Describe the main theoretical models of child abuse Essay

Medical model, sociological model, psychological model, feminist model and contextual model are all theories relating to abuse. Although there are many different types of child abuse and many different reasons why it may occur, most cases have been wilted down to fit into one of the five main theories named above.  Medical mode is when the reason for abused is classed as a disease or an illness. Kempe and Kempe were the inspiration for this theory when they described it as battered child syndrome which was linked to Bowlby’s theory on attachment. Bowlby came to the conclusion that children who failed to form this bond with their mother in the first three years of the child’s life would have problems in later life bonding with people and trusting people. He also described a child with a lack of bonding to be an affectionless psychopath, which he described to be someone who shows lack of guilt when done something wrong has difficulties showing emotion to things around them or someone with behaviour problems. Another affect of not having an attachment in this critical period as it was also known in Bowlby’s eyes was development retardation which meant the child may grow up with learning difficulties or slower intellectual skills. So if the main caregiver failed to have a strong bond when they were young then they may find it difficult to form a bond with the child. It is a vicious cycle that goes round and round. This type of abuse is shown in the case study in some ways. This is because the mother of the children had failed to form a bond with her mother, and there for she is struggling to form a bond with her children. Will these children grow up failing to form a bond or a strong relationship with their children because of this? Bowlby would have described Kerry, the mother as an affectionless psychopath. Sociological model is all about the environment that the child is being brought up in and around. Areas of social deprivation are often linked with abuse which has been proven in some research that has been carried out. Children need to be safe and grow up in healthy environments for them to get a good start in life and grow up healthy. Some people react to how they were treated when they were growing up. In other words if a child is abused or neglected then there is a higher chance that when they grow up they will forward this behaviour on to the children in their care. This is because this is what they are used to and they may think that it is normal was to treat children if they have seen no different. Another reason may be they feel that they have to suffer through it all and so should their children. It is not always this case however, some abused children grown up with the determination to treat the children with the love and kindness that they never received themselves. The case study states that the children are living in a high rise block of flats with faulty wiring, damp, and a lack of hygiene. The children are constantly around alcohol, drugs and known criminals. This is definitely not an appropriate environment for the children to be around and this is why I feel it fits in to this area of abuse.  Psychological model is based around the family and its relationship status. It involves one particular member of the family being scapegoated by the rest of the family and getting the blame for all the problems that arise in the family. This type of abuse can be linked with the case study because the older child Katie gets blamed for a lot of the things that go wrong in the flat especially linked with her brother. Her brother is only a baby and if he cries then Katie gets in to trouble. She is given the responsibility to take care of the baby even though she is only 3 years old herself.  The theory described as the feminist model is about the different sexes and the power and force in which the male figure has. This theory links mainly with sexual abuse.

Backward Design Essay

Deliberate and focused instructional design requires us as teachers and curriculum writers to make an important shift in our thinking about the nature of our job. The shift involves thinking a great deal, first, about the specific learnings sought, and the evidence of such learnings, before thinking about what we, as the teacher, will do or provide in teaching and learning activities. Though considerations about what to teach and how to teach it may dominate our thinking as a matter of habit, the challenge is to focus first on the desired learnings from which appropriate teaching will logically follow. Our lessons, units, and courses should be logically inferred from the results sought, not derived from the methods, books, and activities with which we are most comfortable. Curriculum should lay out the most effective ways of achieving specific results. It is analogous to travel planning. Our frameworks should provide a set of itineraries deliberately designed to meet cultural goals rather than a purposeless tour of all the major sites in a foreign country. In short, the best designs derive backward from the learnings sought. The appropriateness of this approach becomes clearer when we consider the educational purpose that is the focus of this book: understanding. We cannot say how to teach for understanding or which material and activities to use until we are quite clear about which specific understandings we are after and what such understandings look like in practice. We can best decide, as guides, what â€Å"sites† to have our student â€Å"tourists† visit and what specific â€Å"culture† they should experience in their brief time there only if we are clear about the particular understandings about the culture we want them to take home. Only by having specified the desired results can we focus on the content, methods, and activities most likely to achieve those results. But many teachers begin with and remain focused on textbooks, favored lessons, and time-honored activities—the inputs—rather than deriving those means from what is implied in the desired resultsâ€⠀the output. To put it in an odd way, too many teachers focus on the teaching and not the learning. They spend most of their time thinking, first, about what they will do, what materials they will use, and what they will ask students to do rather than first considering what the learner will need in order to accomplish the learning goals. Consider a typical episode of what might be called content-focused design instead of results-focused design. The teacher might base a lesson on a particular topic (e.g., racial prejudice), select a resource (e.g., To Kill a Mockingbird), choose specific instructional methods based on the resource and topic (e.g., Socratic seminar to discuss the book and cooperative groups to analyze stereotypical images in films and on television), and hope thereby to cause learning (and meet a few English/language arts standards). Finally, the teacher might think up a few essay questions and quizzes for assessing student understanding of the book. This approach is so common that we may well be tempted to reply, What could be wrong with such an approach? The short answer lies in the basic questions of purpose: Why are we asking students to read this particular novel—in other words, what learnings will we seek from their having read it? Do the students grasp why and how the purpose should influence their studying? What should students be expected to understand and do upon reading the book, related to our goals beyond the book? Unless we begin our design work with a clear insight into larger purposes—whereby the book is properly thought of as a means to an educational end, not an end unto itself—it is unlikely that all students will understand the book (and their performance obligations). Without being self-conscious of the specific understandings about prejudice we seek, and how reading and discussing the book will help develop such insights, the goal is far too vague: The approach is more â€Å"by hope† than â€Å"by design.† Such an approach ends up unwittingly being one that could be described like this: Throw some content and activities against the wall and hope some of it sticks. Answering the â€Å"why?† and â€Å"so what?† questions that older students always ask (or want to), and doing so in concrete terms as the focus of curriculum planning, is thus the essence of understanding by design. What is difficult for many teachers to see (but easier for students to feel!) is that, without such explicit and transparent priorities, many students find day-to-day work confusing and frustrating. The twin sins of traditional design More generally, weak educational design involves two kinds of purposelessness, visible throughout the educational world from kindergarten through graduate school. We call these the â€Å"twin sins† of traditional design. The error of activity-oriented design might be called â€Å"hands-on without being minds-on†Ã¢â‚¬â€engaging experiences that lead only accidentally, if at all, to insight or achievement. The activities, though fun and interesting, do not lead anywhere intellectually. Such activity-oriented curricula lack an explicit focus on important ideas and appropriate evidence of learning, especially in the minds of the learners. A second form of aimlessness goes by the name of â€Å"coverage,† an approach in which students march through a textbook, page by page (or teachers through lecture notes) in a valiant attempt to traverse all the factual material within a prescribed time. Coverage is thus like a whirlwind tour of Europe, perfectly summarized by the old movie title If It’s Tuesday, This Must Be Belgium, which properly suggests that no overarching goals inform the tour. As a broad generalization, the activity focus is more typical at the elementary and lower middle school levels, whereas coverage is a prevalent secondary school and college problem. No guiding intellectual purpose or clear priorities frame the learning experience. In neither case can students see and answer such questions as these: What’s the point? What’s the big idea here? What does this help us understand or be able to do? To what does this relate? Why should we learn this? Hence, the students try to engage and follow as best they can, hoping that meaning will emerge. The three stages of backward design Stage 1: Identify desired results What should students know, understand, and be able to do? What content is worthy of understanding? What enduring understandings are desired? In Stage 1 we consider our goals, examine established content standards (national, state, district), and review curriculum expectations. Because typically we have more content than we can reasonably address within the available time, we must make choices. This first stage in the design process calls for clarity about priorities. Stage 2: Determine acceptable evidence How will we know if students have achieved the desired results? What will we accept as evidence of student understanding and proficiency? The backward design orientation suggests that we think about a unit or course in terms of the collected assessment evidence needed to document and validate that the desired learning has been achieved, not simply as content to be covered or as a series of learning activities. This approach encourages teachers and curriculum planners to first â€Å"think like an assessor† before designing specific units and lessons, and thus to consider up front how they will determine if students have attained the desired understandings. Stage 3: Plan learning experiences and instruction With clearly identified results and appropriate evidence of understanding in mind, it is now the time to fully think through the most appropriate instructional activities. Several key questions must be considered at this stage of backward design: What enabling knowledge (facts, concepts, principles) and skills (processes, procedures, strategies) will students need in order to perform effectively and achieve desired results? What activities will equip students with the needed knowledge and skills? What will need to be taught and coached, and how should it best be taught, in light of performance goals? What materials and resources are best suited to accomplish these goals? Note that the specifics of instructional planning—choices about teaching methods, sequence of lessons, and resource materials—can be successfully completed only after we identify desired results and assessments and consider what they imply. Teaching is a means to an end. Having a clear goal helps to foc us our planning and guide purposeful action toward the intended results. Conclusion Backward design may be thought of, in other words, as purposeful task analysis: Given a worthy task to be accomplished, how do we best get everyone equipped? Or we might think of it as building a wise itinerary, using a map: Given a destination, what’s the most effective and efficient route? Or we might think of it as planning for coaching: What must learners master if they are to effectively perform? What will count as evidence on the field, not merely in drills, that they really get it and are ready to perform with understanding, knowledge, and skill on their own? How will the learning be designed so that learners’ capacities are developed through use and feedback? This is all quite logical when you come to understand it, but â€Å"backward† from the perspective of much habit and tradition in our field. A major change from common practice occurs as designers must begin to think about assessment before deciding what and how they will teach. Rather than creating assessments near the conclusion of a unit of study (or relying on the tests provided by textbook publishers, which may not completely or appropriately assess our standards and goals), backward design calls for us to make our goals or standards specific and concrete, in terms of assessment evidence, as we begin to plan a unit or course. The rubber meets the road with assessment. Three different teachers may all be working toward the same content standards, but if their assessments vary considerably, how are we to know which students have achieved what? Agreement on needed evidence of learning leads to greater curricular coherence and more reliable evaluation by teachers. Equally important is the long-term gain in teacher, student, and parent insight about what does and does not count as evidence of meeting complex standards.

