How Globalization Effects The Third World †Economics Essay

How Globalization Effects The Third World – Economics Essay Free Online Research Papers How Globalization Effects The Third World Economics Essay If one sets the analysis of the effects of globalization on the Third World, taking into consideration the economic indicators and figures together with the ones concerning peoples health, education, calories per day, one should easily notice the inequal distribution of wealth, education and expectations of life throughout the world. The relationship between GNP and welfare, however, is not linear (fig), delineating cultural differences and peculiarities of each particular socio-political and economic region (Fig about family distribution ). Once GNP per capita reaches about US$ 4000 increments of basic human welfare tend to be marginal . Whilst very high deviations (over the line with a long gap ) are recorded mainly by socialist countries ( China, Cuba, Vietnam) and the â€Å"Western† countries ( North America, Europe and Australasia) , the most notable negative deviations (below the line with the highest gap)are recorded by two different groups of countries: oil rich Middle Eastern countries (Iraq, Iran, Saudi Arabia,..) and many African countries (including Nigeria, Angola, Namibia and Niger). If we focus our attention on the last group and we look at the figures concerning the inequality index and the real gross domestic product and the food consuption, one could see low levels of real GDP (fig) associated with a highly inequal redistribution of wealth with low levels of nutrition. All the figures above risk, however, to lose meaning, unless we define some key concepts shall be used in the present essay. It is particularly difficult to exactly define the concepts to analyse the effects of globalization on the Third World, as the enormous quantity of data, from GDP (gross domestic product) (Fig ) the level of education and a definition of development (time is relative and a society, as Islam, developed 600 years after Christianity show not only the resemblance to our Middle Ages structural society, which reports to a similar mode of production ). The quality of the territory also plays a role in influencing the geo-political structure of a particular area. In addition to that, the peculiarity of main third world countries depends on the quality and the quantity of exports as well as imports with the will be later defined â€Å"core†, the relationship of exploitation of the main Western Empires (formerly Spain, UK, France, Portugal, lately, USA) and the damages colonisers did to the African soil, which brings now, with the increasing of the population doubling in the Sub-Saharan area with a rate of 25 years fig, a black horizon in front of them. The spread of HIV is increasing in the Sub-Saharan area and this would imply a deeper research in order to define the causes of it. The Third World entered into the Cold War mainly exploited under the dominion of the Western powers. In the last 50 years the World Bank and the United Nations, together with the IMF and GATT have been created, politically, for the allignment of strategic areas of the globe1960s economically for the need of the American companies to expand towards new markets, with the consequent emergence of new industrialised countries in South America, but mostly in Asia. In Africa, the situation is rather different: Soil erosion, HIV, famine and civil wars, direct effect of the inappropriate policies carried by the colonisers, brought now to an alarming future. Is globalisation responsible for it ? Which effects will have on them ? I personally think that globalisation as an economic process is nothing new and this process, in my opinion, can be read as a key through which International actors (Nation States MNEs, ex.) interact with each other. However, maps show how the world is divided into three main areas: a core opposed to a semi-periphery and a periphery (amongst others: Africa) with an high concentration of poverty, inequalities and endemic viruses. The exploitation of Africa has been so dramatic to bring to a territorial damages, decreasing fertility of the ground and specialised on export of raw materials, primary commodities and food but lacking on technological and human resource investments. the World after 1946 witnessed an advance in several fields: modern aircraft industries and thus new forms of airtransport, electronic industries, which produced not only TVs and radio equipments, but also devices for measurement, signals and telecommunications, as well as computers, base of the modern automation and cybernetic techniques. TV and, generally, expanded Medias played a role in influencing the perception of the World, from a relatively small national unity and reality, into a global market and international concerns, thus more institutional participation ( civil society, Labour Unions, Humanitarian non-gov. Org, etc.) Modern plastics, sysntetic resins and composites fibres, based on the petro-chemical emprovements, ( that is the new Hydrocarbon chemistry ), brought a dramatic change in the industrail trend and so did also the growth of the steel industry, the production of titanium and the civilian use of the atomic power, which by the end of the 1950s represent a considerable volume of investement in the U.K and France . However, Africa, according to figures , does not enjoy the economic growth and emprovement of technology, nor has the economical capacity to stand the MNEs, showing, oppositely, the drainage of the wealth from the periphery to the core countries. Popper believes that four broad attributes shape the environment, in which firms compete and promoting or impeding the creation of competitive advantage. Research Papers on How Globalization Effects The Third World - Economics EssayInfluences of Socio-Economic Status of Married MalesDefinition of Export QuotasBringing Democracy to AfricaPETSTEL analysis of IndiaRelationship between Media Coverage and Social andAssess the importance of Nationalism 1815-1850 EuropeIncorporating Risk and Uncertainty Factor in CapitalResearch Process Part OneGenetic EngineeringMarketing of Lifeboy Soap A Unilever Product

This Side of Paradise F. Scott Fitzgerald Quotes

'This Side of Paradise' F. Scott Fitzgerald Quotes With This Side of Paradise (his debut novel), F. Scott Fitzgerald took the literary world by storm (the first printing sold out in a matter of days). And, with the success of this work, he was able to win back Zelda (with whom he would have such a tumultuous relationship for so many years to come). The book was first published in 1920. Here are a few quotes. This Side of Paradise Quotes From Book 1 She had once been a Catholic, but discovering that priests were infinitely more attentive when she was in process of losing or regaining faith in Mother Church, she maintained an enchantingly wavering attitude. Book 1, Ch 1 They slipped briskly into an intimacy from which they never recovered. Book 1, Ch 1 He wanted to kiss her, kiss her a lot, because then he knew he could leave in the morning and not care. On the contrary, if he didnt kiss her, it would worry him.... It would interfere vaguely with his idea of himself as a conqueror. It wasnt dignified to come off second best, pleading, with a doughty warrior like Isabelle. Book 1, Ch. 3 Dont let yourself feel worthless; often through life you will really be at your worst when you seem to think best of yourself; and dont worry about losing your personality, as you persist in calling it; at fifteen you had the radiance of early morning, at twenty you will begin to have the melancholy brilliance of the moon, and when you are my age you will give out, as I do, the genial golden warmth of 4 P.M. Book 1, Ch. 3 Never walk near the bed; to a ghost, your ankle is your most vulnerable partonce in bed, youre safe; he may lie around under the bed all night, but youre safe as daylight. If you still have doubts pull the blanket over your head. Book 1, Ch. 4 This has nothing to do with will-power; thats a crazy, useless word, anyway; you lack judgment- the judgment to decide at once when you know your imagination will play you false, given half a chance. Book 1, Ch. 4 Life was a damned muddle... a football game with every one off-side and the referee gotten rid of- every one claiming the referee would have been on his side... Book 1, Ch. 5 Quotes From Book 2 All life was transmitted into terms of their love, all experience, all desires, all ambitions, were nullified- their senses of humor crawled into corners to sleep; their former love-affairs seemed faintly laughable and scarcely regretted juvenalia. Book 2, Ch 1 I have your best interests at heart when I tell you not to take a step youll spend your days regretting. Its not as if your father could help you. Things have been hard for him lately and hes an old man. Youd be dependent absolutely on a dreamer, a nice, well-born boy, but a dreamer- merely clever. (She implies that this quality in itself is rather vicious.) Book 2, Ch 1 People try so hard to believe in leaders now, pitifully hard. But we no sooner get a popular reformer or politician or soldier or writer or philosopher- a Roosevelt, a Tolstoi, a Wood, a Shaw, a Nietzsche, than the cross-currents of criticism wash him away. My Lord, no man can stand prominence these days. Its the surest path to obscurity. People get sick of hearing the same name over and over. Book 2, Ch 2 I regretted my lost youth when I only envy the delights of losing it. Youth is like having a big plate of candy. Sentimentalists think they want to be in the pure, simple state they were in before they ate the candy. They dont. They just want the fun of eating it all over again. The matron doesnt want to repeat her girlhood- she wants to repeat her honeymoon. I dont want to repeat my innocence. I want the pleasure of losing it again. Book 2, Ch 5 Progress was a labyrinth ... people plunging blindly in and then rushing wildly back, shouting that they had found it ... the invisible king- the à ©lan vital- the principle of evolution ... writing a book, starting a war, founding a school... Book 2, Ch. 5 He found something that he wanted, had always wanted and always would want- not to be admired, as he had feared; not to be loved, as he had made himself believe; but to be necessary to people, to be indispensable... Book 2, Ch. 5 Life opened up in one of its amazing bursts of radiance and Amory suddenly and permanently rejected an old epigram that had been playing listlessly in his mind: Very few things matter and nothing matters very much. Book 2, Ch. 5 Modern life... changes no longer century by century, but year by year, ten times faster than it ever has before- populations doubling, civilizations unified more closely with other civilizations, economic interdependence, racial questions, and- were dawdling along. My idea is that weve got to go very much faster. Book 2, Ch. 5 Im restless. My whole generation is restless. Im sick of a system where the richest man gets the most beautiful girl if he wants her, where the artist without an income has to sell his talents to a button manufacturer. Even if I had no talents Id not be content to work ten years, condemned either to celibacy or a furtive indulgence, to give some mans son an automobile. Book 2, Ch. 5 As an endless dream it went on; the spirit of the past brooding over a new generation, the chosen youth from the muddled, unchastened world, still fed romantically on the mistakes and half-forgotten dreams of dead statesmen and poets. Here was a new generation, shouting the old cries, learning the old creeds, through a revery of long days and nights; destined finally to go out into that dirty gray turmoil to follow love and pride; a new generation dedicated more than the last to the fear of poverty and the worship of success; grown up to find all Gods dead, all wars fought, all faiths in man shaken.... Book 2, Ch. 5

