation. These younger generations are more accepting of his attitude and beliefs, partly due to the fact that teens are more susceptible to mass persuasion and are easily confused. This has helped Manson conjure up a large loyal following of disgruntled teens that are called â€Å"Mansonites.† How Manson gets his message across has been the center of controversy revolving around the US ever since Manson’s rise to stardom. His moral, ethical and religious actions have been questioned repeatedly. His ethics may be a representation of how disorientated American society has become in the late 1990s. Alternatively, Manson may simply... Free Essays on Marilyn Manson Free Essays on Marilyn Manson Marilyn Manson Marilyn Manson: Pushing the 1st Amendment Marilyn Manson is a name that has been a thorn in the side of society as a moral and ethical issue for the parents and kids of the generation â€Å"X†. He is one of the most controversial artists in the world today, one who chooses to express himself in a way that provokes in the most extreme methods possible. His methods are bizarre and shunned by most of society, as it cannot fathom what he is trying to accomplish. However, further research into his life and beliefs will explain that he is sending a very strong message to the world. A message that is firmly protect by the First Amendment in the American Constitution. This freedom has unleashed a number of technical issues, as well as indirect damage done by the people who would interpret his message incorrectly. The First Amendment guarantees freedom of speech, freedom of the press, and freedom of association (assembly). It also protects the rights of citizens to worship as they plea se and the right not to be forced to support someone else’s religion. The First Amendment also provides for the right to assemble and to demand a change in government policies. (Bill of Rights, Encarta 1999 CDROM). Manson uses this freedom fully, getting his message across by any means possible, mainly to the younger generation. These younger generations are more accepting of his attitude and beliefs, partly due to the fact that teens are more susceptible to mass persuasion and are easily confused. This has helped Manson conjure up a large loyal following of disgruntled teens that are called â€Å"Mansonites.† How Manson gets his message across has been the center of controversy revolving around the US ever since Manson’s rise to stardom. His moral, ethical and religious actions have been questioned repeatedly. His ethics may be a representation of how disorientated American society has become in the late 1990s. Alternatively, Manson may simply...

Case Study of Uber

CASE STUDY ON DEMAND ANALYSIS OF UBER CABS How Uber works ? The process is simple from the consumer’s point of view: You request a car by texting your address or by using Uber’s iPhone or Android app. Because Uber sends the nearest driver to your location to pick you up, your ride arrives within 5 to 10 minutes. Then you just hop into your car and get out at your destination, with no need of fumbling with money because Uber automatically charges your credit card. (You punch in your credit card information into the app before requesting a car. The Algo: †¢ From the computer scientist’s point of view, the process is a noble attempt at solving the complicated traveling-salesman problem, in which you’re trying to determine the shortest path visiting each location only once. â€Å"Each car has its own traveling-salesman problem,† Kalanick told Wired. †¢ Uber has created algorithms that try to connect car-hailers with the nearest car. And it tweaks this algorithm every day, when they analyze car demand and routes. Ensuring that everything works smoothly are a bunch of operation managers looking at a â€Å"God View† (pictured above) that shows where each Uber car is. Demand: The way the company ensures there are enough cabs for demand is also complicated: They analyze weather forecasts, knowing that there will be more demand for rides when it rains, and also take sporting and other events into consideration, and increase fares depending on how high that demand is. So more cabs will be on the road when demand is high because the drivers will be getting paid more. And from the other perspective, only people who are willing to pay the higher price will be riding, which also moderates demand. ) Microsoft on Demand Analysis: http://blogs. discovermagazine. com/discoblog/2010/11/05/the-secret-knowledge-of-taxi-drivers-could-be-added-to-online-maps/ MERU CABS:: Driver Audit of Meru Cabs: This academy is for the chauffeurs. The professionals at the academy focus on personal key attribute of them . The academy runs a few comprehensive programs on personal grooming and hygiene and social hehaviour. To start with, the subscriber is given a one-week extensive training program on customer handling, safe driving skills, company processes, city road knowledge and operation of the vehicle hardware including the electronic meter and the devices in the vehicle. A refresher course is also conducted every quarter to ensure that the subscribers remain courteous to passengers and provide the best quality of service possible. How big is the fleet at present? What are the expansions plans, given the increasing demand? Currently we have 5000 cabs across four cities. ,800 in Mumbai, 800 in Hyderabad, 1,200 in Delhi, and 1,200 drivers in Bangalore. We plan on adding an additional 500 drivers in each city by March 2011. Meru cabs ply in Mumbai, Delhi, Bangalore and Hyderabad. We are evaluating the cities of Chennai, Pune and Kolkata. What are the various technology best practices adopted by the company? We have installed various automated systems like a digital tamper proof meter on board, high- end GPS and GPRS to ensure real-time cab location and dispatch, a mobile data terminal (MDT). Currently, consumers also have the option to pay for their fare by a credit/debit card. Further, an automated speed control alarm in the cab warns the chauffeur if he crosses the speed limit. We get around 2. 5-3 lakh calls per week across the four cities that we operate in. The call center uses advanced interactive voice response (IVR) system. Also to increase productivity and improve service levels we have implemented ERP System from Oracle, Siebel. Our data center hosts a set of communication servers, application servers, and database servers which are connected with each taxi through GPRS. We are the only Indian company which has built such a world-class IT infrastructure. Does Meru have a segmented category of corporate and individual customers? What would be the figures like? Meru has incorporated additional facilities like a card payment option that has been launched in Bangalore, Delhi and Hyderabad, and will soon be launched in Mumbai. More than 1 million passengers travel per month across four cities. Meru Cabs are used for business travel, entertainment occasions, airport and railway drops. Today there is an increasing usage for shopping trips and sometimes even school trips due to parking issues.

Population Coursework Example | Topics and Well Written Essays - 250 words

Population - Coursework Example Family planning programs have been increased in the 80’s with the help of the state governments. The Indian government focused more on rural areas to control the population through primary health centers. Family planning programs such as All-India Hospitals Post-partum Program at district- and sub district-level hospitals, reorganization of primary health care facilities in urban slum areas, reservation of hospital beds for tubal ligature operations, re-modeling of intrauterine device (IUD) rooms in rural family welfare centers attached to primary health care facilities, were included in the seventh â€Å"Five Year Plan† of the Indian government. â€Å"Another important family planning program is the Project for Community Action in Family Planning. Located in Karnataka, the project operates in 154 project villages and 255 control On the other hand, the Chinese traditionally prefer early marriage, early child-bearing, and large families. â€Å"Chinas current family planning policy was made to meet the needs of a special period. At present, the Chinese Family Planning Policy guidelines are as follows: 1. Controlling the rapid population growth and reducing birth defects.2. Late marriages, later births, and fewer babies; couples are encouraged to have only one child. In rural areas, the birth of a second child should be spaced 4-5 years from the first† (Li Wei-xiong) Just like India, China also has started implement family planning measures in the 1960’s onwards. China has adopted the strategies like late marriage, fewer births, and spacing of births to control the population. Fewer births were advocated - one is good, two are acceptable and three are too many. â€Å"In the early 1980s, central government advocated one child per family in urban areas. For rural area couples, one child is impractical, which causes difficulties; therefore, couples are encouraged to have a second child after a gap of around 4 years† (Li Wei-xiong).

