Empowerment of three main characters in The Crucible Essay

During ‘The Crucible’ the acts which unfold able some characters to empower themselves: most notably Abigail Williams, Mary Warren and even John Proctor. Some characters begin with little or no power, then abuse the situations to gain power, whereas others begin with power and lose it, sometimes justly and other times unjustly. This could be seen as a moral message for the audiences of the play, warning of power abuse which could lead to devastating consequences. In the introductory comments, Miller comments before the events begin to unfold how â€Å"†¦the children were anything but thankful for being permitted to walk straight† which shows before the witchcraft trials and accusations had begun, children were powerless under the authority of the male dominated society -children had no power to roam freely. One of the people that gained power in the play is Mary Warren, who is a servant and so is one of the lowest ranks of the Puritan society- much like the children of Salem. At first she does not have any power at all as she is taught that she has to follow orders from the Proctors, who she works for. This is seen when she â€Å"lept† with â€Å"fright† upon Proctors entrance. Yet, she manages to turn from a â€Å"mouse† to a â€Å"daughter of a prince† as she suddenly gains power from working in the court, trying possible witches. Her increasing power is also shown from her defiance of Proctor when she refuses his order of not going to â€Å"court again†, and responds that she â€Å"must† and â€Å"will be gone everyday†. It also shown through stage directions, when Mary is â€Å"terrified† of Proctor but quickly becomes â€Å"erect†, which highlights her ability to overcome her fear of Proctor because of her growing confidence and power. Mary even manages to intimidate Proctor in this part of the play. When threatened with the â€Å"whip† from Proctor, she manages to threaten him further by responding â€Å"I would have you speak civilly to me, from this out. † Mary, filled with this newly found power, is able to threaten Procter to stop beating her or she will not speak so highly of his family next time. By using the phrase â€Å"from this out† shows that Mary doesn’t usually expect that kind of treatment from the Proctor, yet now she is able to demand it because of the power gain. Again, further on in the play Mary is also able to â€Å"numb† Proctor when she overthrows his â€Å"grip† on her to tell the truth about the accusations, and instead turns on him. When pressured by Abigail and the other girls, once they start accusing Mary to save themselves, she is not able to stand her ground – which highlights her feebleness and weakness which was seen at the very start of the play. This is seen as she even admits she has â€Å"no power†. This links to her inferior position in the society and even within her social group, she is not popular, and respected. This is shown when Abigail tells Mary to â€Å"shut it† and Mercy Lewis starts â€Å"pointing† and â€Å"looking† at Mary as if she were to blame. However, the fact that Mary was able to then accuse Proctor of being â€Å"devil’s man†, who is a highly respected in the village, shows that she does have more power than she started with. But she is abusing her power, to save herself and because of her lack of power on her social circle. So, this once ‘innocent’ girl who thought they â€Å"must tell the truth† took advantage of the situation so she and her friends would not be â€Å"whipped†. Overall, Mary arguably, has the most progressive power of all the girls and possibly all of the characters in ‘The Crucible’, but that’s not to say she has the most power overall. Another character like Mary Warren who gains power throughout the play is Abigail Williams. Once shunned and scorned by the inhabitants of the village because of her â€Å"blackened name†, Abigail becomes a domineering power, and is treated like a â€Å"saint†. A mere accusation from Abigail or one of her girls is enough to convict even a well-respected inhabitant of Salem like Rebecca Nurse who does â€Å"great charities†. Even though in present day we would associate â€Å"saint† with good Samaritans, which would seem absurd to see Abigail called this in present day, she was seen in this way because in puritan society if you went against god, you went against the law. So Abigail’s act of bringing Salem’s attention to the presence of the devil, and then through the court eradicating it was seen as an act of greatness. Abigail starts off as a scared young girl which is seen through Millers stage directions, as she â€Å"quavers† when being questioned by Parris about Betty’s mysterious illness. However, soon she is able to assert her power of the girls by â€Å"smashing† Betty round the face and threatening all the girls not to tell anyone about the events of the previous night, or she will â€Å"come† to them at the â€Å"black of one terrible night†. This implies they could be her prey, and if they make a wrong move she could pounce on them, which again puts her in a domineering position. This characteristic allows her to control within the group which creates more tension because Abigail also seems to be possessive which is seen when she says â€Å"Now look you. All of you†. The repetition of â€Å"you† makes the phrase quite aggressive and short commanding sentences have a strong impact, and make Abigail seem hostile but ultimately powerful. Her empowerment is also documented as the inhabitants of Salem think the â€Å"sea parts like Israel† for Abigail, so her sins are overlooked, as people take her word to be an expression of â€Å"God’s will. † This allowed Abigail to control and manipulate even the most powerful men in Salem, which is seen when Abigail threatens that Danforth- a high court official. So, Abigail Williams, who was once powerless in general society, is a perfect example of someone who became empowered by deciding the fate of other people and, by controlling and threatening people. Although, Abigail did have a powerful status among her social group from the outset and throughout which is shown when she starts â€Å"pointing with fear† and accusing Mary of â€Å"hurting her†, and quickly all the girls chime in with her. The third character who is subtly empowered is John Proctor. Despite his prideful ways, John Proctor describes himself as a â€Å"sinner. † His conversation with Elizabeth in act two where he exclaims for Elizabeth to â€Å"judge him not† demonstrated his internal conflict and his own unwillingness to forgive himself for his act of lechery. There are moments when his anger and disgust towards himself burst forth, such as when he exclaims to Judge Danforth: â€Å"I hear the boot of Lucifer, I see his filthy face! And it is my face, and yours. † So, although it is not clear from the outset that John Proctor has been empowered, he has. He is able for the first time to â€Å"see some shred of goodness† in himself- his relief from his constant guilt- when he decides to deny his confession. In conclusion, all three characters were empowered through the play, which led to the unjust killing of numerous inhabitants of Salem through the false allegations of witchcraft. So, Miller uses this to show the audience the consequence of abuse of power. Abigail is the best example because she falls from her position of high power, and resorts to boarding a â€Å"ship†, in order to escape.