Car-Wreck Compounds

Car-Wreck Compounds Car-Wreck Compounds Car-Wreck Compounds By Mark Nichol You see them everyday, whenever you login to a Web site or rollover an ad: what should be open compounds suffering from the compositional equivalent of a roadway rear-ender. The error of writing â€Å"everyday† (an adjective meaning â€Å"ordinary†) when you mean â€Å"every day† (synonymous with â€Å"each day†) has already been covered in another post, but this mistake is common with verbs, too. When you go to a Web site and type your username and password, you are logging in, so you should style the verb â€Å"log in† similar to the verb phrase â€Å"check in.† By the same token, when you glide your cursor over an online ad to activate it, you’re rolling over it, so the phrase is written â€Å"roll over.† (Think about it: When you stumble to avoid a feline on a beeline, you don’t fallover.) Oooh! Oooh! Oooh! Yes, I see you there in the front row, wildly waving your upraised hand. I know what you’re going to say: â€Å"But we see them like that all the time!† That’s why I call them viral car-wreck compounds: Back when the Internet was young, someone unfamiliar with the niceties of verb phrases, someone perhaps more at ease with programming languages than the magnificent mess we call English, once developed a Web site that directed visitors to â€Å"login.† More recently, when the first interactive ad was enabled, a programmer incorrectly typed the command â€Å"rollover.† But wait – does this mean that â€Å"login† and â€Å"rollover† aren’t real words? Sure they are they’re nouns. Your username and password comprise your login, and your cursor’s ad-surfing motion is a rollover. They’re equivalent in structure to the two other closed compounds I used in the sentence preceding this one. Then, others saw the train-wreck treatments but reiterated them, mistaking the labels â€Å"login† and â€Å"rollover† for the directives â€Å"log in† and â€Å"roll over† without recognizing the mistake, and the clunky compounds were unwittingly compounded. (That’s the very definition of a virus a self-replicating error.) But that magnificent mess we call English changes its rules all the time, you persist. Yes, it does. But don’t capitulate before it’s time. That’s why we have manuals of best practices like â€Å"Merriam-Webster’s Collegiate Dictionary† and â€Å"The Chicago Manual of Style.† (The former cue gritting teeth defends the validity of â€Å"alright,† for example, but has resisted conceding to â€Å"alot.†) For the sake of professional pride, we must agree to codified consistency until the walls are breached. For my part, you’ll have to roll over my dead body (after, of course, you log in). Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Grammar category, check our popular posts, or choose a related post below:Passed vs Past15 Great Word GamesShore It Up

How Sentence Combining Works

How Sentence Combining Works An alternative to traditional forms of grammar instruction, sentence combining gives students practice in manipulating a variety of basic sentence structures. Despite appearances, the goal of sentence combining is not to produce longer sentences but rather to develop more effective sentences  - and to help students become more versatile writers. How Sentence Combining Works Heres a simple example of how sentence combining works. Consider these three short sentences: The dancer was not tall.The dancer was not slender.The dancer was extremely elegant. By cutting out the needless repetition and adding a few conjunctions, we can combine these three short sentences into a single, more coherent sentence. We might write this, for instance: The dancer was not tall or slender, but she was extremely elegant. Or this: The dancer was neither tall nor slender but extremely elegant. Or even this: Neither tall nor slender, the dancer was extremely elegant nonetheless. Which version is grammatically correct? All three of them. Then which version is most effective? Now thats the right question. And the answer depends on several factors, beginning with the context in which the sentence appears. The Rise, Fall, and Return of Sentence Combining As a method of teaching writing, sentence combining grew out of studies in transformational-generative grammar and was popularized in the 1970s by researchers and teachers such as Frank OHare  and William Strong. Around the same time, interest in sentence combining was heightened by other emerging sentence-level pedagogies, especially the generative rhetoric of the sentence advocated by Francis and Bonniejean Christensen. In recent years, after a period of neglect (a period when researchers, as Robert J. Connors has noted, did not like or trust exercises of any kind), sentence combining has made a comeback in many composition classrooms. Whereas in the 1980s, as Connors says, it was no longer enough to report that sentence-combining worked if no one could specify why it worked, research has now caught up with practice: [T]he preponderance of writing instruction research shows that systematic practice in combining and expanding sentences may increase students repertoire of syntactic structures and may also improve the quality of their sentences, when stylistic effects are discussed as well. Thus, sentence combining and expansion are viewed as a primary (and accepted) writing instructional approach, one that has emerged from research findings holding that a sentence combining approach is far superior to traditional grammar instruction.(Carolyn Carter, The Absolute Minimum Any Educator Should Know Teach Students About the Sentence, iUniverse, 2003)

How has exposure to the study of marketing and society helped me to Essay

How has exposure to the study of marketing and society helped me to understand how I consume and what influences my decisio - Essay Example The extensive research made into studying marketing and its strategies has helped us; consumers tend to develop more informed decisions. If the marketing department is successful in identifying customer requirements and predicting future customer needs, it should enable the business to not only increase its sales revenue, profitability and market share but also to maintain and improve the image of its products and bring variety and innovations to existing ones to facilitate the consumer at the end of the day. The product itself is probably the most important element in the marketing mix. The product must fulfill a want. Consumers buy products for pleasure, satisfaction or benefits they provide. If it does provide the satisfaction, the good will not be purchased. The level of satisfaction achieved may differ. For example, some products are bought because they satisfy a basic need, like food which stops hunger. Other products like a refrigerator, in addition to keeping food cool, would be expected to be reliable and last a long time. An expensive perfume would give a certain image to the consumer when they used it and it would be expected to be of high quality. Informed and aware customers will pay a price that is worthy of the quality of the product. The design that is the performance, reliability and quality should all be consistent with the product’s brand image. The marketing should be capable of stimulating new wants from the consumers. It must give something very distinctive that makes it appear different to encourage brand loyalty. Competition amongst businesses in an economy in terms of the prices of goods and services being set has also helped consumers make the right buying decisions. Demand is not just what people want to buy but they must also have the money to be able to purchase the product. The market price is determined by the demand and supply of that particular good and various factors affect these such as, change in income, taste and fas hion, advertising and prices of other products. The pricing strategy should be such that it should provide good value for money to consumers. They will not unnecessarily pay a high price for a good of low quality or which serves no purpose. Consumers are in search of best deal for money for example, economy packs, bulk-buying and discounted products. (Titley, 2008) Packaging is another part of marketing mix that influences consumer decisions. Consumers consider suitable packaging because it has to give protection to the product and not allow it to spoil. It also has to allow product to be used easily. It is no good having hair shampoo in a tin that would not allow the liquid to pour out easily. Packaging is also used for promoting the product. It must appeal to the consumer because it is usually the packaging that catches the eye and the product inside! Consumers will prefer to buy products with packaging carrying vital information about its use, storage and its ingredients. Recycla ble packaging is most preferred by the society. Getting the best value for money is what any rational consumer would want. Advertising as part of marketing and promotion will influence consumers to quite an extent. Advertisements which give information to the public are known as informative advertising. It increases consumer choice by making consumers aware of the range of