Role model Essay Example | Topics and Well Written Essays - 750 words

Role model - Essay Example He became well-known for his non-violent resistance to reach his political and social goals to win independence for India. His belief of nonviolence influenced other civil rights movement leaders, such as Martin Luther King and Nelson Mandela. Gandhi’s influence can still be found through peace organizations that have been created throughout the world. His personal world view is still having a huge impact on today’s modern world. Mahatma Gandhis belief of nonviolence, which he called satyagraha, has often been mistranslated as "passive resistance," but it literally means "holding to the truth† (Gersom, 1992). Nonviolence does not mean just being passive instead of aggressive, but also means to ‘gain freedom peacefully’. Gandhi’s teachings can be correctly applied into the lives of people today in all walks of life. Gandhi’s teachings can become powerful only when every person is using them. "Nonviolence is the greatest force humanity has been endowed with," Gandhi wrote to the Fellowship of Reconciliation in 1926 (Dear, 2006). Gandhi’s beliefs about nonviolence are that it can be used as a weapon itself when trying to win peace. Using nonviolence instead of violence is not always an easy path. Sometimes people become too angry and cannot control their violent actions or words. However, nonviolence can offer an amazing power to fight with, as opposed to the weapons of t he enemies, which are far weaker than nonviolence. Part of Gandhi’s teachings was that violence is always more suitable than cowardice. Gandhi first used satyagraha in September 1906 with a gathering of three thousand Indians. Gandhi stated that they needed to protest calmly and without anger; they needed to suffer with the consequences of their protest instead of turning to violence. In the end, however, the British government arrested the protestors (Duvall, 2006). This act of Gandhi and his

Age diversity and an ageing population in a new age management Essay

Age diversity and an ageing population in a new age management strategy - Essay Example The new holistic age management strategy provides a new perspective of viewing employee capacity. This has been different from the previous fixed retirement age with the notion of younger breeds of employees are much better than older ones, since the former was perceived as aggressive, more innovative, more creative, and are thus, more productive. The statistics posed by UK labour force indicative of a necessity for UK to attract 2.1 million entrants to the adult workforce signifies the adult's demand for these jobs, and hence, a designed HR strategy focussing towards this scenario. The holistic management strategy suggests a more participatory stance for the ageing population. However, as the UK has a default retirement age of 65 alongside limited opportunities for older workers leading to the inference that the demographics are not in employers' favour, it goes to say then that a tighter law must ensure the welfare of the aged employees in terms of retirement (Blyton and Turnbull 1 992). For the organisation, this would suggest a restructuring of retirement scheme, extending the retirement age for employees while others might continue with their phased retirement, caused by a not too stringent policy on retirement. As the report concludes that the need can be met only through a combination of most adults working longer and an increase in the number of adults, such as unemployed people and mothers re-entering the labour market, the organisation will be impacted with retraining of these people who used to be outside the work force for a long time. The HR function will have to synergize with the modification of the workplace that either rises the retirement age of its ageing employees and/or hires unemployed people and mothers, who have diverse needs and different job approaches. The HR would have to structure its functions to these people, who need to employ greater adaptability in order to adjust to the new work setting (Brewster 1995). Female employees who use d to be full-time mothers have likewise diverse needs that the HR should focus on and must be able to provide, such as a day care system within the workplace in which mothers can frequently visit for their infants. This is one option of the organisation in terms of hiring adults to the workforce but not necessarily extending the retirement age of ageing employees. Extending employees' retirement age can be viewed in two ways; either positively or negatively. People who view that the psychological and physical capabilities of ageing people might not be as healthy as those of the younger ones would say that it is just appropriate that the organisation give them a retirement pay and let them rest from the tiresome buzz of everyday work. It may also be viewed in a way in which retirement age must be fixed and pursuing an otherwise policy means catering to the demand of the capitalist market to extract more labour power from the workers, despite their ageing condition. On the other hand, advocates of holistic age management strategy view the extended retirement period as one that only enhances the capacity of ageing population and viewing them as still productive members of the organisation and society despite their age (Rubinstein and Kochan 2001). This might also cater to the view that older people are wiser, more experienced, and are more learne d than the younger ones. This scenario impacts the individual in two ways as well. The pro-active might see this as a greater opportunity for the ageing employees to exhibit their capabilities, talents and skills in the workplace that enhances their self-esteem, while the other side of the fence might view this as the reverse of the former; in that ageing employees are still

Jane and her husband, Ian, own a sheep farm. Their business is Essay

Jane and her husband, Ian, own a sheep farm. Their business is struggling financially. Jane and Ian are receiving a number of final demands for bills that they - Essay Example This situation is very difficult as it can lead to legal suit against them by the creditors, inability to meet the basic needs, and even embarrassment. Therefore, it is critical that the affected parties have legal alternatives to the situation, as well as fundamental approach to it. The most realistic legal approach to Jane and Ian is to file for bankruptcy. Bankruptcy is a legal proceeding that allows people who cannot meet their financial obligations to have alternatives to meet these obligations (Keay and Walton, 2008, p. 14). Basically, it is one of the ways of dealing with debts that an individual is unable to pay. An individual who has been declared bankrupt is subject to certain restrictions and is freed from his or her debts after a given period of time. Under the UK laws, bankruptcy is governed by the Insolvency Act 1986 and the Insolvency Rules 1986 (Keay and Walton, 2008, p. 17). An individual can be made bankrupt through a court order after presenting a bankruptcy petition. This petition may be presented by an individual on the ground that he or she cannot afford to pay debts or by a creditor against the debtor. Considering Jane and Ian’s situation, applying for bankruptcy would be the most preferred option of overcoming their problem. As noted in the case of Re Cheyne Finance plc [2007], bankruptcy encompasses the consideration that an individual cannot afford to pay debts as they fall due and also the consideration that this individual may not be able to pay future bills (Keay and Walton, 2008, p. 101). This interpretation shows that if Jane and Ian file for insolvency, they will be covered against current and future debts. Before applying for bankruptcy, they should be aware of the restrictions that they will be subjected to: they cannot raise credit without informing the creditor that they are bankrupt; and they have to give information to their trustee and cooperate with