Principles of Marketing Essay

   (Distance Learning) Semester Course Leader Office Location Telephone E-mail Consultation Hours : February 2014 : Normaziah Che Musa : FBIT, UNITAR International University, Level 12, Wing A, Tierra Crest, Jalan SS3/6, Kelana Jaya, 47301 Petaling Jaya, Selangor DE. : 03- 7627 7265 : normaziah@unitar.my : Wednesday: 9.00 am – 11.00 am & 3.00 pm – 5.00 pm or By Appointment Course Synopsis This course is designed to introduce students to marketing principles and practices. Emphasis will be placed on marketing in the context of the firm and society. The course content includes a study of the relationship between marketing and society, nature and functions of marketing, marketing management processes, marketing tools, the markets, and the consumers. Course Objectives The main goal of the course is to provide an overview of the basic principles underlying modern marketing theory and practice. It will provide participants with an understanding of the analysis that is necessary for taking marketing decisions, and the wide range of factors (and interactions of those factors) that need to be considered in the design of a marketing program. Students should come away with this course with an understanding of the marketing system and its role within the Malaysian economy and within an individual firm by studying how products and services are planned, priced, promoted, and distributed in order to satisfy consumers’ wants. Learning Outcomes Upon completion of the course, students should be able to: ï‚ · define and apply knowledge of the key marketing concepts. ï‚ · explain how marketing decisions are influenced by environment, trends and developments. ï‚ · discuss the factors influencing consumer behavior. ï‚ · discuss the ways in which product, pricing, place (distribution), and promotion affect marketing . ï‚ · write a simple marketing plan. Required Materials ï‚ · Kotler, P. & Armstrong, G. (2012), Principles of Marketing, 14th Edition, Pearson. Optional/Additional Materials ï‚ · ï‚ · Nor Khalidah Abu and Yusniza Kamarulzaman (2013). Oxford Revision Series: Principles of Marketing, (2nd ed), Oxford University Press, Shah Alam. Lamb, C.W., Hair, J.F. & McDaniel, C. (2012). Essentials of Marketing, 7th ed., South-Western CENGAGAE Learning, USA. Course Assessment Coursework (Assignments/ Group Project) : 40% Forums Final Examination : : 10% 50% Total 100% Course Requirements & Policies ï‚ · Attendance Attendance will be taken. Students are expected to turn up to class on time as to avoid disturbances and being late for participating in the class discussions. Attendance policy will be based on policies stated in the university’s Academic Regulation. ï‚ · Class Participation Students are encouraged to participate as much of the learning will come from discussion during class. It is expected that you switch off your hand phone! â€Å"SMSing† is totally prohibited! During class, you may be required to join as participants in marketing research projects. Please dress decently and appropriately (according to university’s dress codes) when attending classes. ï‚ · Group projects & Assignments There will be group projects and assignments. For group project, work together with your group members and at the end of the project your group members will assess your contribution to the project. You are expected to do a group presentation before submission of written copy during the semester. Assignments will be uploaded in UNIEC. In class assignments must be submitted on the specified date otherwise you may be penalized for late submission. If you encounter any problem to submit assignments on the specific date, you are required to inform the lecturer within 2 days of the specified date. For any type written assignments given, the format of the paper should be as follows: ï‚ § A cover page with your details – Name, Student ID and Sections ( as registered in CMS) ï‚ § Font: Time New Roman , size 12 with 1.5 spacing ï‚ § Include a reference page for every assignment that you submitted. ï‚ · Forums Students are required to participate in ALL 3 forums posted by the Course Leader and marks will be assigned based on the quality of the discussion. ï‚ · Accessing/ Checking UNIEC Virtual It is utmost important for students to access and check their UNIEC Virtual for any updates and information pertaining to the course regularly throughout the semester. Ignorance is NO EXCUSE. Examination Format Final examination will be a three hours-examination. The exam will evaluate your level of understanding and knowledge acquired in this course. The question formats may consist of multiple choice, true-false, short essays, and case-based problems. Week Topics Covered Overview 1 2 3 4 Topic 1: Marketing: Managing Profitable Customer Relationship Topic 2: The Marketing Environment and the Marketing Information Topic 3: Consumer Markets and Consumer Buyer Behavior Topics/Activities Remarks/ Deadlines Introduction. Class activities: – Getting to know. – Overview of course plan. Marketing: Managing Profitable Customer Relationship ï‚ · Definitions of marketing ï‚ · Basic concepts of marketing ï‚ · Evolutions of marketing ï‚ · Relationship marketing ï‚ · Marketing strategy and the marketing mix ï‚ · Marketing Challenges in the future Read: ï‚ · Kotler: Chapter 1 ï‚ · Harley-Davidson case. Chapter preview p158. Class activities: ï‚ · Discuss reading materials Topic 1 ï‚ · Discuss Harley Davidson exercise. The Marketing Environment and Marketing Information ï‚ · Company’s Microenvironments ï‚ · Company’s Macroenvironments ï‚ · Marketing research process Read: Forum 1 ï‚ · Kotler: Chapter 3 & 4 ï‚ · Real Marketing 4.2 ‘Tracking consumers on the Web: Smart targeting or a little creepy’. p 151 Class activities: ï‚ · Discuss reading materials Topic 2 ï‚ · Discuss ‘Prius: Leading a Wave of Hybrids’ case Consumer Markets and Business Market ï‚ § Consumer Buying Behavior ï‚ § Consumer Decision-making Process ï‚ § Factors Affecting Consumer Buying Behavior ï‚ § The Organizational Market ï‚ § The Organizational Buying Process ï‚ § Factors Affecting Organizational Buying Behavior Read: ï‚ · Kotler: Chapter 5 & 6 ï‚ · Real Marketing 5.2 ‘Lexus: Delighting Customers After the Sale to Keep Them Coming Back’, p 180. ï‚ · Real Marketing 6.2 ‘International Marketing Manners: When in Rome, Do as the Romans Do’, p 203. Class activities: ï‚ · ï‚ · 5 Topic 4: Creating Value To Target Customers Discuss reading materials Topic 3 Discuss ‘Arabic Blackberry: Adapting to the language of the market’ Creating Value To Target Customers ï‚ · Market Segmentation Bases ï‚ · Market Targeting ï‚ · Differentiation and Positioning Read: ï‚ · Kotler: Chapter 7 ï‚ · Real Marketing 7.2 ‘Dunkin’ Donuts: Positioning for the Average Joe’ p 235. Class activities: ï‚ · Discuss reading materials Topic 4 Product ï‚ · Levels & classifications of product ï‚ · New product development ï‚ · Product life cycle stages ï‚ · Product & service decisions ï‚ · Service marketing 6 Topic 5: Product & Services Read: ï‚ · Kotler: Chapter 8 & 9 ï‚ · Chapter preview ‘Customer-Driven Marketing Strategy’, p 214. ï‚ · Chapter preview ‘New Product Development’, p 280. Industry Linkages: Submit Group Assignment 1 Class activities: ï‚ · Discuss reading materials Topic 5 ï‚ · Discuss ‘Britvic: Creating a brand flavor’ case, p 278. Product ï‚ · Levels & classifications of product ï‚ · New product development ï‚ · Product life cycle stages ï‚ · Product & service decisions ï‚ · Service marketing 7 Topic 5: Product & Services Read: ï‚ · Kotler: Chapter 8 & 9 ï‚ · Chapter preview ‘Customer-Driven Marketing Strategy’, p 214. ï‚ · Chapter preview ‘New Product Development’, p 280. Class activities: ï‚ · Discuss reading materials Topic 5 ï‚ · Discuss ‘Britvic: Creating a brand flavor’ case, p 278. 8 9 MID SEMESTER BREAK Topic 6: Pricing Pricing ï‚ · Objective of Pricing ï‚ · Factors influencing price ï‚ · Pricing strategies and tactics Forum 2 ï‚ · Special pricing issues Read: ï‚ · Kotler: Chapter 10 & 11 ï‚ · Real Marketing 10.0 ‘Ryanair: Pricing low and Proud of it’, p 318. ï‚ · Real Marketing 10.2 ‘Pricing high and Proud of it’, p 325. ï‚ · Real marketing 11.1 ‘Pricing Dishonesty?’, p 342 10 Topic 7: Place Class activities: ï‚ · Discuss reading materials Topic 6 ï‚ · Exercise Price Place ï‚ · Marketing channel ï‚ · The importance of intermediaries ï‚ · Functions and activities of marketing channel member ï‚ · Channel Design Decisions ï‚ · Marketing Logistics and Supply Chain Management ï‚ · The role of wholesaling ï‚ · Different types of wholesaler ï‚ · The role of retailing ï‚ · Different types of retail operations Forum 3 Read: ï‚ · Kotler: Chapter 12 & 13 ï‚ · Chapter preview ‘Marketing Channels’, p 360. ï‚ · Real Marketing 12.1 ‘Netflix: Disintermediator or disimtermediated?’ p 372 11 12 Topic 8: Promotion Topic 8: Promotion Class activities: ï‚ · Discuss reading materials Topic 7 ï‚ · Discuss ‘Zara: The Technology Giant of the fashion world†, p 390. Promotion ï‚ · Promotion Mix – Advertising, Public Relations, Personal Selling, Sales Promotion, Direct & Online Marketing ï‚ · Integrated Marketing Communications ï‚ · Marketing Communication Process ï‚ · Shaping the Overall Promotion Mix Read: ï‚ · Kotler: Chapter 14 – 17 ï‚ · Real Marketing 15.2 ‘The Super bowl: the Mother of All Advertising Events – But is it worth it?’ p 469. ï‚ · Real Marketing 17.2 ‘Online Social Networks: Targeting Niches of Like-Minded People’, p 538. Class activities: – Discuss reading materials Topic 8 Promotion ï‚ · Promotion Mix Presentation of Group Advertising, Public Relations, Personal Selling, Sales Promotion, Direct & Online Marketing Integrated Marketing Communications Marketing Communication Process Shaping the Overall Promotion Mix – ï‚ · ï‚ · ï‚ · Assignment 2 Read: ï‚ · Kotler: Chapter 14 – 17 ï‚ · Real Marketing 15.2 ‘The Super bowl: the Mother of All Advertising Events – But is it worth it?’ p 469. ï‚ · Real Marketing 17.2 ‘Online Social Networks: Targeting Niches of Like-Minded People’, p 538. Class activities: – Discuss reading materials Topic 8 Global Marketing ï‚ · Global Market Entry Strategies 13 Topic 9: Global Marketing 14 Revision Self study 15 Revision Self study 16 Read: ï‚ · Kotler: Chapter 19 ï‚ · Real Marketing 19.1 ‘Oreos and milk, Chinese Style’, p 594 ï‚ · Real Marketing 19.2 ‘Watch your language’, p 597 FINAL EXAMINATION WEEK Note: Course leader has the right to make amendments to the course plan as deemed necessary.

Response to Monets Water Lillies Thesis Example | Topics and Well Written Essays - 3000 words

Response to Monets Water Lillies - Thesis Example This commentary note is a series of reflections and important aspects of Clark’s experiences as he viewed two works by Poussin and wrote on his insight through these viewings, and on my own art-making, First, I discuss what insight the current body of literature concerning Monet’s Water lilies series can offer to a discussion of the work. Second, I examine the work through the perspectives presented in The Sight of Death and Art and its Objects. Third, I explore future research and lesson developments. Finally, I considered my reflections as they impact my future scholarship and art-making. While there are a host of famed artworks that grace the walls and spaces of the world’s great cultural centers and museums, few have gotten the attention of the public like those of the impressionists, particularly the works of Claude Monet (1840-1926). In fact, one of the highest prices paid for a single work of art was invested in one of his Water Lilies (1920-1926) series, which sold in 2008 for over $70 million. The interest in this series of paintings continues today, as seen by the public and critical response to the Monet’s Water Lilies exhibition held in New York City at the Museum of Modern Art from September 13, 2009 until April 12, 2010. The in-person access to artworks of this stature gives an opportunity for critique and interpretation from many viewpoints. It was in this spirit that Dr. Baldacchino granted permission for me to use my personal notes from several visits during this showing period in order to offer my interpretation of Water Lilies through a novel lens. Water Lilies In-class Presentation November 2010, Monet’s Water Lilies series is astounding in person. Its size is monumental, its colors are overwhelming, and its brushwork is beautiful. Upon my initial viewings, several key aspects of the work became apparent to me. First the monumental perspective of the three paintings seemed interesting to me because it stand s in contrast to many of the landscape paintings of the same time period. Second the brush strokes used by Monet in these works seemed expressive and natural, specifically in the water reflections and surroundings areas. Lastly, Monet’s unique style of brush stroke intrigued me. The Water lily triptych has a strong drawing quality about it that is also noticeable in many of Monet’s other artworks. He draws nature’s movement with his brush strokes rather than painting them. As a viewer felt, this technique gave me the effect of feeling closer to nature, as if having been face to face with elements of nature facing back at me. This water lily triptych created a romantic and natural atmosphere that caused me to become aware of the natural environment that I live in and appreciate this further. Considering Monet as naturalistic opens up a larger idea. As Temkin and Lawrence explain, â€Å"Artist’s ambition to create a panorama that enveloped the viewer, an e nvironment that in today’s parlance would be called an â€Å"installation†Ã¢â‚¬â„¢ (Temkin&Lawrence, p.9). As the High Museum states, these installations were sometimes large in size. â€Å"Monet created 250 different water lily paintings and 19 were large panels† (High Museum, 2009). The unique way he wanted to view these triptych paintings in the gallery space was interesting to me. As always, there is no indication of the horizon or pond’s edge, but here the viewer is treated to an exceptionally harmonious expanse of painted reverie. Softly flowing passages of cloud reflections, overhanging foliage, lily pads, and water share the space without dramatic incident (Temkin& Lawrence, p.34). The Water lilies panel caused two things to

Contempory Issues in Law and Society Essay Example | Topics and Well Written Essays - 1500 words

Contempory Issues in Law and Society - Essay Example ifically bans the import, manufacture, distribution and consumption of psychotropic substances under Schedule I of the Act, and DMT also is listed in the First Schedule of this Act for non use except for controlled research purposes.’(Supreme Court of the United States. 2006). The Government contended that DMT has been proven to cause health hazards to the users. Further, it was also of the view that the use of DMT could be used not only for religious purposes, but also for recreational pleasures. Further it was also necessary for the State to comply with the United Nations Convention on Psychotropic Substances, 1971 which enunciates the international legal strictures governing use of such drugs. The sect, UDV believes that the government decision was a transgression of their religious sentiments and that the brew was used only for religious purposes, and formed an integral part of the cultural setting of the tribe, which could not be compromised. However, according to the Government, an exception could not be granted to the UDV, since in that case, exemptions could be desired by all, which could belie the enforcement of the Act. The fact that DMT, an essential drug found in the sacred portion, constituted a drug found in the First Schedule of the Act was enough reason for its ban and criminal proceedings against individuals or institutions, who, despite the ban, continue to use the drug, whether for religious or other purposes. The UDV maintained that the Religious Freedom Restoration Act 1993, could be invoked in such a case, and that there needs to be a strong reason for the government‘s actions seeking to enforce the ban on use of the drug and seizures was the least interventionist strategy by which the Government could enforce the ban of the drug. The UDV also cited the provision contained in the Act which could† waive the requirement for registration of certain manufacturing, distribution or dispension if the finding is consistent with public health