Saudi Arabia's Oil Impact on World Economy Research Paper

Saudi Arabia's Oil Impact on World Economy - Research Paper Example The establishment of Saudi Arabia Historically, the development of the oil industry in Saudi Arabia has been closely associated with the political events that led to the establishment of the state. Most oil exporting countries in developing world historically entrusted their mining operations to national companies, mainly because of lack of adequate capacity to embark on the process and Saudi Arabia is not an exception. The building of Saudi Arabia state differs from other neighboring states in the region such as Iraq and Turkey. According to Huyette (1985), Saudi Arabia is a relatively new state founded in 1932 following the merger of Hejaz and Nejd kingdoms. Islam, one of the major religions in the world originated from Saudi Arabia in the early 7th century (David and Johns, 1982). One of the most distinguishing characteristics of the country is its homogenous Arab population, which has enabled development of an indigenous political system that has ruled the country for many years without significant foreign influence. According to Huyette (1985), Arabs originated from Saudi Arabia and historically, the Ottoman Empire was the only foreign influence in the country. Although most of the current Saudi Arabian territory was under the Ottoman Empire, its influence in the country remained minimal especially in the interior. ... The poor control of the Saudi Arabia territory by Ottoman Empire resulted into the emergence of Wahhabism, a Saudi dynasty in the mid 18th century. The Saudi dynasty headed by the indigenous Al Saud family established the current Saudi Arabian territory and the dynastic rule that continues up to date (David and Johns 1982). Abdul Aziz a ruler of the Al Saud family established the current Saudi Arabian country after seizing the control of Nejd kingdom and Al Hasa region from the Ottoman Empire and King Al Rashid. The vast oil deposits were later discovered the in Al Hasa region, which included the Persian Gulf (Vitalis, 2007). Therefore, the formation of Saudi Arabian country resulted from a gradual process of reunification, where the local Al Saud rulers fought and defeated the indigenous rulers, and seized the conquered territories that were later united to form the current Saudi Arabia. Turkey did not enjoy indigenous political process such as Saudi Arabia. Historically, different empires, including the Hittite, Persian, Roman, and the Byzantine empires governed Turkey (Lloyd, 1999). Later in 13 century, the country fell under the Ottoman Empire. When the Ottoman Empire declined in the 17th century, involvement of European countries such as Russia, France and Britain greatly influenced the formation of the Turkish state. Turkey was formally formed in 1923 and radical reforms undertaken to modernize the new country (Lloyd, 1999). Administrative structures established by the Ottoman Empire such as ottoman sultanate and caliphate were banned and replaced with modern political and economic reforms. In addition, the country secularized its society from

THE IMPORTANCE OF THE COUNSELOR-CLIENT RELATIONSHIP (HEALTH Essay

THE IMPORTANCE OF THE COUNSELOR-CLIENT RELATIONSHIP (HEALTH COUNSELING) - Essay Example 301-304). Although these discoveries have proven more than useful for developing a thorough understanding of such complicated processes, but they have failed to produce a significant breakthrough in ameliorating the maladies associated with the brain. For the only answer for all these problems, lies within the human’s brain itself. The therapy for these ailments, collectively known as mental stress, is based on verbal communication and finding possible and feasible solutions to the problem and is known as Counseling (Blonna, pp. 12-18). This technique aims to resolve an issue related to physical or mental health and avoid costly and arduous medical procedures. Counseling involves a counselor and a client. The counselor is a therapist and guides the client in exploring possible solutions to the problem at hand. The counselor must work together with client by understanding the problem and complications associated to introduce positive changes in thinking patterns of the client. The follo wing essay highlights the importance of counselor-client relationship and the factors involved with it. Understanding of the importance of counselor-client relationship is essential to have an idea about the significance of counseling. This assists in recognizing the need for developing a good relationship between the two parties. Although the word counseling comes in several different contexts like genetic counseling, health counseling and career counseling, the basic theme is the joint effort made by the counselor and client to bring about productive changes in the client’s life by verbal communication and to discuss the possibilities that may bring an improvement in the client’s life. The significance of counseling is evident by the fact that seeking this type of therapy may prevent treatments such as medication or surgery. This is not

LEGAL ASPECTS OF NURSING Case Study Example | Topics and Well Written Essays - 1000 words

LEGAL ASPECTS OF NURSING - Case Study Example 2. The nurses are negligent for delaying their medication documentation for such a long period of time as the next day. The fact that a medication is not documented endangers the patient of receiving too little or too much of the medications on subsequent shifts when other nurse have no way of knowing that there are missing entries in the records. 3. When the root of the problem or cause of the situation is evaluated the ethical principles which must be considered are patient safety first and foremost. Standards of practice should also be evaluated and the facility policy on medication should be evaluated to ensure that it is clear in all areas of medication administration. 4. If the case was heard in court the charges would likely be malpractice and negligence. Negligence and or malpractice can be defined as ‘the doing of something a reasonably prudent person would not do,’ it must be shown that the standard of care what deviated and that there were damages or injuries because of the negligence or malpractice (Understanding Negligence, 2012). The possibility of something dangerous or injurious to a patient due to medication errors such as those described is very strong and often nurses are taken to court for the same errors which end up causing injury to a plaintiff. Because there were no injuries reported or complaints from patients described it is less likely that the case would require court charges against the nurse. 1. The primary defendant in this case would be the original nurse suspected; however after the testimony and other nurse’s acknowledging their own wrongdoing and medication errors they should be suspended and held liable as well. The plaintiff could be the facility if they chose to bring charges against the nurse which is unlikely as this was cause negativity towards the facility. Most likely if charges were brought against the nurse they would stem from a patient incident. 2. The court would probably rule in

Assess the different sources of the law in England and Wales. To what Essay - 7

Assess the different sources of the law in England and Wales. To what extent have external sources affected its development - Essay Example The public laws are used to enforce order among citizens and the state while private laws are used to enforce order between citizens and organization that fall in the private domain. These two laws are further broken down into civil law and criminal law (Goodchild, Embly & Slorach2013 P.34). As a sub branch of Public law , criminal law entails laws which define what is acceptable as appropriate conduct and a contravention of such laws is deemed an offence to not only the individuals affected but to the society as a whole. Civil laws fall within private laws and are used to solve disputes which arise in family matters in cases such as inheritance or domestic violence. They are also used in cases of probate and law as well as contracts, negligence and employment. Common law can be defined as legal precedent that is made by judges sitting in a court. Common law is constantly changing because the interpretation and knowledge of legal precedent and application of common sense as pertains to individual’s cases and available facts is bound to change (Antoine 2008, P.4) Common law can be traced back to three English crown courts of the twelfth and thirteenth centuries (Wingfield 2009, P7). These courts were the Common pleas, the King’s Bench and the Exchequer. It was assumed in those times that the custom of the people was the law as stipulated by the Kings’ courts. Even though the decisions were based on prior judicial pronouncements, in cases where there were statutes stipulated to govern particular disputes, judicial interpretation of those statutes were sought in order to evaluate how the law would apply in such case scenarios. Judges in the courts are tasked with creating the common laws by delivering written judgments about the cases before them. The Magistrate courts or other lesser courts are however not allowed to make their own precedent as this would lead to confusion in different regions of England and Wales (Antoine 2008,