The Church of Jesus Christ of Latter-day Saints Research Paper

The Church of Jesus Christ of Latter-day Saints - Research Paper Example The Book of Mormon was marketed on the 26th of March 1830. A year after the extensively cited analysis of Alexander Campbell charged it of clarifying all the major concerns talked about in New York throughout the 1820s, as well as â€Å"infant baptism, ordination, the trinity, regeneration†¦ even the question of free masonry, republic government, and the rights of man† (Winn, 1990, 20). Aspects in the book did appear to relate with several of existing issues at that time and to address its readers’ mental and emotional needs; several converts made use of the book as prescribed by Campbell. Numerous, nevertheless, did not. In truth, the Book of Mormon, in comparison with the Bible, was used sparsely (Winn, 1990). Smith’s revelations and converts mention ‘Book of Mormon and the holy scriptures,’ setting aside the ‘holy scripture’ for the Bible (Barlow, 1997, 44). God scolded the members of the Church for not giving little importance t o the Book of Mormon. According to Morris (2006), W.W. Phelps, Mormon writer, protested that the Saints would instead seek mysteries and miracles in the Bible than find out details communicated in the Book of Mormon. Mormon publications during the 1830s mentioned the Bible several times as frequently as the Book of Mormon, and in the sermons presented to Nauvoo, Illinois for which current documentation is available, Smith reworded the Book of Mormon a number of times but mentioned or reworded the Bible hundreds of times (Morris, 2006).  ... Numerous, nevertheless, did not. In truth, the Book of Mormon, in comparison with the Bible, was used sparsely (Winn, 1990). Smith’s revelations and converts mention ‘Book of Mormon and the holy scriptures,’ setting aside the ‘holy scripture’ for the Bible (Barlow, 1997, 44). God scolded the members of the Church for not giving little importance to the Book of Mormon. According to Morris (2006), W.W. Phelps, Mormon writer, protested that the Saints would instead seek mysteries and miracles in the Bible than find out details communicated in the Book of Mormon. Mormon publications during the 1830s mentioned the Bible several times as frequently as the Book of Mormon, and in the sermons presented to Nauvoo, Illinois for which current documentations are available, Smith reworded the Book of Mormon a number of times but mentioned or reworded the Bible hundreds of times (Morris, 2006). Even though he illustrated the Book of Mormon as more accurate than any other manuscript and as â€Å"the keystone of our religion,† (Parry, 2004, 17) there are very few proofs that he gave an effort to analyze its text as he studied the Bible. The Book of Mormon was given due importance by its followers, but it did not turn out to be the foundation for the early Church tradition and dogma, the everyday revelations of Smith accomplished that. It would linger for a succeeding period of Saints to embrace as idols those Book of Mormon icons like Nephi, Moroni, and Alma (Parry, 2004). The very first Mormon chose the Bible, in spite of the flaws they discovered in it. Malachi, Zechariah, and Nahum were not indefinite or unclear icons for them and their colleagues (Barlow,

Industry Information on park users perceptions and attitudes towards Research Paper

Industry Information on park users perceptions and attitudes towards public exercise settings - Research Paper Example According to Mowen, Kaczynski and Cohen (2008), parks preserve the physical environment to be utilized for the enjoyment of people. The contribution of parks in the promotion of physical activity has been acknowledged for many decades; Fredrick Law Olmsted, the ‘father’ of parks in North America, noted in the mid-1800s that parks promote healthy and active lifestyles. Since the mid-1800s to date, parks have been perceived as environments that preserve and promote appreciation of nature and as settings that provide opportunities for people to engage in positive recreational activities or leisure time physical exercises. Parks are a common feature in most communities all over the world but park access, condition as well as utilization of these physical environments vary significantly across communities or population segments. Parks are also perceived as places where individuals can simply visit to relax both their minds and their bodies, and to escape the nuances of their busy daily routines at the workplaces. Contemporary insightsAccording to Bedimo-Rung, Mowen, and Cohen (2005), park activity has the capacity to meet physical activity requirements but certain environmental and policy features to enhance the level of physical activity. Physical activity has been taunted as an effective remedy to curbing morbidity and mortality rates since it decreases the risk of heart diseases, diabetes, and high blood pressure, among other lifestyle ailments while enhancing healthy bones, muscles, and joints.

Evaluation Analysis Essay Example | Topics and Well Written Essays - 1000 words

Evaluation Analysis - Essay Example Although the movie itself is very simple, the message hidden within the movie is quite deep and intricate (Brown). Every romantic movie needs to have two characters that are deeply in love with each other. They need to have a deep rooted passion and affection for each other. This movie ‘Two can play this game’ fulfills the criteria of being called a romantic comedy because of the chemistry, emotional connection and love that the main characters Shante and Keith hold for each other. Usually in romantic movies, the characters face some obstacles in order to get to their loved one and in this movie also, the characters do face a few difficulties which make the plot more interesting. The name of this movie ‘Two can play this game’ suggests that generally more players are needed for arousing an interest in a game. However, there is a game which only two people can play. And that game is called love. In love, there is no involvement required of other people what so ever. Infact, the involvement of more people actually destroys the game. It inhibits the two lovers from noticing the inherent chemistry between the two of them as was the case with Shante and Keith who are the hero and heroine of the movie. In this way, the movie also builds up the curiosity of the audience as to the nature of that game. The flow of the movie keeps the audience hooked up and provides bouts of humor at intervals. The movie opens with the heroine wearing yellow and a refreshing music playing in the background. She is shown driving her impeccable red convertible and people of the other gender have to hold back emotions because she is so sexy. She does not pay attention to any of them as she continues with her daily schedule. The first scene is dedicated completely to giving credits and providing context to the whole movie. She is shown driving down the city, enjoying the pleasant weather and the environment around her. There is no introduction given