Paraphrasing Essay Example | Topics and Well Written Essays - 750 words

Paraphrasing - Essay Example What was the level of difficulty of the performed surgery? Was the doctor not able to execute the surgery without causing the accident? Or, may be, was the risk involved in the surgery so high that death was inevitable under all circumstances? Almost 1750 US partners of Andersen are worried that many people who were not involved in the company’s proceedings for the Enron Corp. were also held liable through the spoiled audit. Many of them are seeking legal advice to know the extent to which their limited-liability partnership makes them protected from the liabilities. The limited-liability partnership has not been tested for the sort of challenges that Andersen is now encountering since this corporate structure is relatively new. However, this testing may just be carried out as the workers, shareholders and creditors of Enron are making effort to retrieve their lost hundreds of thousands of dollars from somebody. It is expected that the partnership and bankruptcy lawyers will closely follow the matter because there is very subjective knowledge of the extent of protection they Andersen partners can get from the LLP structure. The law professor from the George Mason University, Larry Ribstein said that the strength of LLP’s protection has been tested for litigation and the number of cases of LLP regarding liability is very low. The LLP was created almost ten years ago in an attempt to provide the protect the members of partnerships against the firms’ tendency to wipe them out because of their claims. The LLP structure makes the partners’ share in the company fair for the creditors. Theoretically, no partner can lose his/her share in the company. A professor from the University of California Los Angeles law school, Lynn LoPucki said that the conventional practice disallows the removal of corporate veil to follow individual partners unless special circumstances. However, there is a lot of subjectivity

English Composition Essay Example | Topics and Well Written Essays - 500 words - 6

English Composition - Essay Example They are country people who are happy living on the edge of the country which is shown when a cow pokes around the backyard. Maggie is content with the idea that she will be marrying an unattractive but dependable man who she doesn’t really love but who she is comfortable with. He also lives in their small town so she won’t need to move too far away from her mother. When she was little, she was trapped in a fire that caused scarring on her arms and legs. Her own ugliness makes her shy and withdrawn. This idea is carried through the story as Maggie seems to only hover around the edges of her sister’s visit. In her interests and activities, Maggie is more like her uneducated mother. Although she tries to read to her mother in the evenings like Dee did, â€Å"she stumbles along good-naturedly but can’t see well. She knows she is not bright.† She is used to doing things the same way her ancestors did which is made clear when it’s mentioned that s he understood the â€Å"small sinks; you could see where thumbs and fingers had sunk into the wood† of the butter churn’s dasher. While she values the family’s cultural treasures, she values them on a number of levels. Maggie enjoys her heritage from a lived experience. Dee, on the other hand, is known for her good looks, her outgoing charm and her ‘refusal to be denied.’ Her mother talks about how she’s had a charmed childhood. She was always able to get her way with other people. She had and still has natural charm and good looks. She is also intelligent which made it possible for her to reach a higher level of education than the rest of her family. Although her mother doesn’t know whether or not Dee’s married to the man she travels, but Mama is afraid to ask. Overall, Dee’s attitude is very much like a middle class urban woman. This life doesn’t seem to be completely satisfying though since she spends her visit desperately

Molecular Mechanism of antibiotic resistance in Escherichia coli Essay

Molecular Mechanism of antibiotic resistance in Escherichia coli - Essay Example Conclusion: Sufficient research results have shown that the E.coli continues to cause infections such as UTIs, resisting the basic ciprofloxacin. These strains are referred to as extended spectrum beta-lactamase E.coli. There is therefore need to develop new antibiotics and explore new ways of tackling the bacteria. Introduction Escherichia coli, commonly referred to as E. coli, are amongst the few organisms that have steered the art of antibiotic resistance in bacteria to altogether new levers. The European E. coli outbreak of 2011 served as an eye opener on the magnitude of harm such a development can cause. On that regard, it is vital to understand the antibiotic resistance mechanism of E. coli, especially at the molecular level. This implies that the quantification of the mechanism upon which this eventuality is realized will have to drench deep into the responsible genetic sequences in the DNA of the bacterium. Fortunately, the genetic sequence of E. coli is already established and safely stored in accessible archives. This is irrespective of the plasticity experienced while sequencing the DNA of E. coli. The main methods by which resistance is observed to occur include: Prevention of entry into the cell, Synthesis of enzymes that lyse the antibiotics, rapid efflux from the cell, and modification of the active site. Evaluation The quantification of the mechanism behind the resistance calls for the isolation of E. coli strains that exhibit this form of resistance. Due to the wide range of antibiotics availed for the fight against the spread of the bacteria, it is vital to focus on strains that exhibit multiple resistances. This is also of merit in a rather different perception in that; it can facilitate the development of antibiotics that encompass solutions to different targets. This helps in the improvement of their therapeutic efficacy. On this regard, a central region of focus falls under the integrons (these are genetic elements able to target and rear range ORFs embedded in gene cassette units and change them to functional genes by ensuring their proper expression). This is with regards to their heightened presence in organisms exhibiting multiple antibiotic resistances. They were originally associated with gram negative bacteria. Progressively the analysis of strategic loci may be of great essence in the quantification of the avenues followed towards the establishment of a resistance in E. coli. Such a locus is the mar locus (Michael, 2007). On reference is that rapid mutations experienced in the mentioned locus; that eventuate into alteration of the coding sequence, hence aberration of the protein sequence produced. Apparently, the development of resistance towards a given antibiotic is based on two broad mechanisms. They include the development of mutated genetic sequence at the DNA level and the horizontal line gene transfer (also termed lateral gene transfer). This simply refers to the accumulation of various mutations via a systematic process; where the central microbe, in this case E. coli, accumulates the necessary mutation via prokaryotic DNA absorption mechanisms. This includes mechanisms such as transduction, transformation, gene transfer agents (found in alphaproteobacteria), or conjugation. The resistance sequences are conveyed along the various tandem sequences, such as transposons, integrons or plasmids (D’

Background information of Pepto-Bismo ( liquid Medication) Research Paper

Background information of Pepto-Bismo ( liquid Medication) - Research Paper Example The drug normally has an unpleasant taste, but there are claims suggesting that keeping it under refrigeration reduces the undesirable taste. This research explores the possible effects of keeping Pepto-Bismol liquid medication under refrigeration in preference to room temperature, and at the end of this study a sound conclusion will have been obtained. This drug is present in the form of liquid formulation and chewable tablets or capsules, which are swallowed. The main ingredient in the drug, bismuth subsalicylate is a calcium carbonate and belongs to the class of antacids. The medication has the effect of being adsorbent on the stomach. Once swallowed it is thought to coat the stomach and intestinal walls to prevent the action of acids on these surfaces. It is also thought to kill certain bacteria. The doctor or pharmacist should recommend this medication prior to its use by an individual. The drug should be swallowed depending on the patient. An adult should swallow sixteen capsules in twenty-four hours; a child above ten years should swallow eight tablets in twenty-four hours while that one below ten years should use liquid medication. The medication should be taken thirty minutes apart. Many factors are taken into consideration before the dosage is given. These factors are the determinants on whether the drug will be helpful to the user. The drug takes effect immediately after swallowing it and relieves the discomfort instantly. The main dosage that is given by pharmacists and doctors is two tablets after every thirty minutes and a maximum of 16 tablets in 24 hours. The swallowing should be 30 minutes apart. For children, the swallowing should also be 30 minutes apart with a maximum of eight tablets in 24 hours. For effective use of this medicine, the tablets should be dissolved in the mouth prior to swallowing. Before a doctor or pharmacist recommends this drug they check the body weight, other drugs used

Small system practice - social work Assignment Example | Topics and Well Written Essays - 250 words

Small system practice - social work - Assignment Example es are unequal to the larger student community thus as a social worker you may use inequality to promote a higher level of equality in the access of limited resources hence giving them a slightly better chance than the other student community. Using the ERS system it may give many conflicting rules and thus ethical principles may apply. For example, Principle 6-confidentiality and Principle 7- full disclosure both seem to act but the rank in the EPS system dictates the preceding principle gains priority(Ralph & Harrington & Frank 66). This way will ensure ethical practice dilemmas related to immigrants are handled carefully and mindfully.. 4. Building a community partnership strategy. The social student worker will be obliged to bring the families of the deported parents together and through their voices and hearing their wishes and needs advocate for providence through facilities such as foster homes. Bringing together community stakeholders and making it clear of their roles in that it will include giving where the return will be improvements that will propel the lives of the children and families as well as support their

HAT SIZE AND INTELLIGENCE Essay Example | Topics and Well Written Essays - 2000 words

HAT SIZE AND INTELLIGENCE - Essay Example While Gardner has already proven that man have different capacities for processing information, schools today continue to focus on language and locigal-mathematics as a measure of a child’s scholastic success. However, for the purpose of clarity, these capabilities which can be measured through mental test questions are now referred to as psychometric intelligences. Other intelligences mentioned by Gardner include capacities in music, visual-spatial conceptualization, bodily-kinesthetic skills, knowledge of other persons, knowledge of ourselves (Gardner, 1983: 48). Hat Sizes, Brain Sizes and Intelligence Over the years, new studies attempting to discover the origin of intelligences of have been launched, but despite these researches, our knowledge of the topic is still incomplete. From the beginning, however, intelligence has been related with the brain. In the 1500s, Greek and Roman philosophers thought that the more efficient brain had â€Å"the right amount of the four hum ours, blood, phlegm, and black and yellow bile† (Deary, 2001: Chapter 3). In the 19th century as technology started developing, scientists have focused on one factor to determine a person’s intelligence: the size of the brain. ... The idea of using hat sizes to measure brain size (hence, a person’s intelligence) came from Paul Broca who said, â€Å"the brain is larger in mature adults than in the elderly, in men than that in women, in eminent men than in men of mediocre talent†¦ Other things equal, there is a remarkable relationship between the development of intelligence and the volume of brain† (as quoted in Gould, 1996: 33). While there have been researches that corroborated Broca’s claim, several studies have tried to disprove the connection between hat size and intelligence. In 1925, Popular Science published the article Why You May Wear a Small Hat and Still Have a Big Mind (Grahame) which attempted to compare hat sizes of famous men like President James A. Garfield, Theodore Roosevelt, etc. to those of the common American. Through the simple comparison, the article concluded that there is no connection between the hat size (hence, the size of the brain) and intelligence. To quo te, â€Å"There seems to be a closer connection between the size of a man’s body and the size of his brain than there is between the size of his brain and the power of his mind† (Grahame, 1925: 16). While Arthur Grahame’s article has shown early on that a person’s hat size cannot be used to measure his intellect, his claims were not readily accepted because he did not use statistical analysis to prove his point. H.T. Epstein utilized data on the head circumferences of white Bostonians and their vocational status to show that there is no correlation between these two variables. Research Goal, Problem Statement and Hypothesis The main research question for this paper is: Does a person’s head circumference determines his