The Impact of the First World War Assignment Example | Topics and Well Written Essays - 6000 words

The Impact of the First World War - Assignment Example   The fear of a German uprising was no longer in the minds of the French as all the land that Germany was required to hand over was returned; the most important regions being Alsace and Lorraine. Germany's army was downsized to a maximum of 100,000 men; they were denied the use of tanks. The air force was disbanded and the navy was only allowed to staff and operate six ships; however, no submarines were allowed to remain operational. The land fifty kilometers east of the Rhine was pronounced a demilitarised zone, where no soldier with a weapon could enter. Overseas land previously owned by Germany was given to different European countries. The Saar, Danzig, and Memel were put under the control of the League of Nations. One of the more important outcomes was the "War Guilt Clause" that required Germany to take on full responsibility for starting the war. This was important as it would show the world France's reason for participation in the war was only to defend against the German attacks. This also meant that Germany would have to pay reparations to France for the physical damage caused during the war. Clemenceau was the most satisfied out of the three leaders with the humiliation of Germany, and France now found new power in the world. Wilson was very pleased because as a result of the Paris Peace Conference his vision of the League of Nations had become a reality. The League would make it possible to solve conflicts all over the world in a peaceful manner, displaying Wilson's desire for worldwide peace. He said as much: "To promote international co-operation and to achieve international peace and security." (Wilson) The cost of creating the League was losing his other 13 original ideology points to gain the global support that was necessary to start the League and make it a success. As the post-war world was in the struggle of finding peace, there were a lot of countries intrigued by the international organization that promised to bring world peace. Wilson was of a peace-loving nature and was clearly angered by the great number of restrictions that Germany had to agree to in the Treaty as well as all the reparations they had to make. The harsh conditions that were imposed on Germany embarrassed and shamed Wilson. Nevertheless, he was very satisfied with the start of the League of Nations. One fact to be noted is that reparations to the United States were not mandated in the Treaty. It is true that the losses of the United States were not on the same scale as Britain and France because of their late entrance into the war. Lloyd-George was perhaps the least satisfied with the final terms of the treaty because of Clemenceau's persistence to bankrupt the German economy.  Ã‚  

Management and interpersonal relations Essay Example | Topics and Well Written Essays - 1500 words

Management and interpersonal relations - Essay Example It would not happen overnight, and thus I shall find ways and means to get the tasks reach the finished stage with acumen and intellect, shown by the employees themselves. The management part derives its basis from a number of factors, most significant of which remain the controlling, organizing and leading tenets. The management domains depend a great deal on how leaders are able to re-collect themselves after they had had a difficult time coping up with the employees which have not produced results. What this means is the fact that management comes of age and tells the employees what exactly is required of them, and how they shall go about delivering results with a sense of purpose and hard work on their part. Hence an understanding of the management premise is all the more significant in the time and age of today because employees are giving in their best and producing results that are based on the long term, and finding solutions which bring value towards the business realms. It is always a wise proposition to make sure that business entity remains supreme so that success is managed easily by the employers and the employees in the long term scheme of things. It would settle quite a few scores as far as management’s competition levels are concerned. My philosophy of interpersonal relations are such that these depend a great deal on how the human resources management and the top management in combination with one another depict the aspect of bringing in a change which is for the betterment of the organizational environment in the long range scheme of things. Interpersonal relations always come to the fore whenever a prospective employee wishes to join an organization. He would like to know what kind of environment exists within the organization’s realms and what the organization is doing to make sure that the employees remain cordial and jovial in each other’s company. This is important because interpersonal relations always seem to bring a positive or a negative connotation for the sake of the organization in the long range scheme of things, and is the marked difference between how prospective employees would like to come to terms with such companies in the future. It also speaks highly of the business entities wh ich are renowned for their working conditions and the ones that are not so famous for having the best possible relations amongst its employees (Hayes, 2002). The need is to have the best possible interpersonal relations within an organization’s realms so that people become attracted in joining it within the future. The interpersonal relations are always deemed as significant for any business enterprise because it sets the basis for organizational growth and harmony across the ranks. It makes things easier within an organization because the employers know that their employees would not start fighting with each other, instead they will remain calm and contented with what they have and how they will achieve success for not only their own selves but also for the end goals and objectives that the organization has set for its own self. This is a very quintessential aspect because it is being spoken about more and more in this day and age. Hence my understanding of the philosophy of interpersonal

Financial Statement Analysis Assignment Example | Topics and Well Written Essays - 5000 words

Financial Statement Analysis - Assignment Example he financial information and data used for the analysis is extracted from the financial website () and published annual reports of the company for the period 2010-2013. The findings are presented on the basis of the profitability financial ratios (indicators) that are used to determine the financial position and performance of the selected companies in the hospitality industry of UK. The main objective of the study is comparing the performance of the main company with its major competitors in the industry. The financial analysis of the competitors allows determining prevailing trend in the industry that provides an insight of the performance of the company among its competitors. The structure of the present report is outlined as below: Intercontinental Hotel Group is an American brand of luxurious hotel operating more than 183 hotels and resorts over sixty countries worldwide. It was initially established by Pan American World airways’ in Brazil 1946. However, Intercontinental Hotel Corporation was then sold to Grand Metropolitan in 1981 in United Kingdom. In addition, the company operates more than 4,000 franchised hotels in different countries (InterContinental Hotel Group PLC, 2014). In 2013, the World Travel Awards awarded Intercontinental Hotels & Resorts as the World’s Leading Hotel Brand 2013. Intercontinental Hotels and Resorts operate under different portfolios to meet diverse needs. The core competency of the company lies in its high quality growth that has addressed the needs and developing strong relation with its customers (InterContinental Hotel Group PLC, 2014). The company has sustained it edge in the industry through adaption of technology, strategic alignment and market demand that has positioned the company a major structural hotel to anticipate socio-economic trends. Despite slow growth in the GDP of United Kingdom and consumption patterns in recreational sectors, the company has strived to attain strong market position in United Kingdom