I'm not sure Essay Example | Topics and Well Written Essays - 1000 words - 1

I'm not sure - Essay Example behavior which are wisdom, trustworthiness, sobriety, righteousness and kindness Confucianism is a way of life sometimes considered a religion and sometimes spiritual philosophy. Taoist beliefs are a way of life including ways of your daily activities i.e. meditation, breathing, diet, use of natural materials. Taoism is all about staying aligned with the natural and basic way of life which the humans have gotten far away from, it’s about the natural cycle of our life system and planet. Both Taoist and Confucian beliefs share the same meaning, they have co-existed in China for over 2000 years. Both of these started as philosophies and turned into religious beliefs. The difference between Taoism and Confucianism is that one relates itself with the search of meaning and the other guides through social matters respectively. 2) Compare and contrast the four schools of Japanese Buddhism we examined in class (Pure Land of Honen and Shinran, Nichiren Buddhism, and Zen) with regard to the issue of self-power (jiriki) and other-power (tariki).  Ã‚  Discuss the implications of each schools position in relation to religious practice and attitude toward human possibilities in the age of  mappo. Pure Land Buddhism is the concept of Honen, a religious reformer. Relating to the teachings of Buddha Honen derived a concept of saving oneself once fallen to the dark depths of life through following the pure land teachings which is a way to salvation and liberation. Pure land Buddhism is and easy path to follow with a few basic beliefs and revolving around discovering one’s inner strength to attain spiritual freedom. Pure land tells that people must use their inner strength in order to improve where as in Shinran beliefs it’s said to entrust oneself to Amida Buddha ( Tariki â€Å"other power† ) which triggers belief and faith and lets Buddha work in the believers mind. According to Shinran true religious state is when not human himself but spirituality i.e. faith heals his inner

Reflective blog Article Example | Topics and Well Written Essays - 2250 words

Reflective blog - Article Example The main question that comes into people’s mind is what bars them from studying search languages. In most cases, anxiety plays a big role in creating the fear that they cannot learn in search environments. By definition, anxiety refers to the subjective feelings of nervousness, apprehension, tension as well as worries that are associated with the stimulation of the automatic nervous system (Worde 9). When anxiety is restricted to situation of language learning then it falls into the categories of precise anxiety reactions. According to psychologists, they use specific anxiety reactions to distinguish those individuals who are anxious in numerous situations from the ones who feel anxious only in precise circumstances. Therefore, the consequences and symptoms of foreign language anxiety need to become readily identifiable to individuals who are concerned with teaching and language learning. Impacts of anxiety on learning language Anxiety plays crucial roles in the learning of a foreign a language. As a result, these roles create some impacts on either the learner or the instructor. The following are some of the effects of anxiety on the learning of a language: i) Second language studies For several years, researchers have researched on the prospect of anxiety-provoking on the study of foreign language. ... Many current studies try to find out the effects that anxiety has on learning a foreign language, nevertheless there has been some divided opinions on these efforts by researchers. Even though the pertinent researchers have been different in the techniques used, they can be characterized normally by the comparison of self-reports of student’s anxiety with the ratings on their foreign language proficiency. This is accomplished through international measure or discrete skills task such as the final course grade. ii) Clinical experience The psycho-physiological symptoms, behavioral responses, and subjective feelings of anxious foreign languages are generally the same compared to any other specific anxiety. They experience the uneasiness worry even the dread ones. They have difficulty in their concentration thus they sweat, have palpitations and become very forgetful. They normally show the behavior of avoidance for instance postponing homework and missing classes. The clinical ex perience with students studying foreign language in universities as well as Learning Skill Centers also recommends numerous discrete problems that results from anxiety and shows poignantly on how the problems can also interfere with the process of language learning. Basically, counselors establish that the anxiety centers base their ideologies on the two primary roles needed students learning foreign languages. These requirements include speaking and listening. The complexity involved in speaking language is perhaps the most cited concern of students learning foreign language. How anxiety is manifested in children Anxiety is manifested in children in the following ways: i) Physical: this is one technique in which anxiety is manifested in children. Some of the common physical symptoms

I'm not sure Essay Example | Topics and Well Written Essays - 1000 words - 1

I'm not sure - Essay Example behavior which are wisdom, trustworthiness, sobriety, righteousness and kindness Confucianism is a way of life sometimes considered a religion and sometimes spiritual philosophy. Taoist beliefs are a way of life including ways of your daily activities i.e. meditation, breathing, diet, use of natural materials. Taoism is all about staying aligned with the natural and basic way of life which the humans have gotten far away from, it’s about the natural cycle of our life system and planet. Both Taoist and Confucian beliefs share the same meaning, they have co-existed in China for over 2000 years. Both of these started as philosophies and turned into religious beliefs. The difference between Taoism and Confucianism is that one relates itself with the search of meaning and the other guides through social matters respectively. 2) Compare and contrast the four schools of Japanese Buddhism we examined in class (Pure Land of Honen and Shinran, Nichiren Buddhism, and Zen) with regard to the issue of self-power (jiriki) and other-power (tariki).  Ã‚  Discuss the implications of each schools position in relation to religious practice and attitude toward human possibilities in the age of  mappo. Pure Land Buddhism is the concept of Honen, a religious reformer. Relating to the teachings of Buddha Honen derived a concept of saving oneself once fallen to the dark depths of life through following the pure land teachings which is a way to salvation and liberation. Pure land Buddhism is and easy path to follow with a few basic beliefs and revolving around discovering one’s inner strength to attain spiritual freedom. Pure land tells that people must use their inner strength in order to improve where as in Shinran beliefs it’s said to entrust oneself to Amida Buddha ( Tariki â€Å"other power† ) which triggers belief and faith and lets Buddha work in the believers mind. According to Shinran true religious state is when not human himself but spirituality i.e. faith heals his inner