Library Services Essay Example for Free

Library Services Essay Libraries today have improved their services in order to provide both printed and electronic materials to the users. Majority of students prefer using electronic materials to do their research since it is convenient and faster. In order to become â€Å"information literate† and to successfully deliver successful research project, it is important to locate the relevant information. It is important to understand the difference between doing a critical substantive research and â€Å"surfing the net† (American Library Association, 2003) The first step to undertake when a certain research assignment that requires internet research or library is given is to determine the objectives of the assignment. The student first sets on the section that has the topic of research using the library reference collection. A statement of objectives or background information helps the student to select the appropriate library catalogs, printed indexes and article databases. If the student is conducting an internet search ‘a statement of objectives’ helps him/her to establish the appropriate search tool and locate timely and relevant materials. LIBRARY STRATEGIES After setting and establishing the research objectives, the next step involves breaking down the assignment in to research strategy steps that would help in accomplishing the stated objectives (Dempsey, 2007). The research strategy steps involves first defining the topic using an appropriate book that has the background information or using an encyclopedia. From there a list of keywords and relevant phrases are developed that help in the search. If the research requires printed material, library catalogs, printed indexes and article databases are used to find recent and relevant information in books, journals and magazines. When using electronic materials, keywords are typed on the search engines or internet directories to locate high-quality, relevant and authoritative web sites. Most libraries are co-operating in order to provide developed services to the users. Therefore it is necessary to locate a library that has diversified materials as it would grant recent and quality materials to choose information from a number of books, journals or websites. When searching for materials online, it is important to look for licensed sites to avoid problems with the law. Scholarly articles are the best materials to do a research from as compared to popular sources because they are free from bias. CONCLUSION Library research process can be broken down in to five easy steps namely defining the topic, selecting research resources for the particular topic, locating the information identified in the selected resources, evaluating the resources and finally documenting or citing the resources (American Library Association, 2003). To define a topic involves having clear understanding of the research objectives. The topic of research should be well understood and background search conducted using encyclopedias, subject dictionaries or thesauri, bibliographies or research guides and handbooks. In case it becomes hard to locate a book using library catalogue, the librarian can be requested to give instructions and direction. A concept map is a method used by modern libraries to find information in electronic and print research resources. Selecting resources for research depends on whether the research requires in-depth study or not. If the resources are for basic research, Short Loan collections or articles and books found in Desk Copy can be used. However for an advanced search abstracting journals, indexing publications or electronic journals are used to locate conference papers and articles that are relevant to the topic. Peer reviewed scholarly articles are recommended for conducting research because they go through external editing that verifies the authenticity and accuracy of information presented. Reputable magazines and newspaper are a good source of information so long as they have current information and are objective. All research materials should be properly cited and documented to avoid plagiarism. REFERENCES American Library Association. (2003). Toolkit for academic and research libraries (@ your library: the campaign for Americas libraries). Chicago, IL: American Library Association. Dempsey, L. (2007). The network reconfigures the library systems environment. Retrieved on July 19, 2010 from http://orweblog. oclc. org/archives/001379. html

Causes and Consequences of Reduced Biodiversity Essay Example for Free

Causes and Consequences of Reduced Biodiversity Essay Causes and consequences of reduced biodiversity in tropical rain forests In many tropical countries, the majority of deforestation results from the actions of poor subsistence cultivators. However, in Brazil only about one-third of recent deforestation can be linked to cultivators. A large portion of deforestation in Brazil can be attributed to land clearing for pastureland by commercial and speculative interests, misguided government policies, inappropriate World Bank projects, and commercial exploitation of forest resources. For effective action it is imperative that these issues be addressed. Focusing solely on the promotion of sustainable use by local people would neglect the most important forces behind deforestation in Brazil. Brazilian deforestation is strongly correlated to the economic health of the country the decline in deforestation from 1988-1991 nicely matched the economic slowdown during the same period, while the rocketing rate of deforestation from 1993-1998 paralleled Brazils period of rapid economic growth. During lean times, ranchers and developers do not have the cash to rapidly expand their pasturelands and operations, while the government lacks funds to sponsor highways and colonization programs and grant tax breaks and subsidies to forest exploiters. Clearing for Cattle Pasture Cattle ranching are the leading cause of deforestation in the Brazilian Amazon. This has been the case since at least the 1970s: government figures attributed 38 percent of deforestation from 1966-1975 to large-scale cattle ranching. However, today the situation may be even worse. According to the Center for International Forestry Research (CIFOR), between 1990 and 2001 the percentage of Europes processed meat imports that came from Brazil rose from 40 to 74 percent and by 2003 for the first time ever, the growth in Brazilian cattle production 80 percent of which was in the Amazon was largely export driven. Factors * CURRENCY DEVALUATION—The devaluation of the Brazilian real against the dollar effectively doubled the price of beef in reals and created an incentive for ranchers to expand their pasture areas at the expense of the rainforest. The weakness of the real also made Brazilian beef more competitive on the world market [CIFOR]. * CONTROL OVER FOOT-AND-MOUTH DISEASE—The eradication of foot-and-mouth disease in much of Brazil has increased price and demand for Brazilian beef. * INFRASTRUCTURE—Road construction gives developers and ranchers access to previously inaccessible forest lands in the Amazon. Infrastructure improvements can reduce the costs of shipping and packing beef. * INTEREST RATES—Rainforest lands are often used for land speculation purposes. When real pasture land prices exceed real forest land prices, land clearing is a good hedge against inflation. At times of high inflation, the appreciation of cattle prices and the stream of services (milk) they provide may outpace the interest rate earned on money left in the bank. * LAND TENURE LAWS—In Brazil, colonists and developers can gain title to Amazon lands by simply clearing forest and placing a few head of cattle on the land. As an additional benefit, cattle are a low-risk investment relative to cash crops which are subject to wild price swings and pest infestations. Essentially cattle are a vehicle for land ownership in the Amazon. Colonization and subsequent subsistence agriculture A significant amount of deforestation is caused by the subsistence activities of poor farmers who are encouraged to settle on forest lands by government land policies. In Brazil, each squatter acquires the right (known as a usufruct right) to continue using a piece of land by living on a plot of unclaimed public land (no matter how marginal the land) and using it for at least one year and a day. After five years the squatter acquires ownership and hence the right to sell the land. Up until at least the mid-1990s this system was worsened by the government policy that allowed each claimant to gain title for an amount of land up to three times the amount of forest cleared. Poor farmers use fire for clearing land and every year satellite images pick up tens of thousands of fires burning across the Amazon. Typically understory shrubbery is cleared and then forest trees are cut. The area is left to dry for a few months and then burned. The land is planted with crops like bananas, palms, manioc, maize, or rice. After a year or two, the productivity of the soil declines and the transient farmers press a little deeper and clear new forest for more short-term agricultural land. The old, now infertile fields are used for small-scale cattle grazing or left for waste. Infrastructure Improvements Road construction in the Amazon leads to deforestation. Roads provide access to logging and mining sites while opening forest frontier land to exploitation by poor landless farmers. Brazils Trans-Amazonian Highway was one of the most economic development programs ever devised, and one of the most spectacular failures. In the 1970s, Brazil planned a 2,000 mile highway that would bisect the massive Amazon forest, opening rainforest lands to settlement by poor farmers from the crowded, drought-plagued north and development of timber and mineral resources. Colonists would be granted a 250-acre lot, six-months salary, and easy access to agricultural loans in exchange for settling along the highway and converting the surrounding rainforest into agricultural land. The plan would grow to cost Brazil US$65,000 1980 dollars to settle each family, an amazing amount for Brazil, a developing country at the time. Commercial agriculture Recently, soybeans have become one of the most important contributors to deforestation in the Brazilian Amazon. Thanks to a new variety of soybean developed by Brazilian scientists to flourish in rainforest climate, Brazil is on the verge of supplanting the United States as the worlds leading exporter of soybeans. High soybean prices have also served as an impetus to expanding soybean cultivation. Logging In theory, logging in the Amazon is controlled by strict licensing which allows timber to be harvested only in designated areas. However, there is significant evidence that illegal logging is quite widespread in Brazil. In recent years, Ibama Brazils environmental enforcement agency has made several large seizures of illegally harvested timber including one in September 2003 when 17 people were arrested for allegedly cutting 10,000 hectares worth of timber. Logging in the Amazon is closely linked with road building. Studies by the Environmental Defense Fund show that areas that have been selectively logged are eight times more likely to be settled and cleared by shifting cultivators than untouched rainforests because of access granted by logging roads. Logging roads give colonists access to rainforest, which they exploit for fuel wood, game, building material, and temporary agricultural lands. Fires Virtually all forest clearing, by small farmer and plantation owner alike, is done by fire. Though these fires are intended to burn only limited areas, they frequently escape agricultural plots and pastures and char pristine rainforest, especially in dry years like 2005. Many of the fires set for clearing forest for these purposes are set during the three-month burning season and the smoke produced creates widespread problems across the region, including airport closings and hospitalizations from smoke inhalation. These fires cover a vast area of forest. In 1987 during a four-month period, about 19,300 square miles of Brazilian Amazon were burned. The burning produced carbon dioxide containing more than 500 million tons of carbon, 44 million tons of carbon monoxide, and millions of tons of other particles and nitrogen oxides. An estimated 20 percent of fires that burn between June and October cause new deforestation, while another 10 percent is the burning of ground cover in virgin forest Mining Mining in the Brazilian Amazon presently results in limited deforestation due to crackdowns on informal miners known as garimpeiros. The pig iron industry may have the largest role in mining-driven deforestation by consuming wood to produce charcoal to fuel steel production.