Developmental Psychology and Children Essay Example for Free

Developmental Psychology and Children Essay This is a very important stage as it helps children to get ready for school as well as preparing them for their future learning and successes. From when child is born up until the age of 5, the children early-years experiences should be happy, active, exciting, fun and secure and to support their development, care and learning needs. In my setting children will be learning skills, acquiring new knowledge and demonstrating their understanding through 7 areas of learning and development. Children should mostly develop the 3 prime areas first. These are: †¢ Communication and language †¢ Physical development †¢ Personal, social and emotional development. These prime areas are those most essential for  the childs healthy development and future learning. As children grow, the prime areas will help them to develop skills in 4 specific areas. These are: †¢ Literacy †¢ Mathematics †¢ Understanding the world †¢ Expressive arts and design. These 7 areas are used to plan all children learning and activities. The key person teaching and supporting child will make sure all the activities are suited to childs unique needs. This its suitable for very young children, and its designed to be really flexible so that all staff in my setting can follow the childs unique needs and interests. Children in the Early Years Foundation Stage (EYFS) learn by playing and exploring, being active, and through creative and critical thinking which takes place both indoors and outside. In my setting I plan the activities based on the current interests and abilities of the children present. Sometimes the activities will be led by adults in order to practise and develop particular skills like using scissors or gluing, or learning new songs and rhymes to develop childrens awareness of sounds and letters. At other times children will select what they play with from a rich learning environment set up in the playroom or classroom. They will appear to be playing but, as this is how young children learn, they will be learning too. Washing the dolls clothes for instance helps develop physical skills, and gives the opportunity to communicate and co-operate with others, and to discover the properties of water and detergent. In the table above is a short meaning of the seven areas of learning and development that must shape educational programmes in early-years settings. All areas of learning and development are important and inter-connected. Three areas are particularly crucial for igniting childrens curiosity and enthusiasm for learning, and for building their capacity to learn, form relationships and thrive. Children develop and learn in different ways and at different rates. The framework covers the education and care of all children in early-years provision, including children with special educational needs and disabilities. The EARLY YEARS FOUNDATION STAGE (EYFS) is a term defined in Section 39 of  the British governments Childcare Act 2006. The EYFS comprises a set of _Welfare Requirements_ and a set of _Learning and Development Requirements_, which must be followed by providers of care for children below 5 years old the age of compulsory education in the United Kingdom. The Welfare and Learning and Development requirements are not specified in the Act but in separate. The legislation took effect from September 2008 and updated in 2012. Scotland, Wales and Northern Ireland have separate framework. The Welfare requirements apply to the whole of the UK, but the Learning and Development requirements apply only in England. The EYFS is organised into 4 themes: -a unique child -positive relationships -enabling environments -learning and development The EYFS is linked to the Every Child Matters (ECM) agenda which has 5 areas that need to be addressed: -staying safe -being healthy -enjoy and achieve -make a positive contribution -achieve economic well-being The purpose of the ECM agenda is to ensure that all children are safe, have their needs met and are able to fulfil their full potential. _1.2 DESCRIBE THE DOCUMENTED OUTCOMES FOR CHILDREN THAT FORM PART OF THE RELEVANT EARLY YEARS FRAMEWORK_ The Early Years Foundation Stage was designed to ensure that all children-regardless of where they live, their family background or circumstances-would have access to a quality early years education. To be able to measure this and also to ensure that practitioners have a clear focus for their work, a series of outcomes is given for each area of learning. These are called the Early Learning Goals. This helps that each child can meet them by the end of their reception year. These goals are important as they form the building blocks for childrens later education. It is important that practitioners recognise that many of the early Learning Goals are also associated with childrens development and so while it is reasonable to expect children to meet them at the end of the reception year, they are not meant to be used as outcomes in nurseries or pre-schools. It is also worth noting that some children will for a variety of reasons not meet  all the early Goals as they may have specific hea lth or learning difficulties or because they are simply younger than the other children. Every child deserves the best possible start in life and all support to full-fill their potential. A childs experience in the early years has a major impact on their future life chances. A secure, safe and happy childhood is important. When parents choose to use early years services they want to know that setting will keep their children safe and will help their children to thrive. The Early Years Foundation Stage (EYFS) is the framework that provides that assurance. The overarching aim of the EYFS is to help young children achieve the five Every Child Matters outcomes of staying safe, being healthy, enjoying and achieving, making a positive contribution, and achieving economic well-being. Personal social and emotional development children need to develop a positive sense of themselves and of others, to learn respect for others, social skills and a positive disposition for learning. Self-confidence and self-esteem, behaviour and self-control helping children to understand their emotions and how to express those emotions, self-care children needs to be able to do tasks like dressing and feeding , sense of community learning where a child has come from respect for others and inclusion. The EYFS was designed to ensure all children are treated the same no matter where they have come from that they would have access to the same education to measure this and to ensure practitioners have a clear focus for their work a series of outcomes id given for each learning area these are called early years goals this is done by the end of the reception year. A UNIQUE CHILD Every child is a unique child who is constantly learning and can be resilient, capable, confident and self-assured. I understand and observe each childs development and learning, assess progress, plan for their next steps. I support children to develop a positive sense of their own identity and culture. I identify any need for additional support. I keep children safe. I value and respect all children and their families equally. Positive Relationships children learn to be strong and independent through positive relationships. POSITIVE RELATIONSHIPS ARE warm and loving, and foster a sense of belonging sensitive and responsive to the childs needs, feelings and interests supportive of the childs own efforts and independence consistent in setting clear boundaries and stimulating children Enabling Environments children learn and develop well in enabling environments, in which their experiences respond to their individual needs and there is a strong partnership between practitioners and parents and carers. ENABLING ENVIRONMENTS †¢ value all people †¢ value learning †¢ I offer stimulating resources to all the childrens cultures and communities †¢ learning opportunities through play and playful teaching †¢ I support children to take risks and explore Learning and Development Children develop and learn in different ways. The framework covers the education and care of all children in early-years provision, including  children with special educational needs and disabilities. In my setting I teach children by ensuring challenging, playful opportunities across the prime and specific areas of learning and development. Children start to learn about the world around them from the moment they are born. The care and education offered by our setting helps children to continue to do this by providing all of the children with interesting activities that are appropriate for their age and stage of development. The Areas of Development and Learning comprise of three prime areas; personal, social and emotional development; communication and language physical development; and four specific areas: Literacy Mathematics Understanding of the World Expressive Arts and Design; For each area, the practice guidance sets out the Early Learning Goals. These goals state what it is expected that children will know and be able to do by the end of the reception year of their education. The practice guidance also sets out in Development Matters the likely stages of progress a child makes along their learning journey towards the early learning goals. Our setting has regard to these matters when we assess children and plan for their learning. _Personal, social and emotional development_ Our programme supports children to develop: positive approaches to learning and finding out about the world around them; confidence in themselves and their ability to do things, and valuing their own achievements; their ability to get on, work and make friendships with other people, both children and adults; their awareness of, and being able to keep to, the rules which we all need to help us to look after ourselves, other people and our environment; their ability to dress and undress themselves, and look after their personal hygiene needs; and their ability to expect to have their ways of doing things respected and to respect other peoples ways of doing things. _Communication, language and literacy_ Our programme supports children to develop: conversational skills with one other person, in small groups and in large groups to talk with and listen to others; their vocabulary by learning the meaning of and being able to use new words; their ability to use words to describe their experiences; their knowledge of the sounds and letters that make up the words we use; their ability to listen to, and talk about, stories; knowledge of how to handle books and that they can be a source of stories and information; knowledge of the purposes for which we use writing; and making their own attempts at writing. _Mathematics_ Our programme supports children to develop: understanding and ideas about how many, how much, how far and how big; understanding and ideas about patterns, the shape of objects and parts of objects, and the amount of space taken up by objects; understanding that numbers help us to answer questions about how many, how much, how far and how big; understanding and ideas about how to use counting to find out how many; and  early ideas about the result of adding more or taking away from the amount we already have. _Understanding of the World_ Our programme supports children to develop: knowledge about the natural world and how it works; knowledge about the made world and how it works; their learning about how to choose, and use, the right tool for a task; their learning about computers, how to use them and what they can help us to do; their skills on how to put together ideas about past and present and the links between them; their learning about their locality and its special features; and their learning about their own and other cultures. _Physical development_ Our programme supports children to develop: increasing control over the large movements that they can make with their arms, legs and bodies, so that they can run, jump, hop, skip, roll, climb, balance and lift; increasing control over the small movements they can make with their arms, wrists and hands, so that they can pick up and use objects, tools and materials; and their understanding about the importance of, and how to look after, their bodies. _Expressive Art and Design_ Our programme supports children to develop: the use of paint, materials, music, dance, words, stories and role-play to express their ideas and feelings; and  their interest in the way that paint, materials, music, dance, words, stories and role-play can be used to express ideas and feelings. _Assessment (learning journal, progress checks)_ I assess how young children are learning and developing by observing them frequently. I use information that I gain from observations, as well as from photographs of the children, to document their progress and where this may be leading them. I believe that parents know their children best and I ask them to contribute to the learning journals by sharing information about what their children like to do at home and how they as parents are supporting development. I make periodic assessment summaries of childrens achievement based on our on-going development records. These form part of childrens records of achievement. I undertake these assessment summaries at regular intervals as well as times of transition, such as when a child moves into a different group or when they go on to school. _1.3 EXPLAIN HOW THE DOCUMENTED OUTCOMES ARE ASSESSED AND RECORDED_ Assessment plays an important part in helping parents, carers and practitioners to recognise childrens progress, understand their needs, and to plan activities and support. On-going assessment (also known as formative assessment) is an integral part of the learning and development process. It involves practitioners observing children to understand their level of achievement, interests and learning styles, and to then shape learning experiences for each child reflecting those observations. In their interactions with children, practitioners should respond to their own day-to-day observations about childrens progress and observations that parents share. EYFS 2012 All effective assessment involves analysing and reviewing what you know about each childs development and learning. You can then make informed decisions about the childs progress and plan next steps to meet their development and learning needs. This is called assessment for learning. EYFS 2012 Formative assessment is the type of assessment based on observations, photographs, videos, things children have made or drawn and information from parents. It informs or guides everyday planning. Summative assessment is a summary of all the formative assessment done over a long period and makes a statement about the childs achievements. The Early Years Foundation Stage Profile is the summative assessment completed by practitioners at the end of the EYFS. EYFS Practice Guidance 2007 In the final term of the year in which the child reaches age five, and no later than 30 June in that term, the EYFS Profile must be completed for each child. The Profile provides parents and carers, practitioners and teachers with a well-rounded picture of a childs knowledge, understanding and abilities, their progress against expected levels, and their readiness for Year 1. The Profile must reflect: on-going observation, all relevant records held by the setting, discussions with parents and carers, and any other adults whom the teacher, parent or carer judges can offer a useful contribution. Year 1 teachers must be given a copy of the Profile report together with a short commentary on each childs skills and abilities in relation to the three key characteristics of effective learning. These should inform a dialogue between Reception and Year 1 teachers about each childs stage of development and learning needs and assist with the planning of activities in Year 1. EYFS 2012 In my setting we reflect on the different ways that children learn and reflect these in our practice. The three characteristics of effective teaching and learning are: _playing and_ _exploring_ children investigate and experience things, and have a go _active learning_ children concentrate and keep on trying if they encounter difficulties, and enjoy achievements _creating and thinking critically_ children have and develop their own ideas, make links between ideas, and develop strategies for doing things My setting curriculum is planned and delivered with every child at the heart  of what we do. Every childs needs are met through a personalised learning journey in partnership with parents, carers and other professionals. We report on these aspects when a child transfers to a different setting or school. My setting provide accurate and up to date information about each childs learning and development and we are able to share this with parents and professionals associated with each child in order for each child to make the best progress possible. In my setting I observe children throughout the day, inside and outside accessing a range of opportunities which can be adult led or child led. Parents have access to their childrens records at all times. Records will be updated termly and a development folder should document the childs learning journey. Assessment should identify/highlight any children not making progress so that measures can be put into place to ensure that all children make progress. Assessment is used to ensure early intervention takes place and the gap is closed between those who achieve and those who do not. Children should be assessed in their home language where appropriate and the progress should be tracked. Children learn best when they are happy, relaxed, stimulated and involved. In my setting I encourage children to think, explore, play, take risks, question, talk, listen, show, create, share, celebrate, be, learn, grow, know and develop. Through the setting we visit the child and family at home and get to know them, we ask the family to fill out an all about me form to share information, we take photographs and videos of children learning, we make observation notes about the childrens successes, we valuate group time planning, we give feedback to children and parents about their progress and what steps come next. In my setting we create and maintain a green  developmental book on each key child, we mark off development matters statements as they are achieved, we inform the Special Educational Needs Co-ordinator SENCO if we have concerns about a childs progress. My setting set targets for the school relating to curriculum areas and identify target children who may need additional support with their learning. My setting support, monitor and develop this through: Observation and monitoring of the procedures Continually developing strategies which improve assessment and record keeping Communication and partnership with parents and other agencies to share skills and ideas Internal moderation of records Staff development and discussion Related reading Attending courses All about me form Development Matters records Long Observation sheets Group Time planning sheet Well Being and Involvement Scales Language Assessments Transition Document RESOURCES: Books: Level 3 Diploma Children and Young Peoples Workforce by Penny Tassoni EYMP 2 Promote learning and development in the early years Cache Level 3 Diploma Children and Young Peoples Workforce by Carolyn Meggitt EYMP 2 Promote learning and development in the early years www.early-years.org www.nicurriculum.org www.foundationphasewales.com www.early-education.org.uk