Holocaust & The Japanese-American Internment Essay Example for Free

Holocaust The Japanese-American Internment Essay Humanity. It is disconcerting to think about what we the humans have done to our own race. All because we believe in trying to find a difference such as our ethnicity, intellect, or looks to try to find how we are better than some. Hitler did this to the Jews as he wanted the world to have the Aryan race with the Holocaust, and America did this to the Japanese during the Japanese internment. The Holocaust and the Japanese internment are very different from one another yet they are both very similar to each other. The Holocaust was the systematic mass slaughter of Jews and other groups deemed inferior by the Nazis. The Holocaust began when Adolf Hitler, the fascist leader of Germany that would lead the world into World War II. He and his followers proclaimed that the Germanic people, or Aryans, were better then others and targeted the Jews as the cause of all previous failures Germany had made. In 1935 the Nazis passed the Nuremberg laws that deprived Jews their rights to German citizenship and forbade marriages between Jews and non-Jews. More laws came to the Jews as well later, even limiting what kinds of works that Jews could do. However, the situation began to worsen with the Kristallnacht, otherwise known as â€Å"Night of Broken Glass. When 17-year-old Herschel Grynszpan, a German Jewish youth visiting an uncle in Paris, shot a German diplomat living in Paris, wishing to avenge his father’s deportation from Germany to Poland, the Nazis retaliated with a violent attack on the Jewish community. On November 9, Nazi storm troopers attacked Jewish homes, businesses, and synagogues across Germany, murdering about 100 Jews in the process. After Kristallnacht, many Jews saw that violence against them was only going to increase resulting in several German Jews to flee the country. Hitler first favored the emigration as a solution to what he dubbed as â€Å"the Jewish problem,† but the other countries such as the United States, France, and Britain, stopped the constant immigration of German Jews after admitting tens of thousands. Another plan was put into effect when Hitler discovered he couldn’t get rid of â€Å"the Jewish problem† by emigration and so he began to isolate them. He isolated the Jews by having them move to designated cities where they would be herded into desolate, overcrowded ghettos, segregated Jewish areas. By isolating the Jews in horrible conditions, the Nazis hoped they would either starve to death, or die from disease. This process went by too slowly, however, thus causing Hitler to take a more direct approach. His plan, the â€Å"Final Solution,† would lead to about six million innocent people’s deaths. The killings began as units from the SS moved from town to town hunting down Jews across Eastern Europe and the Soviet Union. Together, the SS and their allies rounded up men, women, children, and sometimes babies to isolated spots. The SS would then shoot the people into pits which later became their graves. Jewish communities that were not taken by the SS were taken to concentration camps were Hitler believed that the horrible conditions of these camps would speed the total elimination of the Jews. The prisoners worked as slaves everyday for either the SS or for German businesses where they were beaten severely or killed for working to slow. The prisoners were given hardly enough food in these camps dieing of starvation or disease. In 1942, however it seemed like the worse had yet to come with the arrival of extermination camps. Extermination camps were equipped with huge gas chambers that could kill up to 6,000 people a day. SS doctors would separate the strong from the weak or other wise mainly the men from the young, the sick, the elderly, and the women. Those that were put into the weak category would die immediately, while the strong would work till over-extortion. About six million died, and fewer than four million survived, however those that did would never be the same again. The Japanese internment happened during 1942. It was where government propaganda would take a negative effect on society. After the attack on Pearl Harbor many Americans discriminated against the Japanese American. Everyone that even looked to be Japanese would be mistrusted and be labeled as â€Å"the enemy. † On February 19, 1942 President Roosevelt issued an executive order which rounded up every Japanese person that lived in the US as they were seen to be threats to the nation. Many endured names such as being called an â€Å"alien. † In March, the government shipped the Japanese to relocation camps where they were sure to be not in contact with the enemy. Any former possession that the internees might had had were usually gone shortly afterwards as their lands would be repressed. Despite the fact that most of these Japanese were Nisei, native-born American citizens whose parents were Japanese, and that some volunteered for military service they were still put into these camps. They were housed in barracks and used communal areas, for washing and eating. Over half of those taken in were merely children. These camps were then overseen by military personnel. All internees over the age of 17 were given a loyalty test were they were asked questions. 120,000 Japanese were taken in, and only 60,000 survived. In 1988, the U. S.  Congress passed legislation which awarded formal payments of $20,000 each to the surviving internees. At the end of the war some remained in the US and rebuilt their lives, others however were unforgiving and returned to Japan. Both the Holocaust and the Japanese internment are eerily similar to one another. The Japanese and the Jews were seen to be the enemy and needed to be isolated in camps. The camps had inadequate medical care and the high level of emotional stress the people suffered were too much. Both lived in overcrowded areas and were over watched by the military. Life in the camps was hard for both the Jews and Japanese. Internees and Jews had only been allowed to bring with then a few possessions. However, internees were given 48 hours to evacuate their homes. Consequently they were easy prey for fortune hunters who offered them far less than the market prices for the goods they could not take with them. A big difference is that while the Jews were given free food, the Japanese were rationed out at an expense of 48 cents per internee, and served by fellow internees in a mess hall of about 300 people. Internees slept under as many blankets as they were allotted. Leadership positions in both concentration camps and the relocation camps were given to German-born Jews and American-born Japanese. While, the government ideals may have been different, when they spew propaganda they seem to be very alike. While both cases are different, the Japanese internment and the Holocaust are still the same as well. A different location, and different procedures, these two cases had, but still for the same cause of government propaganda.