Implementing Curriculum Changes in the Classroom

Implementing Curriculum Changes in the Classroom Introduction Much research on curriculum development has been done in different fields of education. It has uncovered both successes and failures. Research on educational innovations reveals many problems which result in non-implementation of planned innovations. These include the problems of inadequate knowledge of implementation, and lack of awareness of the limitations of teachers and school administration, etc. (Pink 1989; Fullan 1992; Fullan and Hargreaves 1991). Recently, the literature in the field of ELT has reported innovations in the implementation of new teacher roles, new practices, new materials, etc. Most principles for innovation are derived from English-speaking countries and transferred throughout the world. For instance, the learner-centred, communicative approach which originated in British ELT has been recommended almost everywhere. Although some reports mention the success of such innovations, others have concluded that many problematic implementation issues emerge from a dir ect transfer, after it has been put into use worldwide, such as in China (Burnaby and Son 1989; Anderson 1993; Hui 1997), Indonesia (Tomlinson 1990), Greece (Karavas-Doukas 1995), Hong-Kong (Carless 1998), and Libya (Orafi 2008), etc. However, the knowledge and understanding of what is involved in effecting innovation in many projects has been investigated mostly by their change agents. Many ELT innovation projects reported in the professional literature are designed and examined by their authors as leading change agents, not by end users, i.e. teachers (e.g. Gray 1990; Jarvis 1992; Tomlinson 1990; Barmada 1994; Guariento 1997; Markee 1997, etc.). In those projects, the authors/reporters design, introduce, and monitor the process of implementation. To finding out how best to teach the four skills of listening, speaking, reading, and writing as well as grammar and vocabulary. The development of so many methods has been a response, according to Richards and Rodgers (2001:7-9), to the changes in the kind of proficiency (e.g. oral vs. written) that learners are thought to need. In the 1970s, in particular, there was a major shift to learners need for communicating in a second language away from a focus on grammar and translation. This shift was crucial, especially for foreign language learners who leave school unable to use their foreign language in actual communication. So, FL countries adopted this shift to communication to satisfy their students needs for fluency. As English became a lingua franca by the 1990s it was seen as necessary to teach it for communication as it became the mostly taught foreign language worldwide (Gebhard, 2006; Carrick, 2007). The teaching of English as a second (ESL) or as a foreign language (EFL) started to become important after World War II. A great demand for English courses by immigrants, refugees, and foreign students took place in the United Kingdom, Canada, the United States, and Australia (Richards, 2001:23). When English was introduced in schools, it was first introduced at the secondary level in 1950s. But, since the application of the Communicative Approach/Communicative Language Teaching (CLT) in national curricula after the publication of Wilkinss book Notional Syllabuses (1976) educationalists/researchers in many countries have observed that students can not communicate as well as expected after leaving secondary school, with eight years of English, as they start their university study (e.g. Al-Mutawa, 1994; Tang, 2002). According to Al-Mutawa and Kailani (1998:I) English language has enjoyed a considerable role in the fields of business, industry, technology, politics, education, medicine and many other professional fields. According to Saleh, more attention is required from EFL teachers to students EFL teachers on teaching them how to communicate in the target language effectively. This requires that the traditional methods, the classroom learning activities and the learning environment have to be changed to correspond with the latest developments and changes in views on ELT represented by the communicative approach (2002:1). Because of the above reasons, English language syllabus of Libyan secondary schools has been changed lately as a response to these developments. The new English programme in Libyan secondary education aims to enable students to: i) achieve a reasonable proficiency in listening and speaking English at a sensible speed, reading simple texts with comprehension and writing about a simple subject or incident; ii) develop their interest in learning English so that they can learn effectively by themselves; and iii) improve their knowledge and have access to foreign culture (UNESCO 2002 reported in Al-Buseifi 2003:4). It has been investigated that some classroom teachers who teach EFL at secondary schools in Libya are traditional and not in harmony with the principles and objectives of the communicative approach upon which the new curriculum has been based. Teachers are faced with some difficulties in implementing the new curriculum. Therefore, some problems have been appeared, for example; teachers use their native language extensively and use only very little English during the lesson. Teachers talk a lot whereas students talk very little. Teachers need to be well trained. Class-time and size are not suitable. Appropriate materials and group-work activities are needed. This study aims to investigate some EFL teachers in Libyan secondary schools to determine the extent of their effectiveness in achieving the desirable objectives of the new curriculum. It specifically investigates and describes the following: How far does the new curriculum filter down into EFL classrooms in Libyan secondary schools? What are the methods that Libyan secondary school teachers use in teaching English as a foreign language? How do Libyan teachers implement the new curriculum (CLT) in teaching EFL? What difficulties may face Libyan teachers in implementing the CLT approach? To what extent are Libyan teachers qualified in communicative language teaching? Since the language curriculum of Libyan secondary schools has been changed lately and has been based on the communicative approach. The EFL teachers who teach this new curriculum should be based on the principles and objectives of the communicative approach. In fact, most Libyan EFL teachers got used to apply the Grammar Translation Method (GTM) with its traditional views and objectives, so they may encounter some difficulties when changing their method especially if they have not been previously trained. This topic is important to investigate because I have noted that it is still a controversial issue between researchers and teachers. The main emphasis is to know whether teachers are using the new curriculum in order to enhance the students basic knowledge of English and competence to use English for communication. In other words, it is to investigate EFL teachers at Libyan secondary schools to find out whether they have changed their method in parallel with the change in the curric ulum and how it is implemented. In order to achieve more understanding about these issues, this study attempts to discuss the curriculum innovation in Libya with reference to communicative language teaching which is implemented in the new curriculum. More attention is given to teachers, they are regarded as having the main role in any innovation. This study is divided into five chapters. In the first chapter, there will be the introduction, the research hypothesis, the research question, the purpose and the significance of the research. Chapter two will be focused on the literature review which include; definition of innovation, its theory and its aim. Background of the context, EFL in Libya, CLT, its development, and its principles. Some factors related to the adoption of the new curriculum (CLT), e g; teachers role, teacher student interaction, student-student interaction, teacher training, methods of teaching, materials and testing criteria. Third chapter will be the methodology. The methods of collecting data will be discussed, there will be a review of how data will be collected, who are the participants, how many, where, how, when, all these questions will be answered in this chapter. Chapter four will be about the results. The results will be discussed in chapter five. Conclusion and recommendations will be discussed i n chapter six. This study will provide an opportunity to enrich theory and practice of CLT in a non-native English speaking setting. It deals with an important issue in the field of teaching as a foreign language which is related to the teaching methods that is used by teachers. To achieve this purpose this research has been carried out. Literature Review Curriculum Innovation It has been widely noted over many years that the low degree of success of educational innovations is mainly caused by the failure of the innovators who were unable to make use of the extensive theoretical literature on innovation (Havelock and Huberman 1977; Barmada 1994). They also did not adopt the appropriate innovation strategies (ibid.). Both White (1987) and Barmada (1994) identify two areas of expertise in which all innovators should be equipped: an understanding of innovation issues and expertise in the management of innovation. The Meaning Of Curricular Innovation It has been defined by Markee as following: â€Å"Curricular innovation is a managed process of development whose principal products are teaching and/or testing materials, methodological skills, and pedagogical values that are perceived as new by potential adopters† (1997: 46). According to Hall and Hewings, teachers roles are seen as implementers, and sometimes regarded as adopters, students are clients, and materials designers are suppliers (2001: 119). Curriculum Innovation Versus Theory: Vrooms expectancy theory (1964 in Morrison 1998) from business explains the instant effectiveness of the use of rewards and sanctions. Expectancy theory is based on the assumption that people will involve themselves in change if they expect it to bring about personal benefits (Morrison 1998:132). It is argued that the more benefits people perceive, the greater willingness they will have to be involved in the projects of change (ibid.). These perceived benefits, such as financial benefits, job security, and promotion opportunities, etc. are assumed to be an effective motivator to improve job performance. However, any change often requires additional time, energy, and finance, etc. If the adopters do not think the advantages of an innovation will outweigh its costs, it may not be easy to persuade them to accept it. From management theory point of view, and according to (Everard and Morris 1990), by addressing the â€Å"interrelated sensing systems†, we can understand how educati onal managers effect change. They are; policy making, development, controlling, liaising and doing (Markee 1997:49-51). Teachers do not see themselves having part in curriculum innovation, although the definition given above indicates that teachers have a primary role in innovation. This phenomena has been indicated by many researchers that â€Å"curricular innovation entails a mix of professional, academic, and administrative change† (e. g; Bowers 1983, 1987; Crocker 1984; Lee and VanPatten 1990; Straker-Cooke 1987; White 1988). â€Å"Managers must therefore enhance an organizations capacity to innovate through organization development† (Markee 1997: 51). It seems that teachers have many tasks particularly that related to their classrooms. Thus, all participants in language teaching should given part in innovation to be managed (ibid.). The New Curriculum (Clt) In Efl Countries: Attempts to introduce communicative language teaching (CLT) into EFL contexts on EFL countries own initiatives and through international aid projects have encouraged many innovations in L2 education. In general, such innovations have had a low degree of success (Brindley Hood, 1990), and implementing CLT worldwide has often faced difficulty (Anderson, 1993; Chick, 1996; Ellis, 1994, 1996; Gonzalez, 1985; Kirkpatrick, 1984; Sano, Takahashi, Yoneyama, 1984; Shamin, 1996; Ting, 1987; Valdes Jhones, 1991). Difficult as many EFL countries are still striving to introduce CLT hoping that it will improve their English teaching. Some researchers have strongly advocated the adoption of CLT in EFL countries and recognized the difficulties these countries face in adopting CLT (Li, 1984; Prabhu, 1987). Burnaby and Sun (1989) report that teachers in China found it difficult to use CLT. These difficulties include the context of the wider curriculum, traditional methods, class sizes and schedules, resources and equipment, the low status of teachers who teach communicative rather than analytical skills, and English teachers deficiencies in oral English and sociolinguistic and strategic competence. Andersons (1993) study of CLT in China reported such hurdles as a lack of properly trained teachers, a lack of appropriate texts and materials, students not being acclimatized to CLT, and difficulties in evaluating students taught by way of CLT. Sano et al. (1994) point out that the Japanese students they studied generally did not feel a pushing need to use English, so that the goal of communicative competence seemed too distant for them. All these difficulties seem to apply to Libyan context too. Karavas-Doukas (1995) gives a report in which the curriculum developers in Greece tried to implement the communicative approach to English teaching/learning using textbooks containing communicative components. However, Karavas-Doukas indicated that teachers lack of understanding of the methodological principles underlying the new materials was one of the impeding factors that finally let to the non-implementation of this innovation. The Greek teachers had changed to new materials, but they tended to implement the intended communicative activities as controlled grammar practice exercises and did not create the opportunities of real communication in their classroom. They did not realize the new role of teachers and students associated with the CLT approach, so they still acted as knowledge-transmitters, rather than facilitators (ibid.). Much research has been conducted discussing the communication problems encountered by Arab learners in most of the Arab countries; particularly in Libya. This fact has been clearly explained by many researchers, e. g. Abdul Haq (1982), Harrison, Prator and Tucker (1975), Abbad (1988), Wahba (1998), Saleh (2002) and Orafi (2008). The students in Jordan, for example, learn English in their home country where the native language is Arabic. The only way to learn English in Jordan is through formal instruction, i.e. in the classroom where language teachers are native speakers of Arabic. There are general screams about the extended degeneration of the standards of English proficiency of students among school teachers, university instructors and all who are involved with English language teaching. The results of the studies conducted in Jordan lead to the conclusion that the goals set by the Ministry of Education are desirous and have not yet been reached (Rababah, 2005:181). In Yamen, the situation is almost the same as in the other Arab countries. Abbad (1988) acknowledges the weakness of Yameni learners of English, and adds that â€Å"in spite of the low proficiency level in English of most applicants, they are accepted into the department.