Teacher Certification Essay Example for Free

Teacher Certification Essay The whole issue of teacher certification is one of great importance and when discussed must be done in a delicate and thoughtful manner. The reason for this increasing importance is because the education of our nations teachers is important to the creation of an ideal education system, which is one of the goals of our national government and State governments. Over the years the whole educational reform movement has become an increasingly hot topic. Reforms in the administration of school systems and in curriculum theory and practice have been asked for and a4re currently being put into effect. Recently, reform of the education of teachers is being added to the lo9ng list of reforms needed. Many reform activists feel that direct changes need to be made on the methods of training and certifying the teachers of our country. Before looking at the reform movement, however, one must first look at the so called problem of inconsistency in teacher certification. In our country today there is a general consistency among the requirements for state certification of teachers. Most states require their teacher institutions to establish a teacher education program that includes coursework and fieldwork. The coursework includes those courses that prepare a student to become a professional teacher and those classes that include major and minor fields of specialization. Fieldwork, which is probably the most important of the two forms of requirements, involves the individual interested in being a teacher going out and observing, practicing, and preparing to enter the educational world as an instructor. There is no argument that all schools in every state has these basic requirements of teacher certification. However, the inconsistency lies within how the numerous institutions go about in teaching these requirements. Each post-secondary school is given the jurisdiction to choose how they are going to go about meeting these basic teacher certification requirements. For example, many states require a different amount of field hours. An inconsistency can also be seen in the various models of teacher education that are used throughout the nation. Two education researchers, Howey and Zimpher conducted a study on this variety of models in 1989. They came up with three different attempts of teacher training. The first, known as the teachers college model, involves certification students entering a separate school within a university that is a teachers college. The second approach is called the liberal arts model by the researchers, and is a method that requires and individual to become specialized in a certain liberal arts subject in order to create capable and cultured human beings. The third and final model discussed by Howley and Zimpher is entitled the competency-based model. This method trains individuals in the arts o motivation and understanding. As one can see by this case study, there have been a variety of approaches to teacher certification. An inconsistency can similarly be detected by looking at the various new and innovative ideas in teacher education. Among these include the alternative route, a topic discussed earlier, and the five-year degree program, and issue to be discussed shortly in this section. Altogether, one could state that there is some inconsistency in teacher certification, and this inconsistency brings about a small problem in the educational spectrum of our world. In my opinion, there is no national and universal set of requirements for teacher certification. The variety of different methods and forms of teacher education programs is causing an inconsistency in how teachers are being trained nationwide. When this is realized, the whole issue of reforming teacher certification becomes very relevant to our society. As stated earlier, reforms in the training of future teachers are beginning to really be requested by the general public. Various groups have met to discuss the various issues surrounding the reform movement. Among the most notable are the Holmes Group, the Association of American Colleges of Teacher Education (AACTE), the Education Commission of the States (ECS), and Goodlads group. These various groups and many others have come up with a variety of reforms and new standards that most likely should and will be integrated into the current teacher certification requirements. One certain similarity that all of these recommendations have with each other is that they all call for higher regulations and an increase in the education of future teachers. Many of the group0s called for an increase in providing individuals knowledge on the profession of teachi8ng, and some groups also called for a more intense training in the various fields under a liberal arts education. Increases in the amount of fieldwork required seems to also be a major issue discussed by the reform groups. The issue of selection under standardized testing was also discussed, with respect to increasing the required SAT/ACT or GRE scores. Finally, the research groups came up with various new ideas involving the creation of professional teaching schools or tiered systems that would require a teacher to go through more training even after they received their bachelors degree. All in all, these reform groups have come up with some very unique and interesting ideas to change teacher certification for the better. It is the best interest of our nation to make changes in our current teacher education program, for, in this case, change would be for the better. To conclude, I would like to take a brief but in depth look at an innovative idea established by the Maine State Department of Education in conjunction with the University of Southern Maine. This program, entitled the Extended Teacher Education Program, involves future teachers continuing on for a fifth year after completing their undergraduate studies. This fifth year involves the individual taking part in internships. These internships give the future teachers a chance at more fieldwork in order to gain more experiences before they become full fledged teachers. Nonetheless, the results of the initial year of the program seem to indicate that the idea around this new program is a successful one. Those individuals who took part in the program obtained various skills and understandings that all ideal teachers should have. The excellent outcomes of this program leads one to believe that it might be a good idea to implement this structure nationwide. The idea of creating professional schools for teachers has become a popular one in recent times. After all if doctors and lawyers have to go to a professional school, then shouldnt teachers as well? In conclusion, the issue of teacher training and certification brings up many questions, especially in reference to reforming. The inconsistent and somewhat outdated education of teachers today needs change, in order to create an ideal educational system. Numerous reforms have been discussed and recommended by various research organizations and now is the time to take action and implement some of these reforms before our education systems continue to fall downwards into the depths of degradation. Change I needed and change must come now.