Description And Examples Of Genetically Modified Organisms

Description And Examples Of Genetically Modified Organisms Genetically modified organism (GMO), organism whose genome has been engineered in the laboratory in order to favour the expression of desired physiological traits or the production of desired biological products. GMO has long been the practice to breed select individuals of a species to produce offspring of the desirable traits. It is used in conventional livestock production, crop farming and even pet breeding. In genetic modification, the mechanism used for creating a genetically modified organism is called the recombinant DNA technique. It involves combining strands of DNA from different sources to create a new DNA molecule that has a different combination of genes than that, which occurs naturally. There are some scientific methods included in producing GMOs, such as recombinant DNA technology and reproductive cloning. Recombinant DNA technology involves the insertion of one or more individual genes from an organism of one species into the DNA (deoxyribonucleic acid) of another. On the other hand, reproductive cloning technology generates offspring that are genetically identical to the parent by the transfer of an entire donor nucleus into the enucleated cytoplasm of a host egg. The first animal produced using this cloning technique was a sheep named Dolly, born in 1996. Since then a number of other animals, including pigs, horses, and dogs, have been generated using reproductive cloning technology. Cisgenic organisms and transgenic organisms are the two classes of genetically modified organisms. Cisgenic organisms are genetically modified organisms that result from the combination of different strands of DNA, which all originates from the same, or very similar, species. The entire DNA used in the process comes from organisms that are very closely related, usually defined as organisms that are able to breed together. Transgenic organisms are genetically modified organisms that include DNA from two different species. Transgenic microorganisms are the most commonly created transgenic organisms. The simple DNA of bacteria lends itself to relatively straightforward recombinant DNA methods. GMOs produced through genetic technologies are playing a very important role in agriculture, medicine, research, and environmental management. Although GMOs have benefited human society, some disadvantages exist. Therefore, the production of GMOs remains a highly controversial topic in some countries. 2. Examples of Genetically Modified Organisms (GMOs) Many of our common crops, such as corn, potatoes, tomatoes, squash, and soybeans, are genetically modified. The majority of these crops were herbicide-resistant as well as insect-resistant, while the others may contain increased nutrients such as vitamins, produce yield earlier, or are able to survive weather extremes. Genetically modified tomatoes were introduced to the market in 1994, becoming the first commercially grown transgenic crop. They have longer shelf-life than the average tomatoes as they produces less of the substance that causes tomatoes to rot, so remains firm and fresh for a long time. In addition, transgenic corn is resistant to commercial herbicides such as glyphosate or glufosinate. It is also insect resistance by producing a poison, which kills harmful insects. Vitamin-enriched corn contains increased amount of vitamin A, vitamin C and folate compared to the normal corn. Another example of GMO is squash. Squash belongs to the Cucurbitaceae family, which includes pumpkins, gourds, zucchini, cucumbers and melons. Genetically modified squash have resistance to the common squash viruses, namely watermelon mosaic virus, zucchini yellow mosaic virus and cucumber mosaic virus. Other than crops, farm animals are also genetically modified to mature in a shorter time period to minimize expenses and increase profits for farmers, as well as to be resistant to certain diseases. For example, genetically modified cow is resistant to bovine spongiform encephalopathy (mad cow disease). One of the examples of increased growth rate in genetically modified animals is fish including salmon and carp. One-year-old salmon fish with growth hormone chimeric gene are able to grow as large as 13 times that of the non-transgenic salmons. Other than that, chicken that can produce eggs containing human proteins has been created by British by transferring DNA into the yolk of a fertilized chicken embryo. The proteins can be harvested and purified for treatment of diseases such as multiple sclerosis or cancer. 3. Advantages of Genetically Modified Organisms (GMOs) In order to ensure an adequate food supply for this booming population is going to be a major challenge in the years to come. GMO can meet this demand due to its special characteristics. Firstly, GMOs are pest resistance. Pests can cause large financial loss to the farmer. Pesticides that generally used by farmers are health hazarding and causes pollution. Pest resistance can reduce the use of pesticides. Thus, GMOs is healthier to eat and bring less pollution to the environment. Second, GMOs are herbicide and disease resistance. The control of weeds actually is not cost-effective because farmers have to spray large amount of herbicides on the weeds and care has to be taken to avoid the herbicides from harming the crops. Hence, GMOs are more cost-effective and easier to control the weeds and less concern is needed to cope with the diseases caused by viruses, fungi and bacteria. Thirdly, GMOs are drought tolerance/salinity tolerance. As the world population grows and more land is utilized for housing instead of food production, farmers will need to grow crops in locations previously unsuited for plant cultivation. Creating plants that can withstand long periods of drought or high salt content in soil and groundwater will help people to grow crops in formerly less arable places. Next, GMOs have better nutritional value. GMOs are incorporated with other additional vitamins and minerals. For example, blindness due to vitamin A deficiency is a common problem in third world countries. Researchers at the Swiss Federal Institute of Technology Institute for Plant Sciences have created a strain of golden rice containing an unusually high content of beta-carotene (vitamin A). Lastly, GMOs are also useful in pharmaceutical field. Medicines and vaccines often are costly to produce and sometimes require special storage conditions not readily available in third world countries. Researchers are working to develop edible vaccines in tomatoes and potatoes. These vaccines will be much easier to ship, store and administer than traditional injectable vaccines. 4. Criticism Against Genetically Modified Organisms (GMOs) There are several concerns that arise despite the advantages of GMO. The three fields of concern include environmental hazards, human health risks, and economic concerns. One of the environmental hazards consists of gene transfer to non-targeted species. There is a possibility of genetically modified plants cross breeding with weeds to produce weeds to produce a new genetic strain of weeds known as Superweeds. Next concern is the reduced effectiveness of pesticides. The pesticides strains from GMO might be able to pass on to pest after consuming GMO; thus, causing pest to have the same resistant genes to pesticides. These pests are then termed Superpest. The human health risks also posed a major concern among people. The long-term side effects after consuming GMO are still unknown. There is still the question of whether the genetically modified strains are able to pass on to humans after consuming GMO. People are getting worried that the anti-bacterial strain in the GMO might be passed on to humans and cause a disruption in our immunity against certain types of bacteria. There is a possibility that introducing a new gene may create a new allergen or cause an allergic reaction in prone individuals. In addition, there are also economic concerns involved. The cost involved in research and developing of GMOs are high. Many of these GMOs have been patented. Farmers from the third world countries are worried that the price of the patented GMOs would be raised so high that they would not be able to afford it. Furthermore, patent violation has been a growing concern to agribusinesses. Some companies have introduced suicide gene into plants. Suicide gene only allows plants to be viable for one season and the seeds produced after are sterile. Therefore, farmers have to buy fresh seeds every season and this causes an issue to the farmers from the third world countries. 5. Genetically Modified Organisms (GMOs) in Malaysia Malaysia is among the 55 nations in favour of adopting international guidelines on labeling of all genetically modified food. Several genetically modified crops containing traits of value have been produced at the experimental stage. At the Malaysia Agricultural Research and Development institute, rice has been successfully modified to resist the Tungro virus and papayas manipulated to resist ring-spot virus infection and to have a prolonged shelf life. Other crop such as pineapples is manipulated to resist black heart, bananas and papayas for delayed ripening and chili for virus resistance. Malaysia is also developing genetically engineered oil palm with a focus on increasing value-added products from the palms such as high oleate and high stearate oil, nutraceuticals (vitamin A and vitamin E) biodiesel and bioplastics. Genetically modifying technology has been in introduced to assist the development of animal husbandry. Besides that, Malaysia has released 6,000 genetically modified mosquitoes designed to combat dengue fever at an uninhabited site in the central state of Pahang. The biotechnology sector faces a challenging future with increasing global competition. Malaysian government will, under the ninth Malaysia plan, implemented the strategic thrust of the national biotechnology policy, with the active participation of private sector. With the recognition as the worlds halal hub, and given importance attached to the biotechnology industry, Malaysia is poised to introduced biotechnology products with GM label and halal certification. 6. Conclusion In the future, there would be a wide range of crops that are resistant to pest, diseases, and herbicides. The crops would also be high in nutrition value to suit our body system and could be designed to accommodate whatever type of climate changes. The future of GMO is still yet far to go. GMO is a giant leap in the agricultural sector. It is now up to us to decide on how GMO should be used, whether for the good of mankind or the destruction of us all.

Saladin :: Essays Papers

Saladin In his De Laude Novae Militiae (1128 - 1131), Bernard of Clairvaux exhorted young Christian knights to take up the calling of spiritual chivalry and fight pagans without fear of eternal damnation since when he kills an evildoer, he is not a homicide, but ...a malicide, and it is plainly Christ's vengeance on those who work evil. Though Bernard's words served as a precursor to the Second Crusade they are important when examining the life of Saladin, for in his life and actions this man, destined to become the greatest of the aforementioned pagans, would exemplify none of the traits one would expect of a horrible infidel. Rather, one could say that, aside from religion, Saladin embodied many of the ideals held dear by the chivalric Christian warrior of the age. Saladin, or Salah al - Din, was born in 1138 into a Kurdish military family at Takrit in present - day Iraq. Saladin's origins were fodder for many Europeans chroniclers of the Crusades. The Latin Itinerarium regis Ricardi compiled in the 13th Century described Saladin as a pimp, the king of the brothels, who campaigned in the taverns, and devoted his time to gaming and the like. Far from these conjectures we now know with a fair amount of certainty that Saladin grew up at Baalbak and various other outposts where his father served as governor. In 1152 he joined his uncle in the service of sultan Nur ad- Din and by 1156 he had become his uncles deputy in the military governorship of Damascus. Saladin became a close companion of Nur ad- Din . He also accompanied his uncle on three separate expeditions to Egypt between 1164 and 1168. In 1169 Saladin's uncle, Shirkuh, took over the Fatimid caliphate in Egypt and became Vizier of Egypt with Saladin as chief administrator. Shirkuh died nine weeks into his rule and Saladin seized power. By 1171 Saladin had abolished the Fatimid caliphate and placed it under Nur ad-Dins rule. Nur ad-Din died in 1174 and Saladin promptly married his widow and began to establish his sway over the sultans empire. In 1175 Saladin seized Central Syria with his victory at the Battle of Hama. By 1181, with the death of Nur ad-Dins son, Saladin had become the leader of a unified Muslim state.