Ancient Religions Essay Example for Free

Ancient Religions Essay The ancient Norse religion was commonly followed and practiced by people in northern regions of the world, such as Scandinavia, Norway, Iceland and surrounding countries. It was believed that the world first came about when a northern and southern land, Niflheim and Muspellheim, both joined together. Niflheim (house of mists) , an extremely cold, icy land and Muspellheim (home of desolation) the seemingly opposite of Niflheim, a hot, fiery land. As both lands joined together, the reaction of the contrasting temperatures caused the ice of Niflheim to melt creating the first two living creatures Ymer, the giant and Audhumla, a female cow. From these two the first Gods were created (Odin, Vile and Ve), and from them the first human beings were created by Odin from an elm and ash tree. Due to a disagreeance between Ymer and the God’s, the giant was killed and from his body, landforms and other living races were created. The gods were revered by many as they were the creators of the races and established the different parts of the world, the world tree or Yggdrasil included. The Yggdrasil is one of the principal beliefs in Nordic religion as it was known as the centre of their nordic universe, the world tree was said to have held nine different realms within its branches. The realms were situated in different areas of the tree at the top, within the canopy; Asgard (heaven) was located. This is where many gods lived including Odin in Valhalla. In addition to Asgard two other realms Vanaheim (home of the fertility god) and Aflheim (home of light elves) were located at the highest level of the world tree. These realms were known as â€Å"divine†. Norse folk believed that Midgard, the middle section of Yggdrasil held the human world. Along with midgard, Nidavellir, Jotunheim and Svartalfhiem, home of the dwarves, giants and dark elves were also present here. At the third and bottom level of the tree the two lands that created the first living beings are found. It is believed that Hel, the place of death, is part of the harsh, destitute lands of Niflheim. Hel is connected to one of the three main root of the world tree and it is known as the underworld, the second root leads to Jotunheim( realm of the giants) and the third is connected to the divine realm, Asgard. The roots linked together the different levels and realms of the tree, likewise Bifrost, a magical bridge located between Asgard and the human world, Midgard was another connection between realms, allowing gods an entrance into the mortal world. The Influence of the Nordic beliefs in society was great as followers of the ancient religion could identify with the extreme life conditions and harsh weather that was also portrayed in the Nordic creation story. The Norse saw their conditions of life as a blessing from the gods and often used these gifts to the greatest advantage for example men often became farmers, cultivators, tradesmen or traders. Women in Nordic society also searched for meaning and insight from the gods as they held powerful positions in the religion. Women played a strong part in the community and often had to run the villages when the Viking warriors were away. The Norse strived to maintain a balanced lifestyle from the influence of what they had learned and incorporated from the gods. Odin was known as a wise and great warrior and many Viking men chose to follow the same path by becoming a warrior also. I was believed that one of the only worthy ways to die was to die in battle. This factor greatly contributed to the decisions of the Norse men. When a warrior died in battle he would go on to Valhalla, in the divine realm, if not they would go to Hel. The Norse people not only sought meaning from the gods, but from the actions and rituals they performed.

The Decoration of Houses Essay -- Literary Analysis, Edith Wharton

In Edith Wharton’s first major work, The Decoration of Houses, she states that â€Å"the impression produced by a landscape, a street or a house should always, to the novelist, be an event in the history of the soul† (qtd. in Falk 23). Later in her Pulitzer-winning novel The Age of Innocence, Wharton uses her knowledge and love of architecture to develop her characters, as she had previously deemed important. Thus, she takes style of houses, their design, and their European or American identification into consideration and depicts characteristics of the New York society and the major characters. Ranks in the social order are shown based on where in the New York district a character lives, personalities of aristocrats that are cold are shown through plain walls and furnishings, and some characters are separated from society because they follow different strains of architecture and interior design. At the beginning of the novel, Beaufort’s house quickly stands out as a character who earned his place in society through the architecture of his home. It is the first described and â€Å"one of the few in New York that possess[es] a ballroom . . . this undoubted superiority [is] felt to compensate for whatever [is] regrettable in the Beaufort past† (13). This characterizes the upper class society of New York. Clearly, architecture must be important if a ballroom guarantees someone a high rank, and it can even cover up the fact that Beaufort was not born into the social order and has a mistress. Ada Van Gastel, a Wharton critic who wrote â€Å"The Location and Decoration of Houses in The Age of Innocence,† points out another way that Beaufort’s property represents him: â€Å"Having only recently entered society, he still resides on the ... ...lot, yet at this point, he is identified with New York. He tries to break away later, but like the plot of the novel, he cannot leave America or the architecture attributed to it. Wharton artfully uses her love of architecture in The Age of Innocence. She shows some characters as elite but plain New Yorkers, just like their house. Beaufort uses his to break into society, but he never quite fits. All the same, Archer cannot be characterized as directly. He wants to be European, like Ellen Olenska and Catherine Mingott, but it does not work. Architecture seems to confusedly describe him in this, which portrays his own confusion with it. It may also show Edith Wharton’s uncertainty on whether she liked his character or not. In the end, when she announces that he will never fit in with the European characters, maybe she is deciding her view of him.