Analysis of Water Quality | Experiment

Analysis of Water Quality | Experiment Teri Reed Water in Crisis Abstract Water filtration methods were examined by using vinegar, oil and laundry detergent. These products were used to determine how well the purification process of water works. The color, smell and consistency changed during testing which allowed the transformation to be visual. Different types of water was tested using chemical strips that evaluated the contamination between them. The data suggested that bottled water was none the less better for drinking than tap water. Fresh water is essential for all living things and contaminated water must be treated before released into the water supply (Bottcher Rex, 2012). Introduction In this lab, the study of water quality was performed which is imperative to our environment as it safeguards and protects all living things. Certain criteria can support and identify problems that may cause incorrect treatment of wastewater from agricultural areas contaminated with sediment, fertilizers, and chemicals. Principles and standards are put into action to attain and protect water quality (EPA, 2012). Poor water quality can negatively affect ecological developments such as healthy rivers, plant life, wetlands, and animals. If the quality of our water systems is not maintained it will negatively impact the environment and influence commercial and recreational values (NSW, 2012). The main objective of these labs was to determine the effects of contaminated water and the impact it has on the quality of living things. By examining the effectiveness of the filtration process, it signified the importance of the quality of drinking water. In these experiments there were different types of water used, tap water and two different brands of bottled water. These lab also required the use of test strips that measured the variety of levels of chemical components within our drinking water (Bottcher Rex, 2012). In the first experiment, there were three hypotheses on how vinegar, oil and laundry detergent contaminated groundwater. The hypotheses for vinegar was if it was mixed with soil it would contaminate the ground water with the acidity, which can lead to dissolving lead or copper in plumbing. The hypotheses for oil was that it would contaminate the ground water and kill plants and wildlife. It is also flammable which would lead to fires. The hypotheses for laundry detergent was it would contaminate the ground water with perfume and dyes, which can get into the drinking water, and this would cause people to get very sick. In the second experiment, the hypothesis of filtration techniques would get rid of all contaminants from the water supply. In the third experiment, the hypotheses was that tap water would have the most contaminants, while both bottled water(s) would have the least amount of contaminants. Materials and Methods This first experiment was conducted to test the effects of groundwater contamination. This test was conducted with eight beakers filled with tap water. In beaker one it had10 ml of tap water, in beaker two 10ml of oil was added to tap water, in beaker three 10ml of vinegar was added to tap water, in beaker four 10ml of laundry detergent was added to tap water and then the smell, color and contents of the water was observed. Next a piece of cheesecloth was used to line the funnel and 60ml of soil was poured into the flue. The first beaker with tap water was poured into the soil allowing it to drain for one minute. Then beaker two vinegar water was poured over new soil, allowing it to drain for one minute. The next step was to pour the oil water from beaker three over new soil with a cheesecloth filter, allowing it to drain for one minute. Beaker four with laundry detergent was then drained in the same manner. Once all the contents were drained into the beakers, the results were examin ed. The next study was the water treatment experiment, and a 250 ml beaker was filled with 100 ml of soil and 200 ml of tap water. Then the mixture was poured back and forth between the two beakers allowing the contaminated water to mix thoroughly. To determine the difference in the water contents from the beginning of the process to the end, 10 ml of the mixture was separated into 100 ml beaker and set aside. In the next step 10 grams of alum was added to the mixture in the original beaker, and then stirred for 2 minutes. Then the contents settled for 15 minutes. In order to create the filtration system a cheesecloth lining sat in the base of the funnel, and then 40ml of sand, 20ml of activated charcoal and 60ml of gravel filled the flue to the top. Next the filtration process began by running clean tap water through the content four times and allowing it to drain. Next the contaminated mixture was poured into the filter, allowing it to drain into the clean beaker. After the water made its way through the filtration process, it was ready to be treated with a few drops of bleach. When the lab was complete, the two beakers were compared to see how much the filtration process cleaned the water free from particles and smells. In the final study drinking water quality, tap water, Dasani bottled water, and Fiji bottled water were all tested with chemical strips for contaminants. The test strips were used to check for Ammonia, Chloride, pH balance, total Alkalinity, total Chlorine, total hardness, Phosphate, and Iron. Three beakers were used and each filled with the water contents and then tested with the chemical strips. After all the strips were used and the results were recorded, the lab was complete. Results Experiment 1: Effects of Groundwater Contamination Figure 1. Experiment 2: Water Treatment Figure 2. Experiment 3: Drinking Water Quality Figure 3. Figure 4. Figure 5. Figure 6. Figure 7. Overall experiment 1 (Fig. 1) shows the results of vinegar, oil and laundry detergent with odors, dirty water, soil particles, and green / yellow water from the contaminants. When looking at Figure 1 the results of 1-8 are listed and it shows a significant difference between each observation. The results from experiment 2 (Fig.2) shows the filtration process is almost free of particles and odors. In experiment 3, (Fig. 3-7) the Ammonia and Chloride test results were 0 mg/L for all three water types. The 4 in 1 test strips showed a wide range of numbers, this may be caused by outside contamination. Phosphate test results shows a range of 0ppm, 10ppm, and 50ppm in table 5, and in table 6 the results from the tap water and Fiji ® Bottled Water was .15ppm and Dasani water was 0ppm. Discussion Based on the test results on the effects of contaminated ground water, the hypothesis was rejected because the oil stayed in the soil. The oil water was filtered through the soil using the funnel and cheesecloth. Once the water was filtered there was no visible oil particles. The hypothesis for vinegar was accepted based on the results from Table 1 where the vinegar seeped through the soil into the water. This test result showed that after the vinegar water was filtered through the soil using a cheesecloth, there was a certain smell of vinegar in the water. Finally, the hypothesis was accepted in experiment three, the laundry detergent seeped through the soil into the water and there was definitely a perfume odor with a soapy appearance. After the water was filtered through the soil using the funnel and cheesecloth, the water was soapy and had a noticeable smell of perfume. In the next experiment water treatment, the hypothesis was rejected because the water appeared to be less polluted with a lesser amount of odor. The water was filtered using a five step filtration process. The filter system was made with sand charcoal, and rocks. Tap water was filtered through the filtration system to clean the charcoal. The contaminated water was filtered. Lastly, there was a comparison of the contaminated water and treated water. The filtration method trapped soil and contaminated particles which allowed the odor to significantly decrease. When the bleach was added to the filtered water, the color of the contaminated water was darker than the filtered water and the odor in the soil was more robust than the contaminated water. In the final experiment drinking water quality, the hypothesis for tap water, Dasani water, and Fiji water was rejected. Based on the results from Tables 2-6, the three water samples were tested using chemical strips to determine if there was any Ammonia, Chloride, pH balance, total Alkalinity, total Chlorine, total hardness, Phosphate, and Iron present in the water examples. Tap water showed the least amounts of contaminates, Dasani water was mid range, and Fiji water had the highest number of existing contaminants. During the water quality experiment, it was important to study how the distribution of tap water traveled through the pipes. Although the tap water was run through a filtration system, it could become contaminated during the traveling process. Oxidization of pipes can cause pathogens to be present in water. Using high speed jets for cleaning can remove these types of contaminants from passing through the filtered water (Doelman, 2014). There are many other questions that can be asked about filters or a water filtration systems. There is Reverse Osmosis which seems like a multifaceted system when really it is a simple water filtration process. Reverse Osmosis is when water density forces molecules through a membrane which leaves contaminates behind and purified water is collected from a clean membrane. Any contaminated water is then flushed into a drain. Reverse Osmosis will remove salts and most inanimate materials. Reverse Osmosis will typically remove microscopic parasites, with th e exception of viruses. Although, reverse osmosis can be slower than a water filtration system, Reverse Osmosis will typically purify more water per day than most distillers (Kent Farahbakhsh, 2011). Conclusions In summary of water quality and contamination, it is critical to make consumers aware of the quality of tap water and bottled water and its contaminants. Three experiments were performed in this lab report, and although many of the hypotheses were accepted, it does show the amount of rejected claims. Doing these experiments allows the consumer to visualize how the filtration process works, and the effects of contamination on soil and groundwater. Further research should be done to prove accuracy and theories. References Bottcher, A., Rex, A. (2012). Environmental science student manual. Sheridan: eScience Labs. Doelman, J. D. (2014). Reducing fouling corrosion in pipelines. Pollution Engineering, 33-35. EPA. (2012, March 6). Why are water quality standards important. U.S. Environmental Protection Agency. Retrieved from  http://water.epa.gov/scetech/swguidance/standards/imp.cfm Kent, F. C., Farahbakhsh, K. (2011). Addressing reverse osmosis fouling within water  reclamation-A side-by-side comparison of low-pressure membrane pretreatments.   Water Environment Research, 515-526. NSW. (2012, September 11). Water Quality. Retrieved from NSW Government:  Retrieved from  http:// www.environment.nsw.gov.au/water/waterqual.htm David Hume: Philosophy Analysis David Hume: Philosophy Analysis David Home was born in Edinburgh, Scotland in spring 1711. Hume originally studied law but then changed his mind and decided to focus only on philosophy and learning. He also had no interest in professors, saying there is nothing to be learnt from a Professor, which is not to be met with in Books. He traveled to France at age 23, and it was there that he wrote A Treatise of Human Nature, which is considered to be one of the most important books in Western philosophy. At the time of its publishing, though, it came under criticism for being unintelligible. It was then that he started writing The History of Great Britain. Shortly after, he wrote An Enquiry Concerning Human Understanding, which was more successful than the Treatise. He was convicted of heresy but because he was thought to be an atheist, he was considered to be outside the Churchs jurisdiction, so he got acquitted. Arguably, this is better than being hung. When Hume was a young boy attending the University of Edinburgh he devoured books written by Voet, Vinnius, Cicero and Virgil. David Hume was heavily influenced by both John Locke and George Berkeley. He was also influenced by French-speaking Pierre Bayle and many prominent figures on the English intellectual landscape such as Issac Newton, Samuel Clark, Francis Hutcheson, who served as his teacher, and Joseph Butler who provided him feedback on his first work. Hume belongs to the philosophical school of British Empiricism. Hume writes his Empiricism with a combination of both positive and negative aims. These aims are strongly cornered on the belief that simple ideas are combined to form complex ideas. The counter philosophical school during this time period were the Continental Rationalists. The British Empiricists put great value in experience whereas the Continental Rationalists worked to break down the views held during the Medieval Ages. Hume spent much of his time writing about religion, but it is difficult to discern his own religious views from the ones he writes about. He was living in a time where being an atheist could bring about harsh consequences in society. Hume never came out and declared himself an atheist and his writings showed nothing but ambiguity on the subject. In many of his writings he attacks many of the basic assumptions of religion and Christian beliefs, yet in other works he claims that, [t]he whole frame of nature bespeaks an intelligent author. It has been said by scholars that perhaps Hume was irreligious as opposed to atheist. Hume did not believe in the God of standard theismà ¢Ã¢â€š ¬Ã‚ ¦ but he did not rule out all concepts of deity. The first half of the eighteenth century in Scotland was fraught with civil discontent, which was expressed in the form of the 1715 and 1745 Jacobite uprisings. When Charles Stuart, the Young Pretender, was chased out of Scotland after trying to conquer Britain, the Scottish were placed under an even tighter British rein and denied by proscription their traditional garb in 1747. In regards to John Locke, Humes philosophy does not explicitly have God as its foundation. This is evident in the chapter Of Refinement in the Arts, in which Hume argues for the value, both to society and the individual, of proper pursuit of luxury and refinement. His theory is not clearly tied to any belief in a deity, but neither does it reject deity. He instead argues from the perspective of whether or not innocent luxury is beneficial, not taking God into account. This difference between Locke and Hume relates to their views on reason and empirical observation. Both philosophers were empiricists, arguing that we arrive at knowledge through sensation. Yet Locke also believes in a law of reason and that certain things can be understood through the exercise of reason. Hume, however, is generally considered anti-rational. He argues that reason consists simply in the prescription of actions based on our passions which are in turn derived from our morals. Thus, reason can prescribe how we should act, what means we should employ, but it cannot prescribe the ends we pursue through those actions. This is fundamentally different from Locke, whose theory of society and government is grounded in the objective laws of nature and God. Again, this fundamental difference is reflected in Of Refinement in the Arts. Whereas Locke argues for a law of reason that prescribes the correct actions of a society and government, Hume argues that the best laws cannot be arrived at except through reason that has been refined by exercise. In other words, knowledge of the art of government does not come from an objective, external law of nature or reason, or from God, but from subjective human experience. Thus, for Locke, the best government is derived from the law of reason and has as its purpose the protection of everyones natural right to life, liberty, and property. Liberty, to Locke, is a natural right that government exists to protect. For Hume, a government that protects liberty is established from a society that is properly cultivated and refined, so that the people have acquired wealth and therefore has the power and the incentive to protect themselves from tyranny through good laws. Liberty and laws that protect it, to Hu me, are secured by motivated people, not established by God or by the law of reason. Another difference can be perceived in their views of education. Locke argues that the point of education is to allow one to understand the laws of nature or of society, and therefore to exercise liberty under those laws; Hume sees education as a major influence in allowing one to pursue those things that bring pleasure and enjoyment. Humes philosophy of the pursuit of pleasure and enjoyment, as the major theme in Of Refinement in the Arts, bears some similarities to Lockes philosophy, but also some important differences. Both philosophies are individualistic but are derived from fundamentally different bases. Locke argues that individuals, by nature, have a right to life, liberty, and property, the protection of which is the purpose of government. Hume argues that individuals should pursue innocent luxury, not as a God-given right, but as something that is beneficial both to individuals and to society.