Imperfections in The Birthmark by Nathaniel Hawthorne Essay -- The Bir

Imperfections in The Birthmark by Nathaniel Hawthorne Too often in this world does man attempt to perfect nature. Tampering with this sort of element most commonly leads to a disaster to come extent. Because man is never satisfied, he is constantly vying for perfection, regardless of the outcome. Such is the case in Nathaniel Hawthorne's short story, 'The Birthmark.' Aylmer's persistent attempt to perfect nature is the cause of Georgiana's demise and the affirmation that when man tampers with such a powerful component terrible things may occur. In this short story, Hawthorne uses symbolism to emphasize the strange shape of the 'earthly imperfection' (204) and his desperate need to change it. The shape of the birthmark 'bore a little similarity to the human hand' (204). Here, Hawthorne?s use of symbolism clearly illustrates a distinct connection between the shape of the birthmark as a human hand and the need to remove it by the same means. In Aylmer?s quest for perfection, he simply ignores the fact that he is tampering with an incredible force: Nature. The ?crimson hand? (206) symbolizes man always trying to change something natural: something that need not be changed. Aylmer?s subconscious obsession with science quickly becomes apparent when he realizes that he has the knowledge to potentially change something that nature has brought. At one point in the story Aylmer becomes so infatuated with removing this birthmark he dreams about how he will do so. He goes a...

Women in the Odyssey

Women in The Odyssey After following an epic that revolved so completely around men, The Odyssey has quite a lot of female roles. True, the ancient Greeks had a better androgynous balance than other civilizations, and this is reflected very clearly in The Odyssey. Femininity has not only a bigger role in this epic, but it seems as though it is honored with its own unique power. This is shown in characters like Circe and Athena, but also subtextually in the many female weavers throughout the story. Overall, women and feminine power have a very influential role in the plot of the Odyssey.Let us begin with the obvious female powers in the immortal goddesses and nymphs. As far as the Olympian Gods, Athena is by far the most involved, regardless of gender. This is made very clear, for example, we see Telemachus preparing for his journey, â€Å"When they had made fast the running gear all along the black ship, then they set up the mixing bowls, filling them brimful with wine, and poured t o the gods immortal and everlasting, but beyond all other gods they poured to Zeus’ gray-eyed daughter. † (2. 430-433) Also, Calypso and Circe play the role of â€Å"Women as Temptress† which greatly hinders Odysseus’ journey.Circe especially has those powerful witch qualities that the uses specifically against the male gender. Luckily, however, she learns compassion for Odysseus and the crew in general. Thus she becomes not only kind but actually a very helpful component in the overall voyage. Calypso needed more convincing about releasing Odysseus, but afterwards she also became somewhat helpful. Other helpful supernatural women appear such as the water nymph, Ino, who saves Odysseus from drowning on his way to the Phaecians. Already we see a huge increase in female importance and their affect on the plot.One of the biggest reflections of ancient Greek culture is the amount of weaving done by the women. However, I think that the images of weaving in the Odyssey have little to do with making a cultural point. In Greek mythology, everyone’s destiny was weaved by the Fates. I think that because of that, weaving has many connections to destiny. This even transfers into the literal sense, from baby blankets to death shrouds. Thus, the women in the epic who are seen weaving are technically weaving the destinies of the characters of the story.Let’s start with Penelope, for her image of weaving is very specific. She weaves by day and â€Å"by night, with torches lit beside her, she would unravel all she’d done. † (2. 106-107) This represents the fact that she keeps her life monotonously the same, and refuses to allow her life/destiny/weaving to progress. We see another very interesting image of weaving with Helen. She is making her yarn, which the preparation work before the actual weaving. To me this means that she was the one who informed the destinies before anything even took place in the Odyssey.Her decisio ns before and during the Iliad were her major contributions, as she set the stage for the female weavers of the Odyssey. These weavers also include Calypso and Circe, who we have already decided are major parts in the book. There are a few more women in this epic who really deserve to be mentioned. Two of them are Phaecians, Princess Nausicaa and Queen Arete. Nausicaa, inspired by our goddess Athena, really helped Odysseus. In her curiosity and level-headedness, she helped Odysseus return to her palace and find the help and support he needed to return home.Once he arrived there, he met with Arete, and it was she who Odysseus chose to plead hospitality, â€Å"flung his arms around her knees,† (7. 167) instead of her husband (the king). From the moment I read this, I thought that Arete must be a very powerful and respected woman, especially if she has power over decisions like that. Another woman I found very influential was Eurycleia. She practically raised both Odysseus and T elemachus, making that bond/parallel between father and son even clearer. She is also the only person to recognize Odysseus before he meant to reveal himself to her.However, when she saw his unmistakeable scar, she â€Å"let his foot fall, down it dropped in the basin-the bronze clanged, tipping over, tipping water across the floor. † (19. 530-533). This uninherently shows her wisdom and compassion at an old age. Another (somewhat graphic) image of women in the Odyssey is the maidens that were hung across the rope by their faces at the end of the battle. This shows the flipside of feminine power, as these are the women who didn’t advocate for themselves or their masters in the least, but decided to live a lazy life of gluttony and pleasure instead.The last woman I would like to mention is Odysseus’ mother, Anticleia. We only get to see her as a shadow, which is the least powerful state of any woman throughout the epic. However, she still stirs a deep emotional r esponse out of Odysseus, which, in turn, most definitely affects the actions he takes and thus the plot as a hole. Overall, I think that women play a very inspiring role in this epic. The show us time and time again that each of us is powerful enough to help write or own destinies, and to be cooperative components in the lives of others.We see again that compassion trumps hatred, and that being helpful is better than being selfish. Setting someone you love free can not only just turn out for the best, but it also might just be what needs to happen in the fate of their life. How different would the story be if Odysseus wasn’t eventually allowed to leave Aeaea or Ogygia? So in conclusion, the women of the Odyssey show us to be present and compassionate in our lives, because who knows? You may just have a lasting effect on the life of another.