† This is what happens in most of the Arab university. English language departments accept high school graduates without understanding their proficiency level and whether or not they will be able to administrate a program of English studies. Therefore, Arab learners of English find it difficult to communicate freely in the target language. This may be due to the learning environment which some umpire to be inappropriate for learning a foreign language. This is obvious in Jordan where the formal language of communication is Arabic (Rababah, 2005:182). What happen with other countries can be applied on Libyan context, because the situation is almost the same. According to Saleh (2002) and Orafi (2008), although the new curriculum is introduced in Libya since 2000, the students in Libya still cannot communicate in English or express themselves. They cannot speak English freely inside and outside schools as well. Therefore, they cannot use English in real life situation. ELT In Libya: In the 1980s the focus of English language teaching in Libya was on grammar and reading comprehension. Lessons were characterized by oral drills, memorization of vocabulary, and reading aloud. Arabic was widely used in English lessons by teachers and students. During the late 1980s, as a result of political tensions between Libya and the West, the teaching of English was banned from schools and universities across the country. In the 1990s, this status changed to the positive and new curriculum was introduced in 2000 (Orafi, 2008: 244). The new curriculum recommends that †³English be used as much as possible by the teacher and students in the classroom, as the aim is for the students to communicate effectively and fluently with each other and to make talking in English a regular activity†³ (ibid:245). It was argued that learners learn a language through the process of communicating in it, and that communication that is meaningful to the learner provides a better opportunity for learning. New classroom techniques and activities were needed, new roles for teachers and learners in the classroom. Instead of making use of activities that demanded accurate repetition and memorization of sentences and grammatical patterns, activities that required learners to negotiate meaning and to interact meaningfully were required. The purpose of education is seen as based on careers, examination passing and recall. Understanding, applying ideas, creativity, questioning is all devalued. The idea of school education as a way to unlock potential seems missing and the students appear to appreciate that (Orafi 2008). The teachers role is largely that of transmitting information in an efficient and effective manner to their students. The teachers have little insight in the role of their subjects in the development of students. They are ruled by the demands of society, with its dependence on examination success for gaining access to over crowed and want more time for students to be able to think. However, they have little clear idea of the nature and role of understanding and the idea of seeing their subject in terms of wider life is largely absent (Al-Buseifi, 2003). Although improving the educational system is a priority for the education authorities in Libya, the educational programmes still suffer from shortages in facilities such as computers, laboratories, and information networks, a lack of qualified teachers, and the use of traditional methods of teaching (Khalifa, 2002). This could be due to the fact that the central focus is on increasing the quantity of schools and institutes rather than improving the quality of teaching and learning outcomes. The Situation In Libyan Secondary Schools According to Orafi (2008), ‘the main problem at present of education in Libya is the quality of education. The need to build so much in order to educate so many in a short time creates the classical dilemma of quality of education versus quantity education. In fact, this problem is not the problem of Libyan education only but is a problem common to many developing countries. Classrooms in Libyan secondary schools are regarded crowed. Most of classes are consisted of at least thirty students. Every student has his own seat from the beginning of the year to the end of it. It is difficult for teachers to go freely through the class. Also it is not easy to work in groups, and to deal with all the students. This problem has been discussed by Richards (1996:146) who states that; †¦the majority of large class teachers created, within their large class, a smaller class of students in the front only. They seemed happy to teach this ‘smaller class of students in the front and ignored the students at the back†¦ There is frequently not enough equipment and facilities at some schools (e.g. computers and laboratories). Classes are often large with an inadequate supply of teachers. ‘The examination system emphasises the rote recall of information and holds great power over the learners at key times of the year (Orafi 2008:243). English Textbooks In Libyan Secondary Schools (3rd Year) The textbook comprises of; subject book, skills book and work book. The materials are organized into two semesters; 12 units per semester, with 22 lessons in each unit. The lessons are divided between the three student books as follows: subject book; 10 lessons per unit, skills book; 9 lessons per unit, and work book; 3 lessons per unit. Subject Book; the main purpose of this book is presenting information and related vocabulary. The main purpose of the reading and listening texts in the Subject Book is to impart knowledge about the subject concerned and present associated vocabulary. The final two lessons in the Subject Book present one or more pieces of writing. Skills Book; the main purpose of the Skills Book is presentation and practice in the four skills. Workbook; its purpose is written consolidation of grammar points from the Skills Book. Students are often referred back to the Skills Book to find examples or to check their answers. Occasionally, vocabulary items are also practiced in the Workbook, and there are sometimes pair work and role-play activities (Phillips et al 2002). Implementing innovation as organizational development: The concept of innovation as organizational development is well described in Markees two-in-one innovation: primary innovation and secondary innovation (1997). Markee relates the dimension of organizational development to ‘secondary innovations in contrast to ‘primary innovations, i.e. changes in teaching (and/or testing materials), methodological skills, and pedagogical vales (ibid: 53). In the dimension of primary innovations, innovation intending to introduce new materials, new teaching procedure, new teaching roles or technology, etc. will also involve changes in skills and values. Markee argues that primary innovations cannot be achieved without the implementation of secondary innovations. Markee exemplifies the notion of two-in-one innovations in a project conducted in an American university. This project not only introduced the task-based syllabus into classroom, but also implemented administrative and academic innovations for organizational development. For instan ce, by means of the development of communication channels (e.g. staff meetings, seminars, and orientations, etc.), participants at all levels obtained a complete understanding of the innovation. By means of the development of the teaching programs, teachers were well trained and became better informed. The outcomes showed that the administrative and academic development not only facilitated the implementation of the new syllabus, but also brought about organizational development. Development of the institutional change capacity is largely neglected due to ‘lack of awareness of the limitations of teacher and school administration or knowledge about how to implement the project (Pink 1989 in Fullan 1992). Through the process of organizational development, the implementers, including the management and teachers, focus on the processes and contents of change, learning to develop the capacity to implement change as organizational development. Only when the management and teachers a re assisted to build up their change capacity, is there an opportunity for ‘change as organizational development (Morrison 1998). 5. The curriculum innovation and the role of the teacher Rodgers in Richards (2001:104-105) discussing implementation of a communicative syllabus in Malaysia points out that: While the curriculum innovation has been failed in some places, it has been succeeded in others (i.e. Malaysia). In Malaysia the situation is different and the new curriculum has been managed to achieve its goal, because in Malaysia all the concern parts are shared in innovation (Richards 2001: 104-105). It is clear that these parts should be included in any decision for innovation. In Libya no one of these has taken part in the innovation, except the decision makers (Orafi 2008 :245). In England according to Woods and Jeffrey (2002:25) teachers have seen their role reduced to a list of â€Å"competencies and performativities†. This has produced teacher uncertainly as their role as professional has been reduced to that of a technician. In Libya, the teacher is often seen in similar terms, teachers in Libya do not usually influence curriculum change; it is the responsibility of the government to do so. Teachers must merely understand the requirement of students, know the syllab us, and be able to use appropriate teaching methods. Another important responsibility of the teacher is to help students to process new material in meaningful ways in order to encourage its storage in long-term memory in such a way that it is understood and is related to previous knowledge. However, the aim is that the learner makes sense of life and can use and apply knowledge in meaningful ways (Hussein, 2006). Orafi (2008) investigated teachers practices and beliefs in relation to curriculum innovations in English language teaching in Libya. The study was conducted with five Libyan secondary school teachers using classroom observation and interviews. He concluded that there was a mismatch between the teachers practice in the classroom and the principles of the curriculum because of the influence of their beliefs. 6. Methods of teaching EFL in Libyan secondary schools English is taught with the sole aim of passing exams and moving to the next stage. The learning process is largely viewed as mechanical habit formation. That is, the teaching process is dominated by teacher questions, the selection of students to respond, and the demonstration of examples on the board for students to imitate and repeat chorally. Some Libyan teachers still doubt the value of communicative activities because they believe that vocabulary and grammar rules must be the starting point in learning any foreign language, unlike when acquiring a first language. They think that students should be provided with large amounts of vocabulary and grammar rules to be memorized, and then they can start thinking of introducing various activities to practice the language (Al-Buseifi, 2003). These beliefs reflect their practice in class, where traditional methods of teaching such as the grammar translation method and the audio-lingual method are dominant (Orafi, 2008). Because the new cu rriculum is based on the CLT, I should turn to give sight on the CLT approach: 7. Communicative Language Teaching Communicative Language Teaching has had a major influence on language curriculum development. First, curriculum development has become much more complex. Whereas twenty or thirty years ago, the point of departure for curriculum development tended to be restricted to the identification of the learners current level of proficiency, with the development of communicative language teaching and the insight that curricula should reflect learners communicative needs and learning preferences. (Nunan 1996:20) Communication between student and student influences many ways. It can enhance or hinder learning. Students learn from communication through discussion or by talking about tasks. Communication can take place between a teacher and students. Therefore, appropriate communication skills are required, by keeping in mind the sensitivity to students, their level of understanding and judgement (Dillon and Maguire in Sussan 2005:105). What Is Communicative Language Teaching? CLT has been defined by Canale and Swain (1980:33) who point that: With respect to teaching methodology, it is crucial that classroom activities reflect, in the most optimally direct manner, those communication activities that the learner is most likely to engage in†¦ Furthermore, communication activities must be as meaningful as possible and be characterized (at increasing levels of difficulty) by aspects of genuine communication such as its basis in social interaction, the relative creativity and unpredictability of utterances, its purposefulness and goal-orientation, and its authenticity. Communicative language teaching (CLT) is typically seen as an approach to language teaching (Richards and Rodgers2001). It is based on the theory that the main purpose of language use is communication. With the aim of developing learners communicative competence (Hymes 1971). In other words, its goal is to make use of real-life situations that requires communication. What Is Communicative Competence? Communicative competence is defined as the capability to discuss and command apposite social behaviours, and it needs the active commitment of the learner in the construction of the target language (Canale and Swain 1980; Celce-Murcia et al 1995; Hymes 1972). Four dimensions of communicative competence are recognized; the knowledge of grammar and vocabulary (Linguistic competence); the capability to say the apposite thing in a confident social situation (sociolinguistic competence); the capability to begin, insert, add to, and extent a conversation, and the capability to do this in a regular and logical manner (discourse competence); the capability to communicate effectively and recover difficulties caused by communication collapse (strategic competence) (Richards and Rodgers 2001:160). Terms usually used to point to aspects of CLT contain ‘process oriented, ‘task-based, ‘group work and discussion and ‘learner-centred teaching. Communicative Language Teaching points to both processes and goals in classroom learning (Savignon, 2002:162). Berns (1990:104) states that in CLT; Language teaching is based on a view of language as communication, that is, language is seen as a social tool which speakers use to make meaning; speakers communicate about something to someone for some purpose, either orally or in writing. Obviously we can notice that CLT can be seen as a way of teaching in which the application of communicative activities and the foreign language attempts to advance students competence of knowing and sharing different knowledge. It centres on the aspect that learning is assisted in a purposeful, real situation where activities are achieved with the teachers directions. The definitions also hint that in order to carry out CLT successfully particularly in the EFL context; we are as EFL teachers need to improve our communicative competence, and need to have knowledge about the culture of the foreign language in order to teach the students. Our English proficiency, beliefs, attitudes will affect the implementation of CLT. Background Of CLT Communicative language teaching came into existence in the 1970s as a result of Hymes (1972), the work of the Council of Europe (Halliday 1975, the writings of Wilkins 1972, 1976, and Van EK Alexander (1980). Wilkinss document (1975) where he defined notions i.e. concepts such as time and place, and communicative functions such as requesting or apologizing, which was developed into the book National Syllabuses (Wilkins, 1976), influenced the development of CLT (see Mitchell, 1994; Richards and Rodgers, 2001; Howatt and Widdowson, 2004). CLTs roots can ultimately be traced back to Chomskys criticism of structural linguistic theory (1966). Chomskys ideas about linguistic competence, the innate knowledge of the linguistic system of the language, called Audio Lingual Method (ALM) into question based on the idea that lea