Free College Admissions Essays: An Issue of International Concern :: College Admissions Essays

College Admissions: Discuss an issue of international concern and its importance to you It was easy to empathize with Andy Dufresne and the other prisoners in The Shawshank Redemption as they suffered in their prison cells; I suffered while watching the movie. It was not because I disliked the film far from it. But while the prisoners in the movie were serving their sentences in Shawshank Prison, I served my own three-hour sentence for drinking five cups of fruit punch before entering the theatre. When the credits finally began to scroll, I strode quickly to the men's room, opened the door and found, to my dismay, that all seven urinals were already occupied. Well, not exactly. There were only four people using the urinals a person at every other one. Although there was a considerable line of guys eagerly awaiting the opportunity to relieve themselves, the three odd urinals remained unused. I did not dare to use one of the unoccupied urinals. Instead, I waited my turn along with the two dozen other men ahead of me. I reached the urinal a scant few seconds before losing control. Why is it that the middle urinals in men's restrooms remain tacitly forbidden? Whether a set of urinals is in an executive washroom or in the train station's public washroom, no man dares to use a urinal located next to a urinal in use. There seems to be no rational explanation for this, and it bothers me that this issue is given so little attention. Some men claim they "just want a bit of privacy." An understandable reason, to be sure, but it lacks substantiation. In the men's restroom of a particular gym close to my home, there are 3 urinals. As one might expect, the middle urinal remains unused. If privacy is the reason for this, why do the men at the gym shower together? There are no barriers whatsoever in the neither showers, nor are the urinals separated from the shower room. On busy days, all showerheads are used, and these same men who shower together refuse to relieve themselves while standing next to one another. So much for the "privacy" excuse. The issue is even more confounding when one learns that this is an international phenomenon. The every-other-one rule is not limited to developed countries where public restrooms are common; my father grew up in a tiny village in India and told me that Indian men relieve themselves at every other tree, even though there is plenty of distance between adjacent trees.

the prince :: essays research papers

- Navigate Here - Context --- Chapters 1-2 Chapter 3 Chapters 4-7 Chapters 8-10 Chapters 11-15 Chapters 16-19 Chapters 20-23 Chapters 24-26 --- Study Questions Further Reading 2 Dedication, Chapters 1-2 Summary The Prince is a gift from Machiavelli to the Magnificent Lorenzo, son of Piero de' Medici, offered as "proof of [the author's] devotion." Machiavelli writes that it is the most precious thing he has to offer. The book consists of "the knowledge of the actions of great men, acquired by long experience of modern affairs, and a continued study of ancient history," which Machiavelli indicates he has studied for a long period of time. Although the book is "unworthy" of the Magnificent Lorenzo, the author hopes he will accept it. After all, the book offers its reader, in a concise form, learning which has taken its author many years of study and much personal danger. Machiavelli emphasizes that the book is short and direct, and written without without resort to "pompous phrases" or "embellishment." Its strengths are that it goes to "the truth of the matter" and addresses an important subject. He does not wish to seem presumptuous by daring to discuss the affairs of a prince, but, he suggests, just as only a prince, from his vantage point above the people, can understand them, only one of the people can truly understand the prince. He hopes that his Magnificence will see in the work his hope for the prince's future greatness, which has been promised by "fortune" and his "great qualities." And if his Magnificence will lower his gaze, he will discover how undeservedly Machiavelli has had to suffer misfortune. Chapter 1: "How Many Kinds of Principalities There Are and the Way They Are Acquired" There are two kinds of states or governments: republics and principalities. There are also two kinds of principalities: "hereditary" and "new." Further, "new" principalities are either "entirely new" or a territory annexed to "the hereditary state of the prince who acquires them." Annexed principalities can be put under the rule of a prince, or set up as "free states." New principalities can be won by using another state's military, by the conqueror's own military, by luck, or by personal courage and ability. Chapter 2: "On Hereditary Principalities" Machiavelli indicates that this book will not be about republics, which he has discussed in a previous work. Hereditary states are easier to hold onto than new states, since, barring the appearance of an extraordinary force, if the prince is not stupid, he will hold onto power by doing what his predecessor did. the prince :: essays research papers - Navigate Here - Context --- Chapters 1-2 Chapter 3 Chapters 4-7 Chapters 8-10 Chapters 11-15 Chapters 16-19 Chapters 20-23 Chapters 24-26 --- Study Questions Further Reading 2 Dedication, Chapters 1-2 Summary The Prince is a gift from Machiavelli to the Magnificent Lorenzo, son of Piero de' Medici, offered as "proof of [the author's] devotion." Machiavelli writes that it is the most precious thing he has to offer. The book consists of "the knowledge of the actions of great men, acquired by long experience of modern affairs, and a continued study of ancient history," which Machiavelli indicates he has studied for a long period of time. Although the book is "unworthy" of the Magnificent Lorenzo, the author hopes he will accept it. After all, the book offers its reader, in a concise form, learning which has taken its author many years of study and much personal danger. Machiavelli emphasizes that the book is short and direct, and written without without resort to "pompous phrases" or "embellishment." Its strengths are that it goes to "the truth of the matter" and addresses an important subject. He does not wish to seem presumptuous by daring to discuss the affairs of a prince, but, he suggests, just as only a prince, from his vantage point above the people, can understand them, only one of the people can truly understand the prince. He hopes that his Magnificence will see in the work his hope for the prince's future greatness, which has been promised by "fortune" and his "great qualities." And if his Magnificence will lower his gaze, he will discover how undeservedly Machiavelli has had to suffer misfortune. Chapter 1: "How Many Kinds of Principalities There Are and the Way They Are Acquired" There are two kinds of states or governments: republics and principalities. There are also two kinds of principalities: "hereditary" and "new." Further, "new" principalities are either "entirely new" or a territory annexed to "the hereditary state of the prince who acquires them." Annexed principalities can be put under the rule of a prince, or set up as "free states." New principalities can be won by using another state's military, by the conqueror's own military, by luck, or by personal courage and ability. Chapter 2: "On Hereditary Principalities" Machiavelli indicates that this book will not be about republics, which he has discussed in a previous work. Hereditary states are easier to hold onto than new states, since, barring the appearance of an extraordinary force, if the prince is not stupid, he will hold onto power by doing what his predecessor did.

Free Essays - Jocasta is Not to Blame in Oedipus the King (Oedipus Rex) :: Oedipus the King Oedipus Rex

Jocasta is Not to Blame in Oedipus the King          In the play, Oedipus the King , written by Sophocles, it is Oedipus, not Jocasta, that deserves our criticism. Oedipus made some `errors in judgement' that caused him dire consequences and is therefore going to be inevitably condemned for them.       Many could argue that Jocasta is responsible for the downfall that Oedipus encounters due to an unsuccessful attempt to have Oedipus murdered as an infant. It could be said that she therefore deserves our criticism for her actions in the play although we cannot over look the choices the Oedipus makes himself. Oedipus chose to leave Corinth when told the news of the terrible prophecy that had been foretold about him. It was this choice that led Oedipus to kill what he thought to be a wanderer on a foreign road. In leaving Corinth he fulfilled the prophecy to kill his father. It was Oedipus' choice that accounts him responsible for the criticism he eventually endures, not Jocasta.       Oedipus choses to seek the truth about the murderer of Laius, honourably indeed to save the people of Thebes, but through this choice he in a sense administers his own lethal injection. Oedipus is warned about the consequences of his actions by Teresias when he prophesises the outcome of the search for truth. Due to Oedipus' ego which is built up by the pedestal that the people of Thebes have put him on, he does not accept the help of Teresias and continues to search. His opinion of himself being above the Gods leads him to then again shun the help of Jocasta who once again warns him of the consequences of the search for truth. Oedipus' persistence lands him our criticism, at this point we cannot criticise Jocasta as she tries to help him, and warn him about what will happen is he persists.       Although Jocasta tried to murder her son, Oedipus, to save her husband and herself from the terrible prophecy foretold at Oedipus' birth, Oedipus still deserves most of our criticism. He chose to murder another human being, through no fault of Jocasta's. She honourably tried to save her husband by having her son murdered although the person meant to do it couldn't go through with it.