Dante Club

The Dante Club begins with the murder of fictional Chief Justice Judge Healey, who had avoided taking a position to stop or support the escaped slaves of the South. Found by his chambermaid near a white flag atop a short wooden staff, Healey had been hit in the head and then left in his garden to be eaten alive by strategically placed maggots and stung by hornets. Holmes, who examines the body for the police, recognizes the correlation between the murder and the punishments seen in Dante's Inferno.Then Reverend Talbot, who was paid by the Harvard Corporation to write against Dante, was found dead in an underground cemetery, buried up to his waist upside down, his feet burnt. Members of the Dante Club, a group of poets translating The Divine Comedy from Italian into English, notice the parallels between the murders and the punishments detailed in Dante's Inferno. The club, including Henry Wadsworth Longfellow, Oliver Wendell Holmes, Sr. , and James Russell Lowell, sets out to solve th e murders, fearing that the truth will ruin Dante's burgeoning reputation in America, thus making their translation a failure.Then, Phineas Jennison, both a wealthy contributor to the Harvard Corporation and friend to the translators (a â€Å"schismatic†), is sliced open exactly down the middle—all killed in extreme fashion and undeniable resemblance to the punishments of people in Dante's Inferno. Eventually, the murderer is discovered to be a former Civil War Soldier Dan Teal, a man who worked at Ticknor and Fields. Driven partly mad by the trauma of his war experiences, Teal hears Dante Club member George Washington Greene giving sermons on Dante, and becomes convinced that Dante alone understood the need for perfect justice in the world.With protecting Dante as his sole motivation, Teal takes it upon himself to release Hell's punishments as indicated by Dante, in order to purify the city. Teal finds each of his victims when learning of their involvement in the stop ping of the translations, which become their respective sins. The club eventually tries to capture him, with the aid of Boston's first African-American policeman Nicholas Rey, the only other person who saw the connection, while attempting to punish Harvard Treasurer Dr. Manning and Pliny Mead (â€Å"the traitors†). Mead was a student of the Dante course who helped betray his eacher by cooperating with Manning. He later fled when the club attempted to punish him for his involvement in stopping the translation of the Inferno. They later encounter him as he tries to round up the translators, to punish them for not embracing his â€Å"work. † Dr. Manning—saved by Longfellow, Holmes, Rey, Lowell, and Fields—realizes the situation as he recovered from his attempted punishment of being buried naked in ice. He sees Teal on the street with a gun to Longfellow, and Manning ends the murderer's life, thus returning the city to normal.