Animal Usage is Needed to Benefit the Human Race Essay -- Argumentativ

Animal Usage is Needed to Benefit the Human Race In today's world, one could split our country into two groups. One is those who are for animal rights in every aspect, and the other is those who are not. Those who are for animals' rights are commonly labeled "Vegans" by people of the opposing viewpoint, and sometimes even by their own. These people may belong to certain organizations such as PETA, People for the Ethical Treatment of Animals, or ALF, the Animal Liberation Front. These people commonly believe that animals should have every right that a human has. Animal Rights Activists generally think that people don't have the right to eat, own, hunt, or use animals in any way, or for any reason. This would mean people who eat meat on a daily basis would just be out of luck. This would mean no person would be allowed to own any animal for work on ranches or farms, for companionship, or for any other reason. This would mean all guides and hunters would have no business. This would mean no person could use any animal part for clothin g. This would also mean that more than half of the medicines and medical advances that we enjoy and live as a result of today would never have been discovered, and we would not be making progress on what we are in the medical field. The other people, those who are not, believe that animals should be handled with care and taken care of, but don't believe animals should have every right that humans do. One of the reasons that vegans don't believe we should eat animals is because we don't have the right to eat them. They believe that those animals have the same exact rights that humans have. The animals feel pain and have the exact same feelings that human beings do. What these people don't realize ... ... using their companionship to always have that best friend that will never let us down. Animal rights have gone far enough. There are laws to protect these animals. There doesn't need to be laws that perish our natural instincts and pastimes. Works Cited Bender, David L. "Animal Testing" Biomedical Ethics: Opposing Viewpoints. 1987. Minnesota, Greenhaven. Bender, David "Animal Testing" Biomedical Ethics: Opposing Viewpoints. 1994. California, Greenhaven. Doughney, Michael T. "People Eating Tasty Animals" People Eating Tasty Animals. 9 Dec. 2001. (http://www.mtd.com/tasty/). Envirolink Network "Animal Concerns: Pros and Cons" Animal Concerns.1999. (http://express. Netforchange.com/egi.bin/WebX.fcgi?13@@.ee6bbal). Guest Choice Network "Moore Lies From Eco-Extremists" Nanny Headlines. 6 Dec. 2001 (http://Nanny_headlines@burst.sparklist.com).

First modern solar cell

The first modern solar cell In 1954, the first modern silicon cells raised by Bell Labs, then it shown at the National Academic of Science meeting. Moreover, this kind of cell can make 6 percent efficiency. Then, the New York Time come up with that the cell would lead to a source of â€Å"Limitless energy of the sun†. In 1955, the Western Electric created very significant solar cell technologies. The technology start to use in makes solar cells. In 1957, the AT&T telecom company used the â€Å"solar battery' for their cell phones. Hoffman Electronics created about 8 percent efficient solar cell.Thinking about investing in a solar array but concerned about the lifespan of photovoltaic cells? Consider this: the world's oldest solar panel † a 60 year-old crystal ball-like contraption † still works. The panel was built by a British science teacher who wanted to prove the novel idea that sunlight could be converted into electricity. Of course, the panel doesn't produce much electricity-Just 1. 5 volts of electricity in direct sunlight, or enough to power a digital watch. And while todays panels only need indirect sunlight to function, the 60 year-old version requires direct sunlight.Still, the selenium-based panel is surprisingly similar to current models. The half century-old device is the first example of a modern solar panel, but it isn't the first piece of solar technology. That distinction goes to Charles Fritts, who built the first solar cell in 1883. Want to check out the panel for yourself? It's currently on display at Antiques for Everyone, a British antique event.

Cpr; Infants and Children

Tiffany Cole CPR Essay CPR is an emergency procedure used for someone that is thought to be in cardiac arrest. This procedure can be used to save someone’s life if it is performed the correct way. To perform CPR, one has to be properly trained. The process for children CPR differs from that of adults. Explained below are the CPR procedures for infants and small children. The process of CPR for infants starts by yelling and shouting at the baby.If there is no response you must open the air way and listen for breath sounds. First, you must blow into the infant’s mouth twice causing the chest to rise. Then just below the nipple, pump thirty times on the baby’s chest. Continue with two breaths and the chest pumps for two minutes and call 911. The CPR process for small children starts out the same as it did for infants. Shake and shout if the child. If there is no response tilt the child’s head back and listen for breath sounds.Then blow twice in the mouth so t he chest rises. Pump thirty times in the center of the chest. Continue with two breaths and thirty pumps for two minutes and call 911. CPR is easy to learn and can be very useful if you are ever in a situation where a child has stopped breathing. Daycare centers are required to have their staff adequately trained in CPR to ensure the safety of the children. To become certified in CPR one can take classes in the community. Read also: How Different Types of Transitions Can Affect Children

Does Religion Cause War?

I. IntroductionSince writing has been invented about 5,200 years ago, there has been religion in some levels. Whether it is the belief to a Christian God, or whether goes further back in history to Hinduism or Judaism, Buddhism and along with other religious beliefs. During that same period of time, there have also been a large number of wars and battles between different countries and civilizations. But what are the causes of these wars? Many argue that such things as politics, power and material goods are the causes of these wars, whereas others claim that it is religion which is the main reason.Where it can be said that religion has had a large influence on many conflicts in the past, it can also be argued that political issues and power struggles have had just as large an impact. While some argue that religion is the cause of wars, it is inconclusive whether war would or would not exist if there was no such thing as religion.Based on our research, some would say The Crusades are a major example of religion causing war. From the 11th century to the 13th century Christian states in Europe launched what are sometimes called Holy Wars against Muslims in the East. These wars centered on the city of Jerusalem which held a Holy significance in the Christian world. However when 3000 Christians were massacred, this began the retaliation and therefore the beginning of The Crusades to release the Holy City of Jerusalem from the rule of Muslims. In this example, religion has clearly caused The Crusades as there would not have been any war if the city of Jerusalem did not have Christian significance.II. Counter ArgumentsHowever, a contrary argument to this would be that it was the massacre of 3000 Christians which caused The Crusades to begin and not because of differing religious beliefs, although it is unquestionable that religion played a major part in the beginning of the Crusades as the massacre may not have taken place without a religious background. As the argume nt for religion causing war heavily outweighs the opposing argument, in this context it is fair to say that using this example, religion does cause war.Although the previous example concerning The Crusades suggests that religion does cause war it would be unfair to generalize this conclusion from one example of war to war in general. There are many counter arguments when discussing the topic of religion causing war such as political or cultural issues. One such example of this is the conflict in Northern Ireland which is commonly perceived as a religious one although religious and political leaders have used religion to incite division or unison within their people.The Unionists (those who wish to remain a part of Great Britain) are predominantly Protestant whereas the Nationalists see themselves as Irish and are usually of the Catholic faith. It is this difference between the identities (British or Irish) of the people which has caused conflict and not because of the commonly held belief that it is one of religion and sectarianism. By using this example it is clear that religion is not the sole cause of war although it can be used as an incentive to continue a conflict which is shown through the conflict in Northern Ireland where it has almost become a religious conflict, such is the commonly held view of the hostility. This example can therefore be used as basis for an argument stating that religion does not, in general terms, cause war.III. Our ArgumentsClaim #1Ignoring The Crusades, and more specifically the First Crusade, it is difficult to confidently state that there have been other wars which have undeniable religious causes. However, one which has underlying holy origins is World War II. In the book Mein Kampf it states â€Å"hence today I believe that I am acting in accordance with the will of the Almighty Creator: by defending myself against the Jew, I am fighting for the work of the Lord† (Hitler, 1924) While some say that Hitler was irratio nal in his thinking, it  is undeniable that one of the main reasons for creating the Nazi Party was a misguided religious belief, such as the one above, and therefore the beginning of World War II can be put down to religion to an extent. This is shown by his actions following his writings in Mein Kampf.Claim #2To an extent, the â€Å"anti-terrorism† war in Afghanistan is also an example of a war with a religious cause although some argue that the war began for other reasons. As the terrorist attacks in America were the catalysts for war in Afghanistan, it can be said that the conflict did have a religious cause. This is because of the terrorists having a misguided belief, much like Hitler and his determination to eradicate the Jews, that they were acting in the name of an Islamic God. Because of this belief the cause of the conflict in Afghanistan can be put down to religion and therefore suggests that religion can cause war and conflict.Claim #3On the other hand the examp les of wars which have been caused by religion cannot automatically assume that all war is caused by religion or generalize a cause of one conflict to all conflicts. Following on from this another example of a war which does not have a religious cause is the Gulf War in 1990. The basis for war in this example was the invasion of Kuwait by Iraq, caused by a non-religious belief that Kuwait was a part of Iraq, along with the fact that Saddam Hussein wanted to invade and capture more land for himself. Therefore, this example again confirms the idea that religion is not the sole reason for war and that again, political issues are just as likely to be the catalyst for conflict.IV. ConclusionA final argument against the claim that religion causes war is one which is based on opinion and also has large quantities of evidence to back up the point; that war would occur anyway even if religion did not exist. One viewpoint is that it is human nature to always want more (greed) and this, more t han religion, can cause conflict with others which may lead to war. The evidence to support this point comes from the large number of wars and conflicts which do not have religious causes.In conclusion, it is unfair to suggest that there would be no war if religion did not exist as it is probable that human beings would use other motives for war or find other things to fight over. However, having said that it would also be unfair to declare that religion does not cause war as The Crusades, World War II and the war in Afghanistan to name just a few, defy that notion. Following on from this, some wars do have religious causes but consequently it is false to suggest that religion causes war in general as there are other hugely significant causes such as political issues, power struggles and the greed of humanity for more material possessions which are just as likely causes for war as religion.