Discrimination Against Women in Male Dominated Sports :: Movie Script Film Creative Writing Papers

Discrimination Against Women in Male Dominated Sports Assume you are a screenwriter in the year 2010. You have been commissioned to write a movie script about women's sports and current society. What is the theme? Who are the protagonists? What are the issues and how does the movie end? Due to the nature of this course, most of the films that have been shown concerned the discrimination women face when they attempt to compete against men in athletic areas that have long been considered unfit for their participation. Divisions of sport that could be regarded as more gender neutral were not mentioned nearly as often as those which have a long tradition of masculine head butting and back slapping, and athletics which are deemed feminine were not brought up at all. If the indignation felt by the protagonists of films like Girlfight is any indication of the present attitude of women towards sex-based discrimination in sport, it is entirely possible that we will have come a long way in the fight for equality by the year 2010. The following scenario is purely hypothetical and the future of the sport involved was manipulated for the purposes of this paper only. The activity of cup stacking has gained much popularity as a sport in the US today and is beginning to become known in areas outside of the country, such as Great Britain. It involves the stacking and dismantling of several predetermined cup arrangements in a specific order, with rules determining the exact manner in which a competitor must achieve this. The most important of these regulations is the ban on using both hands on one cup, as the active participation of both hands improves dexterity and assists right brain development. This is the side of the brain which promotes awareness, focus and rhythm, which are very important skills for the cup stacker and average person alike. Competition can take place on both an individual and team level, the clock and one's personal record being the antagonist in the former scenario. Boys and girls compete without regard to gender in this sport, though the record holder for speed stacking the cycle formation is female, clocking in at 7.43 seco nds. It has been observed that women generally possess more dexterity than men, which would give them a natural advantage in sports of this nature. This observation has led to a hypothesis concerning the domination of women in the future of cup stacking, which is the focus of Stacking Up, brought to you by Pickled Newt Pictures.

Themes in the Novel and Movie Adaptation of James Cain’s Mildred Pierce

Themes in the Novel and Movie Adaptation of James Cain’s Mildred Pierce In contemporary film making, â€Å"Hollywood-ization† generally refers to the re-creation of a classic work in a form more vulgar and sexually explicit than the original in an effort to boost movie attendance. After all, sex and violence sell. However, from the mid-1930’s to the 1950’s, â€Å"Hollywood-ization† referred to the opposite case where controversial books had to be purified to abide by the Production Code of 1934.[1] This occurred to many of James Cain’s novels as they moved from text to the genre of â€Å"film noir.† As has been said about Cain’s The Postman Always Rings Twice, â€Å"The property, bought several years ago, was kept in the studio’s archives until now because of [Metro-Goldwyn-Mayer’s] â€Å"inability to clean it up.†Ã¢â‚¬ [2] The sanitation of Cain’s novels greatly took from the strong themes of female emotional and financial independence that were rarely addressed at that t ime as they were adapted for the screen. James Cain’s Mildred Pierce, published in 1941, explored issues that plagued the domesticated woman amidst the social upheaval caused by the Great Depression of the 1930’s and suffered from the rule of the Production Code. As Mildred Pierce’s first marriage with Bert Pierce disintegrates, she is confronted with the responsibility of supporting her two children while creating opportunities for financial independence despite having no skills or education. She becomes a successful restaurateur through the careful manipulation of the men around her only to become the slave to the desires and whims of her eldest daughter, Veda. According to David Madden, the story of Mildred Pierce is â€Å"a powerful and suggestive study of social inequity and ... ...rs, again: The Postman Always Rings Twice,† Literature/Film Quarterly (2000): 41. [3] Madden, David, James M. Cain (Twayne: 1970) 68. [4] Oates, Joyce Carol, Tough Guy Writers of the Thirties (London: Southern Illinois University Press, 1968) 110 [5] Farrell, James, Literature and Morality (New York: The Vanguard Press, Inc, 1945) 89. [6] Madden 148 [7] Farrell, James, 88 Work Cited 1 Encyclopedia Britannica Online www.search.eb.com/bol/topic?eu=119926&sctn=6. 2 Biesen, Sheri Chinen, â€Å"Raising Cain with the censors, again: The Postman Always Rings Twice,† Literature/Film Quarterly (2000) 3 Madden, David, James M. Cain (Twayne: 1970) 4 Oates, Joyce Carol, Tough Guy Writers of the Thirties (London: Southern Illinois University Press, 1968) 5 Farrell, James, Literature and Morality (New York: The Vanguard Press. Inc, 1945)

Depression and Adolescents Essay -- essays research papers

Depression and Adolescents   Ã‚  Ã‚  Ã‚  Ã‚  Depression. Is depression possible in young adults? Not until recently doctors thought that kids were not prone to depression. They thought that depression was purely an â€Å"adult† disease. Nowadays, every doctor knows that a child could be depressed too. The causes of adolescent depression and treatment outcomes were explored in the article by Pat Wingert and Barbara Kantrowitz â€Å"Young and Depressed† that I will discuss.   Ã‚  Ã‚  Ã‚  Ã‚  This article illustrates a couple of real-life stories of teenagers who faced depression and had to somehow deal with it. One of the teenagers, Brianne, described how she tried to kill herself because she was so depressed. She described her mental state by saying: â€Å"It was like a cloud that followed me everywhere. I couldn’t get away from it.† She started drinking and experimenting with drugs. At a certain point, Brianne could not take it anymore. Once, she was caught shoplifting at a store and after her mother brought her home, Brianne swallowed every single Tylenol and Advil that there was in the house. She was rushed to the hospital and survived. Brianne has been treated for her depression and is now in college and leads a very healthy lifestyle. She is one of the lucky kids that survived, but a lot of times, when depression in kids goes unnoticed, the outcomes are very tragic.   Ã‚  Ã‚  Ã‚  Ã‚  Until about ten years ago, children’s mood swings and irritability were considered nothing but a phase that kids go through and would eventually outgrow. It has been proven that if depression in teenagers goes unnoticed and, therefore, untreated, the children gradually will turn to doing drugs (â€Å"self-medication†) and consuming alcohol, will drop out of school, will become promiscuous, and for a lot of them it even might lead to suicide.   Ã‚  Ã‚  Ã‚  Ã‚  The adolescent depression is basically treated as the adult depression. Unfortunately, most of the antidepressant drugs are still not approved by the FDA for children under 18 years old. Luckily, the doctors do indeed prescribe antidepressants to adolescents that dramatically help them deal with their depression. This practice is called an â€Å"off-label† use and is not uncommon for many illnesses.   Ã‚  Ã‚  Ã‚  Ã‚  The article also mentions that, of course, besides medication... ... done by a professional. Unfortunately, even some professionals still don’t recognize certain behavior such as violence (often mistaken for hyperactivity) as a symptom of adolescent depression.   Ã‚  Ã‚  Ã‚  Ã‚  In my opinion, the teachers are people who see and observe the kids for most part of their day. They should be able to somehow notice if there are any sudden changes in a particular child’s behavior. It might not be noticeable at first, but, I am sure, sooner or later some signs will be displayed. The teacher should right away meet with the parent of that particular child and advise them of his or her observations. Sometimes teachers do not exactly do this because in some cases the parents overreact and say that the teacher is just knit-picking on their child. It’s understandable because no parent suspects or even wants to think that their kid could be prone to depression or any other mental disease, for that matter. But, I think, it’s their obligation to listen to the teachers’ observations and comments and address them in a proper manner. Otherwise, their precious child might be in danger of developing a much more sever mental illness than just depression.