Explain how Disability May affect learning Essay

The rate of development is dependent on many factors and can differ greatly from child to child. The main areas of development are: 1. Physical development 2. Social development 3. Intellectual development 4. Language development Read more:  Personal factors that affect child development essay Below is a short list of how they might develop in specific age ranges: 0-3 months: Smile, turn their head at familiar sounds, shake and hold a rattle, 6-12 months: Make noises and show feelings of joy and sadness, begin to crawl, recognise their name, look for dropped objects, reach towards food, show affection to familiar people 1-2 years: Begin to walk, begin to pick food up with fingers, wave, say no, hold drawing materials, shows preference for one hand, mostly cooperative, play alongside other children, use phrases 3 years: want to do things for themselves, demanding attention, jump, climb, paint, eat by themselves, understands how to do 2/3 things at once,  vocabulary extends, more controlled use of drawing materials, asking questions, making sentences, can walk on tip toes, pours liquid, kick and throw a ball, sense of humour. 4 years: Pedal a bike, throw with aim, confident with scissors, more cooperative with adults, likes to help with everything, sociable and starts to show concern for others 5 years: grammar more accurate, able to communicate own ideas, recognise their own written name, use pictures to follow stories in a book, questions become more complex, hold drawing material steadily and copy shapes and lettering 5-7 years: fluent speaker, can make up stories, handles books, start to read 7-12 years: team games, climb confidently and swing, hit a ball, skip run and jump, becoming less dependent on adults, aware of own gender, starts to form close friendships at about 8 years, can be shy, arrogant, bossy, uncertain, take an interest in certain subjects by 9, may need help with spelling but vocabulary will grow, know different tenses and grammar. 12-19 years: Adolescence is said to start for girls at age 11. At this stage they still lack clearly defined roles and feelings of anger, insecurity and frustration may surface. Rate of growth is different in children and a 15 year old girl can be physically mature by the time she is 15. Boys usually reach adolescence later at age 14 when their voices may break and they will develop body hair. Co-ordination and strength will increase greatly in both sexes. Their bodies are experiencing dramatic changes and they also become less worried about adult approval generally seeking peer approval in its place. Their pace of intellectual development depends now on what guidance they are given to make the connections between knowledge and practical application in daily life. The more they are supported the quicker they will grow. Task 2: Explain the difference between sequence of development and rate of development and why the difference is important The difference between sequence and rate is that the sequence of development is a process where one development is followed by another and achieves a certain level with a series of changes or growth that leads to a matured state. The rate of development is the pace of something that compares to something else. Although children follow the same pattern of development,  every child has a different rate of development. So sequence will mostly be uniform and rate is very likely to be different in each child. The difference is important because these principals run through all the areas of development from physical, social, intellectual and language no matter what the age of the child. If one or other is skipped or is slow it can be a cause for concern and may lead to a child being given a special recommendation or having a special need in or outside school. Task 3: Explain how children and young people’s development is influenced by a range of personal factors Home environment, relationships with carers/parents and siblings, the child itself, behaviours and health as well as personal characteristics, are all factors that can impinge on a child’s development, personal and external. If there are negative experiences in any of the factors it can be harmful to brain development and affect a child’s ability to gain the core skills that are necessary to reach developmental milestones. Developmental delays can happen in all areas of a child’s development or just one or two areas. Prenatal care can have a serious impact on a child’s development. Certain risks factors before birth can be avoided if the mother takes care of herself by not smoking or heavily drinking alcohol which could affect impact on brain development. Richard H. Schwarz, MD from American Baby states that ‘children whose mothers drank heavily during pregnancy may have problems with learning, memory, attention, speech, and hearing, as well as severe behavioral problems’ Health – is a very important factor in development. If a child has any serious health issues it can have a detrimental effect on their learning ability across all spheres of development. For example a deaf child will have language and communication issues and this will significantly slow down the learning process. Learning Difficulties – A child with learning problems may be many developmental years behind their peers; this will have a big impact on what they can do in all areas of development including physical skills, social skills and intellectual skills. Task 4: Explain how children and young people’s development is influenced by a range of external factors There are many risk factors which can impinge on a child’s development. Home environment is key to development and learning by positive experience can make a huge difference. Much of what a child learns comes from the culture around them, early exposure to books, parental involvement and informal education in the home will be positive in a child’s development whereas poverty and neglect will have the opposite effect. This may mean a child develops poor social skills, may live in cramped housing where there is no room for play or to develop, unable to afford resources in and out of school, therefore not encouraging the child to progress in development outside school. Inability of parents to care for a child properly providing a positive home environment can influence how the child behaves at school. Community environment can also have a big part to play. Available resources and structure and in the community as well as the home make a difference to how a child can perceive the world. Task 5: Explain how theories of development and frameworks to support development influence current practice The many different theories of development are all equally important as they help us to understand children’s behaviour, reactions, and ways of learning and therefore influence practice. Jean Piaget was the first psychologist to make a study of cognitive development using detailed observational studies of cognition in children, and a series of simple tests to reveal different cognitive abilities. Before Piaget’s work, the common assumption in psychology was that children are less competent thinkers than adults. Piaget showed that young children think in very different ways compared to adults. His theory is that a developing child builds mental maps for understanding and responding to situations. Development is therefore biologically based and changes as the child matures. Cognition develops in all children in the same sequence of stages. Piagets work influenced t eaching practices to provide more hands on and relevant tasks for children where they learn through play. Piaget has been extremely influential in developing educational policy and teaching. For example, a review of primary education by the UK government in 1966 was based strongly on Piaget’s theory. The result of this review led to  the publication of the Plowden report (1967). The idea that children learn best through doing and actively exploring was seen as central to the transformation of primary school curriculum1. Unlike Piaget’s theory that children’s development must necessarily precede their learning, Vygotsky argued, â€Å"learning is a necessary and universal aspect of the process of developing culturally organized, specifically human psychological function† In other words, social learning tends to come before development and the environment in which they grow will influence how they think and what they think about. He places more emphasis on social contributions from peers, family and teachers believing this has a greater contribution towards lea rning than development. Vygotsky’s idea was â€Å"reciprocal teaching†, used to improve students’ ability to learn from text. In this method, teacher and students collaborate in learning and practicing four key skills: summarizing, questioning, clarifying, and predicting. The teacher’s role in the process is reduced over time. He believed that children could guide and develop each other by completing tasks together such as reading buddies which is widely used in schools today. Maria Montessori is associated with an educational method that encourages education through movement using multi sensory educational materials. Montessori also championed the concept of multi-age classrooms. She stated â€Å"The idea is for each child to move as quickly or as slowly as they need to move (in terms of learning).† Montessori believed that her ultimate aim would be accomplished by allowing the children to manipulate their environment. She believed it was not only important to Montessori to teach children the practical life skills necessary to live in society, but also to integrate the family into the learning process. Like Voygotsky, Montessori said that it was the union of the family and the school in the matter of educational aims that would enhance student learning and be beneficial to both the parents and the child. Montessori said that both home and school were places of social processes and it was important to educate children in both contexts to allow them the skills to generalize any lessons learned to their future schooling career and ultimately the greater society. Multi-age classes that are part of the Montessori method allow younger children to learn from older ones. The older children in a class are able to practice their skills by sharing them with younger children. The span of ages makes it easy for a younger  child with advanced skills in a particular area to be able to work at a higher level than other children of the same age. Older children build self-esteem by serving as class leaders.2 Schools now increasingly use â€Å"hands-on† methods to teach math and science. Though those schools may not use Montessori materials, the idea of using concrete items that children can manipulate is one promoted by Montessori. Many of these theories have come together and helped create a framework for learning and development. The Early Years Foundation Stage Framework for example uses some of these theories, positive relationships to encourage parents and carers to take an active part in their child’s learning (Vygotsky, Montessori), enabling environments, and the theory that every child learns and develops at different rates (Montessori). Children being allowed to play and explore by themselves as per Piagets theory, The Early Years Foundation Stage Framework states there are 3 prime areas for learning: communication & language: physical development: personal, social and emotional development: all of which our theorists believe in and articulated throughout their research. Task 6: Explain how to monitor children and young people’s development using different methods There are both summative and formative methods of assessment Summative monitoring such as SATS tests which are used to record progress and academic knowledge and general tests in class for example spelling and maths tests which will indicate a rate of progress. Formative methods such as different child observational methods such as focus child where the focus is on one child for a set amount of time, checklists where development is checked against specific milestones, time sampling recording information at regular intervals, structured which will monitor a child completing a pre set activity, naturalistic which a child will be observed during the normal course of events and a general diary record of the childs progress. An observer will evaluate the development of the child being measured against specific ‘milestones’ that should have been reached by a certain stage. The child is observed in the classroom or playground in their natural surroundings and also in the classroom to ascertain how they are progressing with their studies. The observer will gather a lot of information on behaviour patterns, interaction with peers and teachers, how the child co-ordinates and solves any problems. Specific emphasis should be  put on social behaviour, learning and motor skills. Sharing information with parents/carers and colleagues can be invaluable as they will see the child in a different setting perhaps to you and can also therefore make informed observations. An older child may need to be involved, according to their understanding, in any assessment of their development. This might include recording their feelings wishes and views. They would need to be monitored in different contexts (depending on which areas of their development is giving cause for concern). Culture and a different language being their first language must be taken into consideration. A child may not have developmental needs when using their first language and this will need to be noted and addressed. Any observational monitoring outcomes must be fed back to the parents/carers of a child. If developmental delays were found during the monitoring the SEN Code of Practice rules and guidance would need to be applied. There are many ways to monitor a child’s development and it is important that this monitoring is carried out throughout the early years and primary/secondary school to mitigate the risks of developmental delays. Task 7: Explain the reasons why children and young people’s development may not follow the expected pattern There are naturally many risk factors for development not following the expected pattern. These can be, but are not exclusive to, an emotionally unsettled family life, one parent family, disadvantaged environmentally, cultural differences, disability, learning difficulties, communication and language issues, lack of early exposure to informal education to name a few. Emotional difficulties can effect expected patterns of development. A child who experiences difficult relationships in the home, perhaps parents who argue or a one parent family situation where the single parent may have other children and no time for the individual child. If a child does not have a solid relationship with the adults in its life from an early stage they are more likely to develop low self esteem and are less likely to try new activities that would help their development. Parents who don’t talk or read to their children can also affect the child’s development educationally and socially. Environmental factors such as poverty and lack of facilities could affect a child’s development, if a family’s finances are  low some opportunities such as nursery will not be available and therefore reduce their exposure to early informal and formal education. If a disability is neglected or unidentified this could significantly affect a child’s development process. Not having the correct facilities or resources ca n obstruct a child’s development if a child or young person is physically not able to progress any further due to the severity of their learning need. Deafness will affect speech and communication. A child that is unable to use certain parts of their body will encounter developmental delays physically and possibly emotionally. A basic example is a child in a wheelchair will not be able to use a climbing frame and their physical development won’t be able to develop in the expected way. In addition the school they attend may lack facilities for their particular needs. Culturally there could be reasons for development delays for example girls in many cultures are not given the same opportunities as boys and this will limit their development, although that is unlikely to be the case in the UK it certainly is the case in some countries. Girls in certain cultures are perhaps not expected to do as well as boys as they will marry early and be taken care of by a husband and his extended family. Where this is ingrained into a child they might try less hard at school. Particular learning difficulties will have a huge impact on development without the correct help early on. A child having difficulties with reading and writing and understanding basic instructions will fall behind its peers. Communication difficulties, for example children with a different first language to that of the school where they attend may experience developmental delays due to lack of understanding on both the child’s and teachers part. In addition, incorrect/lack of communication resources can impair a child’s communication development. If the child or young person is physically unable to communicate, they will be unable to develop this area. This may lead to a lack of social skills or confidence which can negatively influence a child’s development. Taking all of the above examples into consideration it is vitally important that the risk factors are identified and where possible, mitigated early on.