Education Is Not a Preparation for Life; Education Is Life Itself Essay

It is the lack of higher education in several sections of my country concerns me. This dearth of education is what is restricting us from touching new heights of glory. In the erstwhile days, emphasis was given on garnering education which made our country prosper. The gradual decline in the number of literate people in the medieval times resulted in disparity in the society, gave birth to superstitions and social evils. Education can rescue a community from succumbing to superstitions and myths. I believe that education is the great leveler in society. It brings everyone on equal footing. To overcome the evils of corruption, disappointment, and terrorism, education is imperative. Only literate people know the difference between right and wrong. Only the literate people know the vital values of compassion and selflessness. Education is what endows people with the wisdom of spending their time fruitfully. It dissuades us from the path of destruction and brings peace in the world. Obtaining an education is a person’s passport to one’s future, it brings upon numerous opportunities for an individual to better themselves, their life, and one another. â€Å"Our quest for knowledge is something we should never complete, because it is a desire that we should never resist.† In other words, in every quest you find yourself upon, you foresee the answer and experience life has thrown at you, including the acceptance of its successes and failures. Education is the best thing that has ever happened to me. It has opened my eyes up to who I am and shown me what I really want to do in my life, and has shown what I can potentially give back to society. Indubitably, education gives us more choices in life, ultimately allowing us to leave an imprint on society. We may plan to design sky-scarpers or develop data storage techniques on the spin of electrons. We may do whatever we want to with the power of education in our hands. Education is the essence of culture, vital for the development of our values and virtues. It teaches us how to lead our lives and transforms us into mature individuals capable of planning for our future. Education always leads us to enlightenment and broadens our perspective towards life. It removes the impending barriers in the way of our success. It leads to the progress of society as a whole and propagates healthy attitudes. Education is the only power that can take any country to the pinnacle of success and glory. Indian government has taken a lot of initiatives to promote education in the remotest of areas. There is provision of free primary education and mid day meals at the schools. But, many more such initiatives are required to bring a tangible change. Comprehensive mass awareness programmes are still needed. Volunteers willing to bring the education to the doorsteps of those who need it are required. I know an example is better than a precept. I am also willing to contribute in whichever way I can to this noble cause.

A Mississippi River Experience essays

A Mississippi River Experience essays The exposed rock that you see along the Mississippi river is mainly sedimentary rock. The events that formed the area surrounding the Mississippi river tell a story about what has been there before. The igneous rocks that are present at the surface, and under the surface near the area of the Mississippi river were formed by areas deep below the surface of the earth which have liquid magma in them, the liquid magma comes to the surface when a volcanic eruption occurs. With the presence of Benotite on level C it shows that there was obvious some type of volcanic presence in this area otherwise, this type of rock would not be existent. There is also a possibility that a glacier brought this rock here in its travels. The softness of the volcanic ash shows us that it might not have been here for a long time, or it might be the outcome of a small eruption. Metaphoric rocks are also present in this area, and we found them on every level we encountered. These rocks were formed by the pressure being so great that they are transformed into that type of rock. Especially near areas where there is a vast amount of water you can find sedimentary rocks. Those rocks are made of soil, sand, dust, and organic material are deposited layer after later and pressed together to form rocks. The currants of oceans, or rivers, in this case move the rocks and reorganize them. The softness of the ground was a key indication that this used to be the sight of an ocean. The shores of oceans are generally softened over time by the currant and waves crashing into them. We also found various fossils on our outing to the Mississippi that led us to consider this being the area of an ocean because of the origin of these organisms. We found both Bryozoans and Brachiopods. Bryozoans or "moss animals," are aquatic organisms, living for the most part in colonies of interconnected individuals. Brachiopods were also found, which is completely miraculous. B...

Free Essays on Problems In English Pronunciation

Millions of foreign students want to learn English as well as they can; for some it is only a matter of reading and writing it, but many students want to be able to speak English well,with pronunciation which can be easily understood both by their fellow-students and by English people . Written English and spoken English are obviously very different things. Writing consists of marks on paper which make no noise and are taken in by eye,while speaking is organized sound,taken in by the ear. How can a book which is nothing but marks on paper ,help anyone to make their English sound better? The answer to this is that it can’t , not by itself. But if you will co-operate ,and listen to English as much as you can, then you will find that the instructions given in the following pages will make your ears sharper for the sound of English and when you can hear English properly you can go on and improve your performance. Language starts with the ear. When a baby starts to talk he does it by hearing the sounds his mother makes and imitating them. If a baby is born deaf he cannot hear these sounds and therefore cannot imitate them and will not speak. But normal babies can hear and can imitate; they are wonderful imitators,and this gift of imitation ,which gives us the gift of speech,lasts for a number of years. It is will known that a child of ten years old or less can learn any language perfectly,if it is brought up surrounded by that language,no matter where it was born or who its parents were. But after this stage the ability to imitate perfectly becomes less, and we all know only to well that adults have great difficulty in mastering pronunciation(as well as other parts) of foreign languages. Some people are more talented than others’ they find pronouncing other languages less difficul, but they never find them easy. The reason for this can be found in our native language. B y the time we are grown up the habits ... Free Essays on Problems In English Pronunciation Free Essays on Problems In English Pronunciation Millions of foreign students want to learn English as well as they can; for some it is only a matter of reading and writing it, but many students want to be able to speak English well,with pronunciation which can be easily understood both by their fellow-students and by English people . Written English and spoken English are obviously very different things. Writing consists of marks on paper which make no noise and are taken in by eye,while speaking is organized sound,taken in by the ear. How can a book which is nothing but marks on paper ,help anyone to make their English sound better? The answer to this is that it can’t , not by itself. But if you will co-operate ,and listen to English as much as you can, then you will find that the instructions given in the following pages will make your ears sharper for the sound of English and when you can hear English properly you can go on and improve your performance. Language starts with the ear. When a baby starts to talk he does it by hearing the sounds his mother makes and imitating them. If a baby is born deaf he cannot hear these sounds and therefore cannot imitate them and will not speak. But normal babies can hear and can imitate; they are wonderful imitators,and this gift of imitation ,which gives us the gift of speech,lasts for a number of years. It is will known that a child of ten years old or less can learn any language perfectly,if it is brought up surrounded by that language,no matter where it was born or who its parents were. But after this stage the ability to imitate perfectly becomes less, and we all know only to well that adults have great difficulty in mastering pronunciation(as well as other parts) of foreign languages. Some people are more talented than others’ they find pronouncing other languages less difficul, but they never find them easy. The reason for this can be found in our native language. B y the time we are grown up the habits ...