Main Death Camp in 1942 Essay

Firstly, until mid-1943, the main death camps were camps similar to Sobibor, Belzec, and Treblinka. However, when all of the ‘non desirables’ had been liquidated, these camps shut down. Death camps were only meant to be a temporary place, and once their job was completed, they would quickly be dismantled. Auschwitz was different. It incorporated a Labour camp – so was designed for a much longer use than its’ contenders. The fact that it was one of the few camps that wasn’t temporary, meant that Jews from other areas of Europe – not just from nearby districts – were sent to Auschwitz to be dealt with accordingly. This made Auschwitz’s population grow to way beyond the amount it was originally designed to hold around 11,000. However, in August 1944, the population was a massive 105,168. Secondly, the camp also had other uses, apart from a death camp. Auschwitz I was the base camp, in which the whole of Auschwitz-Birkenau was operated from, which also incorporated a few gas chambers, and prison cells. Auschwitz II-Birkenau was the main death camp, where the majority of the 1.5-2 million Jews were killed. Auschwitz II also incorporated a separate camp for Roma and Ukrainian Gypsies, where Gypsies were sent from Ghettos such as Lodz, and from countries in the Nazi Empire. Auschwitz III was the main Labour camp, where Jews and other ‘less desirables’ were held and worked for the Reich. Auschwitz also had 45 sub-camps, in the surrounding areas. These sub-camps were concentration camps, where ‘non desirables’ were held until they were moved to Auschwitz itself. The vast array of camps in Auschwitz made it the main extermination camp, as it was a lot easier sending the ‘non desirables’ to Auschwitz via train, that to build several hundred temporary Extermination camps. Lastly, Himmler ordered for the camp to increase in size, saying ‘the existing extermination centres in the east are not sufficient to cope with an operation on such a scale’. The war emphasised the quickly progressed the killings in the Death camps, and Himmler knew that there were no camps big enough to ‘deal’ with the ‘undesirables’ on an industrial level. Auschwitz by this time was quite a small camp, with good railway links to Germany and  the rest of Poland. During this time, Himmler also, said that Auschwitz should be the main camp for the proposed â€Å"Final Solutions†. In conclusion, the main reason why Auschwitz was the main Death Camp was due to the fact that Auschwitz was one of the few permanent ‘killing stations’. This meant that ‘undesirables’ were sent there from all over Europe, and overpopulated the camp. This resulted in the camp increasing in size, and overall, having over seven gas chambers and crematoriums.

Financial Management – Risk Analysis

There are also reputation threats such as damage to the company's reputation in the market or from employee loyalty. You also have procedural risk, project, and financial, technical risk. Natural and political risk as well. Company decision makers must think through the systems, organizations or structures they operate, and analyze risks to any part of them. Once the threats have been acknowledged, the next step is to work out the probability of the threat being carried out and to evaluate its impact.A company must workout the value of risks It faces, so that the company can start to look at ways of dealing with them. When a company does this, It Is critical to choose cost effective methods. Risk analysis allows an organization to examine the risks that it faces. It Is based on a well thought out plan of attack In thinking through threats, followed by an evaluation of the probability and cost of Incidents occurring. Risk analysis forms the basis for risk management and crisis prevent ion. Five Interview Questions- Week SIX 1 . How would you Identify threats facing your company? . After Identifying the threats facing your company, how would you go about In assessing Its Impact? 3. How would you go about managing risk to your company? 4. After carrying out a risk analysis would you continue with regular reviews? 5. Why Is risk analysis so Important for a company? Financial Management – Risk Analysis By Judicial threats such as damage to the company's reputation in the market or from employee A company must workout the value of risks it faces, so that the company can start to kook at ways of dealing with them.When a company does this, it is critical to choose it faces. It is based on a well thought out plan of attack in thinking through threats, followed by an evaluation of the probability and cost of incidents occurring. Risk Five Interview Questions- Week Six 1 . How would you identify threats facing your company? 2. After identifying the threats facing yo ur company, how would you go about in assessing its impact? 5. Why is risk analysis so important for a company?

Acts of Rebellion Essay

In 1984, Orwell presents the act of rebellion through love. â€Å"Listen. The more men you’ve had, the most I love you. Do you understand that?† this whole quote suggest that they are both rebelling, meaning that Julia has already rebelled in the past by having sex with other men. Also Winston is declaring that the more she rebels the more he would love her, which is also an act of rebellion in itself because love is unauthorized, by Big Brother. â€Å"The most† could suggest that Winston is encouraging everyone to rebel against Big Brother, which could mean that as Julia loves Winston, he is taking advantage of her by telling her that whatever Julia is doing is right that he is totally supporting her. Additionally this could mean that he wanted more people to be corrupt, and everyone to go to the wrong path and disobey Big Brother. Orwell presents the act of rebellion through love because in the Dystopian society there are strict rule that need to be followed, s uch as no having sex for pleasure, and this is clearly an act of rebellion as Julia had sex with lots of party member. Similarly in Romeo and Juliet where Shakespeare is presenting their love by rebelling, they are both willing to disobey the orders of the wise ones just to be with each other. â€Å"Therefore stay yet; thou need’st not to be gone† proposes that Juliet is stubborn, as the Daughter of Capulet; she is used to get what she wants. Additionally Romeo declares to her † Let me ta’en, let me be put to death† This could emphasise that he is willing to die for Juliet and stay with her than live his life without her, this clearly shows that he is rebelling against all the rules put upon them, just to stay with Juliet. â€Å"Not to be gone† could suggest that Juliet is being bossy as she is ordering him to stay with her. But alternatively this could highlight that as men in the Elizabethan had power over women, and they were patriarchal meaning that Juliet was a bad influence on Romeo, and that she was almost a threat to his manhood. As he accepts defeat Ro meo says â€Å"let me put to death† which could declare that Juliet is Romeo’s weakness and that if someone breaks Juliet, Romeo will also shatter.