Unobtrusive Measures in Sociology Experiments

Unobtrusive Measures in Sociology Experiments In research, an unobtrusive measure is a method of making observations without the knowledge of those being observed. Unobtrusive measures are designed to minimize a major problem in social research, which is how a subject’s awareness of the research project affects behavior and distorts research results. The main drawback, however, is that there is a very limited range of information that can be gathered this way. One way to assess the effect of racial integration in schools is to compare the academic records of students educated in schools whose student populations vary in their degree of racial heterogeneity. Another way that one can determine the results of an experiment utilizing unobtrusive measures is to analyze data and behavior from a hidden camera or through a two-way mirror. In either case, privacy may come into play and a test subjects individual rights are in danger of being violated. Indirect Measures As opposed to obtrusive measures, indirect measures occur naturally during research and are available to researchers in pretty much limitless supply, depending on the researchers innovation and imagination. Indirect measures are naturally unobtrusive and are used to collect data without introducing any formal measurement procedure of which the subject is aware. Take for instance trying to measure foot traffic and item popularity in a fashion boutique. Although placing a person in the store to observe shoppers might give you great data on what people buy, it also has a chance of intruding on the study by letting the shopper know they were being watched. On the other hand, if a researcher installs hidden cameras and observes data collected from those to notice trend, the measure would be considered indirect or unobtrusive. Similarly, some cell phone apps now allow retailers to track the movement of cellular devices in the store if the customer is logged into a discount app for the store. This specific geolocation can measure exactly how long customers spend in different parts of stores, without being aware theyre being watched. This raw data is the closest one can get to understanding how a shopper spends his or her time in a store when he or she feels no one is watching.   Ethics and Surveillance Unobstructive measures come with their fair share of ethics concerns, primarily in terms of privacy and surveillance. For that reason, researchers should be careful with which methods they use and how they use them when conducting these types of sociological experiments.   By definition, indirect or unobtrusive measures collect data and observations without the experiment subjects knowledge, which could be cause for concern for this person being observed. Further, it could be a violation of the persons right to privacy by not using informed consent. In general, it is important to understand the laws governing privacy in the context of your experiment. Chances are, most will require consent from the participants, though this is not the case with certain public spaces such as museums or amusement parks, where buying a ticket acts as a contract for the patron which often times includes video surveillance and monitoring.

How to Do the Flame Test

How to Do the Flame Test You can use a flame test to help identify the composition of a sample. The test is used to identify metal ions (and certain other ions) based on the characteristic emission spectrum of the elements. The test is performed by dipping a wire or wooden splint into a sample solution or coating it with the powdered metal salt. The color of a gas flame is observed as the sample is heated. If a wooden splint is used, its necessary to wave the sample through the flame to avoid setting the wood on fire. The color of the flame is compared against the flame colors known to be associated with the metals. If a wire is used, it is cleaned between tests by dipping it in hydrochloric acid, followed by a rinse in distilled water. Flame Colors of Metals magenta: lithiumlilac: potassiumazure blue: seleniumblue: arsenic, cesium, copper(I), indium, leadblue-green: copper(II) halide, zincpale blue-green: phosphorusgreen: copper(II) non-halide, thalliumbright green: boronpale to apple green: bariumpale green: antimony, telluriumyellowish-green: manganese(II), molybdenumintense yellow: sodiumgold: ironorange to red: calciumred: rubidiumcrimson: strontiumbright white: magnesium Notes about the Flame Test The flame test is easy to perform and does not require special equipment, but there are drawbacks to using the test. The test is intended to help identify a pure sample; any impurities from other metals will affect the results. Sodium is a common contaminant of many metal compounds, plus it burns brightly enough that it can mask the colors of other components of a sample. Sometimes the test is performed by viewing the flame through blue cobalt glass to strip the yellow color from the flame. The flame test generally cant be used to detect low concentrations of metal in a sample. Some metals produce similar emission spectra (for example, it may be difficult to distinguish between the green flame from thallium and the bright green flame from boron). The test cannot be used to distinguish between all metals, so while it has some value as a qualitative analytical technique, it must be used in conjunction with other methods to identify a sample.

Autobiographical reseach paper Essay Example | Topics and Well Written Essays - 1500 words

Autobiographical reseach paper - Essay Example It is one of the three counties that form the region of South Florida Metropolitan Area. One can see people of different race, color and culture merge in the pool of one single community, forming the community of Miami-Dade County. The variety of languages which are spoken throughout the county is reflection of this existing variety. The three official languages which are spoken are English, Spanish and Haitian Creole. Though besides these there are many other languages which can be heard while on the streets of the County, some of these are English, Spanish and Haitian Creole. Some of the other languages spoken are Brazilian, Portuguese, French, German, Hebrew, Italian and Russian. Most of the people speak other languages at home, and English outside. So the County has largest percentage of population who are bilingual or tri-lingual. . I feel very special being part of the community where there is so much diversity and acceptance, and almost no feeling of racial discrimination in h uman interaction within the society. (Miami, 2007) The community in which I live have a very historic date with the evidence of Native American settlement in the region as far back as 12, 000 years ago. The influence of the Tequesta people, who control much portion of the Southeastern Florida, is very evident. The cultural influence of hunting, fishing and gathering fruits and roots of the plants for food , is still very much part of practice, rather than being involved in agriculture. The Tequesta people have deep impact on the lifestyle of people residing, and have been credited with making the Miami Circle. Today this County can be said to have people representing from different countries and cultures like Argentineans, Bahamians, Brazilians, Canadians, Colombians, Cubans, Dominicans, French, Haitians, Hondurans, Jamaicans, Israelis, Italians, Mexicans, Nicaraguans, Russians,

Operations management Essay Example | Topics and Well Written Essays - 1500 words - 1

Operations management - Essay Example The company was started in 1906 and the famous model of ‘Silver Ghost’ was launched in 1907 which ran a non-stop 14371 miles before entering the list of legends. The company had its factory in the starting stage in Manchester and later moved into a custom built set up for its operation in Nightingale Road, Derby. After the world war, Rolls Royce started its production of cars again and set up a factory in the US in 1921. It was there that Rolls Royce manufactured the R-engine looking at the Inter-continental sea-plane contest. The engine set a record air-speed and won the trophy (Rolls-Royce plc., 2013, p.1). Later on the engine was developed and used in aircrafts. Rolls Royce developed the new model of Phantom that had the capability to set new benchmarks in the car industry. Several models of cars developed by Rolls Royce over the years are exclusive in their designs, structure of their chassis and innovative body built. Some of the world class and eminent models that have pioneered and shaped the automobile industry are Silver Wraith, Silver Dawn, Silver Cloud, Silver Shadow, Silver Spirit, etc. As a result of expansion of its operations, Rolls Royce, the unique corporation founded in the year 1906 was divided into Rolls Royce. as well as Rolls Royce Motors in the year 1973. After the demerger from the original company, Rolls Royce is a chief provider of power systems as well as services in the world. The Rolls Royce places customer, innovation, growth and profitability at its core values of operation (Rolls-roycemotorcars., 2013, p.1). The company provides integrated power systems and has long term strategic plan of substantial size of order book, entering into long-term service agreements with their customers...While Rolls Royce Motor cars are focused at car manufacturing, Rolls Royce is focused at providing integrated power systems to the world. Introduction: Rolls Royce Rolls Royce was created after a famous lunch between the two eminent founders of the company. As a result of expansion of its operations, Rolls Royce, the unique corporation founded in the year 1906 was divided into Rolls Royce. as well as Rolls Royce Motors in the year 1973. After the demerger from the original company, Rolls Royce is a chief provider of power systems as well as services in the world. The Rolls Royce places customer, innovation, growth and profitability at its core values of operation (Rolls-roycemotorcars., 2013, p.1). Rolls Royce: Its operations Rolls Royce has demerged into Rolls Royce Motor cars and Rolls Royce. While Rolls Royce Motors have focused on the manufacture and operations of its cars, Rolls Royce have since been focusing on operations in aerospace, power systems and the defence sector. The ownership of Rolls Royce Motor cars was taken over by Vickers during 1980 to 1988. Since 2003, the manufacturing rights of Rolls Royce motor cars were handed over to BMW. Rolls Royce Motor cars which now operate as a subsidiary to the German automaker Bentley Motors Limited run a production mix of the Rolls Royce and the Bentley brand of cars.