Eassy for P.E

Biography of Christopher Bruce Christopher Bruce was born on the 3rd of October 1945 in England, he started studying dancing at 11 years old, and he began with tap and ballet. After studying at the Rambert School Christopher Bruce joined Rambert Ballet in 1963, where he quickly became the leading male dancer. Bruce appeared in works such as Don Quixote in 1964 and Coppelia in 1966. Then the company began to experiment with ballet and modern, combining them to form, specifically the Martha Graham technique. Martha Graham created 181 ballets and a dance technique that has been compared to ballet in its scope and magnitude. Many of the great modern and ballet choreographers have studied the Martha Graham Technique or have been members of her company. ) When Bruce danced the role of Pierrot Lunaire, his own interpretive skills were noticed. Bruce was â€Å"dominating everything- practically living the part†. Bruce then worked with Glen Tetley, he discovered that â€Å"the motive for the movement comes from the centre of the body†¦ rom this base we use classical ballet as an extension to give wider range and variety of movement† In 1977 he was appointed associate director of the company and was its associate choreographer from 1979-87, he created over twenty works for the company. Between 1986-91 he acted as associate choreographer also for London Festival Ballet, later ENB, and resident choreographer for Houston Ballet in 1989. In 1994 he became artistic director for RDC. Often political in his work, he integrates classical ballet and modern dance, often set against popular music by artists like Bob Dylan, Rolling Stones.His productions include ‘Cruel Garden', 1977, ‘Ghost Dances', 1981, ‘Swansong', 1987, and ‘Rooster', 1991. Influences Social and political themes emerge as naturally as a reflection of his own concerns, although his aim is always firstly to create a piece of dance, rather than to make a statement. Neverthe less, he does not see a conflict between creating interesting movement and tackling difficult issues. He believes that there is much beauty in Ghost Dances and similar works. Bruce is typically known for using themes that focus on personal or political issues.He has created abstract pieces but even these have a strong undercurrent of emotion. Bruce uses a wide range of starting points, particularly poetry, literature, music, newspaper articles and world events. For example ‘†¦ for those who die in cattle' reflects his views and concerns of war, ‘rooster' is his idea of relationships, ‘swansong' is probably one of his most moving and emotional pieces and tackles the very serious issue of torture. His views on the general human condition are portrayed in ‘waiting'.Throughout his career, Christopher has been a strong supporter of Amnesty International's ideas and through his choreography he has voiced his concerns for society, the persecuted and victims of a wide range of human rights abuses. Time and again he has returned to these themes and in his most recent work â€Å"grinning in your face†, these concerns are articulated as powerfully as ever. The Arts have an important role to play in exploring social issues and dance can be seen as the most human of the Arts as it is based on the body.The image of the tortured prisoner from â€Å"swansong† or the unjust imprisonment of Reuben Carter, in â€Å"Hurricane† are far more powerful than mere words can ever be. Video extracts of Christopher's work have been used to reinforce talks about human rights abuse. In the 1970's the focus for Bruce was South America and Pinochet's bloody coup against the elected Allende government in Chile. He was deeply moved on the meeting of Joan Jara, who was tortured and murdered by Pinochets forces. This meeting lead him to choreograph, Ghost Dances.He took the theme of the day of the dead, simple symbolism and indigenous dance moveme nts as a basis to convey the plight of the innocent people of South American down the ages and their courage in the face of adversity. Certainly, Ghost Dances has a tremendous impact and audiences in many countries have delighted in its distinctive, rhythmic movement performed to haunting American tunes. However, it is the representation of the oppression of ordinary people, symbolised by the sinister ghost figures, which give the work much of its resonance.On the evidence of ghost dances, swansong, and cruel garden (about the death of Lorca at the hands of the fascists in Spain), human rights themes have provided him with a strong source of inspiration. He remains a passionate advocate for the role of dance and the arts in society and believes that seeing good work and the chance to perform, either as an amateur or a professional, an not only enrich lives, but can also be civilising influence. Ghost dances It was created in 1981, and was influenced by the political oppression in Ch ile.The style was contemporary ballet blended with South American folk dance. The setting of Ghost Dances is a rocky Andean location suggesting the mouth of a cave. The colours (blue's, greens and greys) of the backdrop were very effective and complimented the costumes and movement by adding to the eerie atmosphere. The whole stage was lit by a dim white light. The ‘dead' wear everyday clothes, which are beginning to disintegrate. The Ghost Dancers appear as skeletal figures in striking skull masks. The piece is accompanied by Andiean folk music, with panpipes, guitars, and flutes.The tune is infectious, rhythmic and tuneful. The style of the choreography is sinuous and graceful, incorporating folk-dance influences. The Ghost dancers style of dance differs to the style of the ‘dead'. The Ghost dancers use very off balanced and angular Movements, there heads are the main key I think to making their dancing look as threatening as it does, they move them very quickly and sh arply in unison and it creates a very menacing effect. The ‘dead', on the other hand are very free flowing and graceful, their posture is very open chested and balletic with very neat but complex footwork.I loved this piece and the skills used to perform it. The fluid motion alongside traditional Chilean folkdance was original and inspiring to watch, it was a very moving piece and had a big impact on me because of the real life issues behind it. Swansong This piece was created in 1987 and was influenced by the fate of political prisoners, the style was contemporary ballet and the prisoner's movements were based on the idea of a swan. The piece is generally based around the fate of political prisoners and their need to break free.Swansong is a deliberately disturbing dance showing a victim being tortured by a variety of means, although there is no actual violence on stage. It shows both the aggressive and sadistic element of interrogation, and how brainwashing, humiliation and playing with emotions can all be part of a long, nerve- racking game. In combining vaudevillian humour, balletic virtuosity, and contempory dance expressionism with such a serious theme, he seeks to create work that can be appreciated at a number of levels by a broad audience.The three dancers are costumed archetypally and very much resembled the set, it was all very simplistic, with the prisoner in just a plain t-shirt and jeans and the two guards are wearing vaguely militaristic khaki trousers and short- sleeved shirts could be viewed as policemen, soldiers, or guards. Programme notes have tended neither to give names to the characters nor to specify roles – choosing instead to simply list the cast and allow audiences to make their own interpretation.The prisoner uses a very graceful and flowing style of dance whilst in contrast the two guards dance in a modern, camp manner, highlighting even more the separation and difference between the guards and prisoner. The simplicity of the staging and ambiguity of the characters lends weight to its universality. The action could be taking place anywhere in the world. The stage is dark and bare with the exception of a single wooden chair lit starkly from above, indicating perhaps a single bulb-hanging overhead in an otherwise empty room.There are seven sections in swansong; each has a different theme and style.  ·Section 1, questions and answers. Throughout the first section the dance suggests the interrogators and victim playing a game of cat and mouse, the dance changing from trios to brief duets and solo's. in the duets the interrogators dance in unison, performing the same material one after the other or slightly varying the steps to attack their victim.  ·Section 2, tea for two. The section section begins with another interrogation session during which the second interrogator walks round his eated victim, and this time the victim taps out ‘answers' but in a defiant mood. The interrogators change tatics.  ·Section 3, first solo. The third section is a solo for the victim alone on the stage and it is more lyrical both in music and movement than the proceding sections. It contrasts with the torture previously shown, appearing to be a cry of frustration and anger at the victim's situation as well as evoking his urge for freedom.  ·Section 4, slow trio. The victim immediately tenses and flinches as the first interrogator reaches towards him, and then relaxes when he is not harmed.No questions are asked. Again the opening sequence is performed twice but at the end of the chair is moved so that the victim cannot return to it. This becomes a recurring theme of this dance; the victims chair is repeatedly pulled away from under him or placed just beyond his reach. He is pushed and thrown around, the effect of the violence is in slow motion. The victim curls defensively on the floor and is uncurled by the second interrogator and the torture continues.  ·Section 5, second solo wi thout accompaniment.Although this section repeats dance motifs from the first solo such as the jumps and arabesques suggestive of flight, it is generally more mimetic. The victim lifts the chair onto his back to make it appear he is carrying a huge weight on his shoulders. He then stands facing the audience staring through the bars of the chair, then he appears to crumble in frustration and the solo ends with his ankles trapped in the bars of the chair as if fetted.  ·Section 6, cane dance. The progression of the piece shows a build up of abuse and humility of the prisoner till the final section where the prisoner performs his last solo, his ‘swansong'.Rooster This piece was created in 1992 and in contrast to my other two chosen pieces is influenced by the Rolling stones; the dance is based on the theme and context of the music. It is danced in a contemporary ballet style blended with modern dance to match the music. The set is a clear stage with naturalistic lighting and a white spotlight. The women wear black skirts, tops and tights and the men wear black trousers and a skirt, a red dress is worn only in one number and that is ‘ruby Tuesday'.The whole piece is danced to rolling stones music ranging from upbeat fast and rocky numbers to slower more relaxed music. The theme of each song in ‘rooster' reflects the character that is dancing it, none of the dances are linked, and each section occurs simply because of the different songs that are used, this helps to create an episodic structure. The tempo of the music dictates the style of dance; the faster tracks are modern and contemporary whilst the slower ones are more balletic.This piece does not present a great deal of emotional involvment with the audience; it is simply based on the theme and context of the music. You can see this by the fact that the dancers, the style of dance and the music purely dictate the song. A Time line of dance works which have been choreographed and produced by Christopher Bruce  ·1969 George Frederic  ·1972 ‘†¦ for those who die as cattle'  ·1974 Weekend  ·1975 Ancient voices of children  ·1976 Black Angels  ·1976 Promenade  ·1977 Cruel Garden  ·1981 Village Sounds  ·1981 Ghost Dances  ·1984 Sergeant early's dream 1984 Intimate Pages  ·1985 Silence is the end of our song  ·1985 Land  ·1987 The dream is over  ·1987 Swansong  ·1989 Symphony in three movements  ·1990 Journey  ·1992 Rooster  ·1995 Meeting point Section B Producing our own piece of choreography in the style of Christopher Bruce in groups. How has the work of the choreographer influenced and inspired my own performance and choreography? I chose Christopher Bruce because of the influences behind his choreography, the real life human rights issues that through symbolism he has transferred this into dance.He has successfully brought more awareness to serious issues that most people would not be aware of because it is not going on in this country. The fact that this affects Bruce personally is very inspiring, as his pieces have real meaning and thought behind them. The three works by Christopher Bruce that I have chosen to study are ‘ghost dancers' and ‘swansong' because of the political human rights issues that influenced them and ‘rooster' because it was a contrast to the other two as its influence was the celebration of the Rolling Stones music.I thought these pieces complimented each other well to evaluate as each bears a large variation of accessible motifs, images and sequences of movement that I could re- interpret in my choreography in the style of Christopher Bruce. As it gave me the opportunity to analyse a variety of influences and issues behind the three pieces. Choreographic notes We choreographed a piece for a trio in the style of ‘rooster'. The set was clear other than three chairs that were used within the dance. We were dressed all in black and wore red scarfs round our n ecks. The lighting of the set was dark red

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Port And Shipping Logistics - Essay Example Shipping is also not restricted to the availability of infrastructure on the seas as ships ply on shipping lanes on the seas that are merely imaginary lines drawn on the seas. Air transportation is also free from any infrastructure requirements, but the volume of freight that can be handled is extremely limited. In essence, the difference between shipping and other forms of transport is the flexibility that shipping offers in that it can carry small and very large volumes of freight across all seas and oceans. In these times when pollution and global warming come to the fore, the comparison of the various forms transportation in this regard is also useful. Road transport is the most polluting and the largest contributor to global warming of any form of transportation. Air transport is next in line with regard to pollution and contributing to global warming, while rail transport is the least polluting. It is only shipping that contributes to global cooling because the gases that emitt ed by shipping like SO2 and NOX are positive coolants. Therefore increased shipping does not pose pollution or global warming issues. The hub and spoke logistic model is cost-effective for moving small volumes of goods to and from locations through consolidation and transshipment. Short shipping offers the means of reaching goods to any port in a region by the use of small shipping vessels, thereby creating new opportunities for shipping to minimize road haulage, with the difficulties, are faced in the transportation of goods by road.

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