Linen and Laundry Service in Off Premise

Different types of hotel in the Philippines Many people visit the Philippine Islands each year in order to enjoy its picture perfect views and Asian hospitality. Luckily, there are several types of hotels available in the Philippines that make it possible for anyone to afford a trip. Whether you're looking for student-budget type lodging, luxurious accommodations or something in between, the Philippines has got you covered. Luxury Hotels Luxury hotels are available across the Philippines and are an ideal type of hotel if you're looking for refined surroundings.They're a great option for honeymooners or anyone who wants to be treated like royalty for a while. This type of lodging facility will ensure that you are fully pampered and leave you feeling like your money was very well spent. Consider these top- rated luxury hotels located in the Philippines. Diamond Hotel, Manila This 27-story, five star hotel is located in Manila and radiates class and elegance. It's located in a great are a, Just minutes away from museums, parks, convention centers and shopping malls. Your accommodations, from the sheets on your bed to the towels in your bathroom, are guaranteed to be top-of-the-line quality.If you stay here, take advantage of the exquisite guestrooms, bars and restaurants. Location: Rosa Blvd. Core. Dry. J. Quintus SST. Manila 1000 Web: Demimondaine. Com Marimbas Blurter beach resort, Zebu Indulge yourself at the Marimbas Blurter Beach Resort in Zebu. Choose from rooms located on the beach wing (including bungalows), the garden wing, or the Mama Spa wing and enjoy authentic Filipino hospitality. This is the ideal hotel to book if you're looking for relaxation and deluxe accommodations. Location: Marimbas, Buying, McCann Island Zebu 601 5 Web: www. Blurter. Com. PH/marimbas/home. P Budget Hotels A budget hotel is ideal for business travelers and those who don't require frills and want to save some money. There is a variety to choose from across the Philippines and al l offer affordable rooms and Filipino hospitality. If you're looking for a comfortable bed and great bargain, opt for a budget hotel while in the Philippines. The Legend Hotels organization has hotels all across the Philippines, including the Legend Villas, Legend Palatal, Mayhap Manor, Cabana Cloacae, Cabana Cuba and Cabana Papas. Each one is owned and managed by Filipinos, which give them n authentic Filipino flavor.They offer value rates that make rooms affordable for many people and each room is different from the others. Location: 2650 A. Boniface SST. , Magmata City 1233 Web: Lighthouses. Com. PH SST. Alien's Inn, Magmata This boutique-style budget hotel in Magmata has a great sense of charm. It provides guests with basic amenities and is a practical choice for any traveler. Enjoy yourself in the inner courtyards and take in the classic architecture during your stay. Location: 7461 Scintilla Street, Poi del Pillar Magmata City 1230 web: Scintillating. M Hostels Hostels are the best solution for the budget traveler who likes to meet new people from all over the world. By staying at a hostel in the Philippines you can save a substantial amount of money each night, making the overall cost of your vacation much lower. Prices per person, per night, range anywhere from $5 to $50. Here are a few excellent hostels to choose from. Townhouse Manila You can't beat paying less than $10 for a bed. The Townhouse opened in 1986 and has served as a comfortable place to sleep for people from more than 85 countries.

Focus On Obesity Prevention Health And Social Care Essay

Fleshiness is widely recognised as a major cause of morbidity and mortality, and is a quickly change magnitude prank in many developed states passim the universe ( van Baal et al. , 2008 ) . Australia is no exclusion, in 2008 25 % of the adolescent people sr. five to seventeen was classified as be fleshy or cogent ( Australian representation of Statistics, 2009 ) and it is expected that by 2025 73 % of the entire Australian people lead be telling, showing that obesity and in peculiar childishness obesity is a prevailing military issue inwardly Australia. Obesity consequences from inordinate system of weights stateming up which occurs when much than than(prenominal) dynamism is ingested than is required by the organic structure and most commonly consequences from superior consumption of high energy nutrient and a inadequacy of somatogenetic practise ( Pereira-Lancha, Coelho, de Campos-Ferraz, & A Lancha, 2010 ) . Corpulent chelas go away most credibl y become corpulent grownups without interposition and therefore it is of import to agnise that childhood obesity as a public health issue has a beta impact on twain the fleshly wellness of the soul during childhood and in the hereafter either micro chip good as on the wellness assist carcass itself. Long precondition corpulency exclusively has a standardized hazard of mortality to that of high pitch pressure and high cholesterin distributor points every(prenominal) eccentric person good as signifi empennagetly increasing the hazard of cardiovascular disease, non-insulin-dependent diabetes mellitus ( mature-onset diabetes ) , intestine malignant neoplastic diseases, consign sore vesica disease and chronic arthritis ( World wellness Organisation, 2000 ) . The impact of obesity on the wellness attention brass is only if as important and is present by the estimated $ 58 billion yearly cost of obesity in Australia oer 2008 ( Australian Bureau of Statistics, 2 009 ) . The corpulent population shake off the highest single-year health bearing costs in footings of diabetes and musculoskeletal diseases ( reinvigorated wave Baal, et al. , 2008 ) and it is predicted that in the hereafter wellness attention costs pull up s masterminds add by $ 5.6 billion a twelvemonth due to fleshiness related diabetes entirely ( Australian Government De bitment of health and Ageing, 2010 ) . The high cost of childhood fleshiness on society and on the person s wellness throughout their spirit suggests that furnishing support towards intercession plans think on ginmill may be good to the wellness attention system and to the general population in the presbyopic term. In this essay the determiners that influence fleshiness in primary school senior(a) kids, between five and 13 experienced ages old, at the person, societal and purlieual dots pass oning be considered and objects that address the upriver determiners impart be evaluated.The s ocietal and personal environments that a kid lives in can as well be extremely influential towards their weight. Soci each(prenominal)y, kids that ar overweight ar more plausibly to be bullied at school ( Janssen, Craig, Boyce, & A Pickett, 2004 ) which can do the kid psychological emphasis and may ensue in societal backdown of the kid come along intensifying their weight jobs as they are less likely to be active with other(a) kids during tiffin times at school. Furthermore, kids that come from a theater of disappoint socioeconomic position are likely to flirt with an change magnitude BMI of 0.93 for males and 1.08 for females ( King, Kavanagh, Jolley, Turrell, & A Crawford, 2006 ) when compared with kids from high socioeconomic position households. This may be a consequence of the frequently high costs conglomerate for kids to be involved in local organised featuring squads that the parents with light socioeconomic position can non cede and therefore their kids c an non take part and therefore form mint to the 37 % of kids who do non take portion in organized athletics ( Australian Bureau of Statistics, 2009 ) . Environmentally, the two prima determiners associating to somatic action at law degrees among kids are entree and goodty. When surveyed most parents were touch on about the frequently big Numberss of roads that their kids needed to traverse in tell to acquire to play countries where no perceptible radiations or crossings were present. This was found to hold a direct consequence on the physical natural process degrees of kids whose parents believed traffic was heavy in their local streets and accordingly they were 40 % more likely to be fleshy or corpulent ( Timperio, Salmon, Telford, & A Crawford, 2005 ) . Finally, availability to safe countries in which kids could be active is overly a important factor that determines the employment degree among kids. The physical school environment much(prenominal)(prenominal) as r esort areas and kept up(p) ellipses were implementn as extremely of import due to the important sum of clip that kids spent at that place, moreover these countries were frequently locked on the weekend significance kids could non entree the installations that enabled them to be active ( Dunton, Kaplan, Wolch, Jerrett, & A Reynolds, 2009 ) . Similarly, a deficiency of indoor installations meant that during the seasons where the conditions was frequently unfavorable the activity degree among kids dropped and the prevalence of fleshiness increased ( Dietz & A Gortmaker, 1984 ) .In many ways the current attacks to the preventive of childhood fleshiness involve similar schemes to those which need to be utilised for barrierricade at the upstream degree. Presently, for intervention of fleshiness, kids will frequently see a wellness skipper such as a general practician who can so mention them onto a specializer such as a dietician. First the eating wonts of the kid take aim to be addressed and this requires the instruction of the kid s parents about basic nutrition. Second, it is indispensable for the kid to increase their physical activity degrees and it is encouraged that this be undertaken as a household as it has been proven to be more effectual ( Skelton & A Beech, 2011 ) , for simile household motorcycle drives ( Better Health Channel, 2011 ) . However this extremely individualized intervention reflects the biomedical theoretical account of wellness ( Germov, 2005 ) and is of high cost to society, hence if bar plans can efficaciously make bigger groups of people these intervention costs may no longer be necessary. In footings of bar, it is apparent that big scale bar schemes aimed toward motive and behavioral revisal, such as mass media runs, are non effectual merely on their ain. This is supported by the fact that 95 % of parents were cognizant of media studies on childhood fleshiness ( Covic, et al. , 2007 ) nevertheless obesity rank among ki ds still continued to mount. This suggests that the usage of participation based intercessions combined with Government degree intercessions at both the state and federal official degree may be more effectual toward bar of fleshiness in kids. In conformity with the phases of behavior revolution theoretical account ( Queensland Government, 2007 ) parents must be motivated to originate a change in their ain behavior every bit good as their kid s before they will take notice of runs such as business deal It and Travel for your life ( Australian Government, 2011 ) . To fun to this job community of interests based intercessions such as general instruction slightly fleshiness as, 35 % of parents of corpulent kids do non believe that their kid is fleshy ( Myers & A Vargas, 2000 ) , every bit good as its effects on one s wellness ( Egger, Spark, & A Donovan, 2005 ) are necessary. Similarly, the abstraction of behavior alteration could be undertaken at a community degree to rea r households to alter their behaviors so that it incorporates a sanguine diet and physical activity into their periodical modus operandi ( Sargent, Pilotto, & A Baur, 2011 ) . Programs could include free household dietetic instruction and cookery categories which experience proven to significantly diminish fleshiness degrees in kids over a 12 month clip period, as construct school based intercessions focused nearly educating the kids themselves about cut downing the sum of electronic media that they use ( Wilson, et al. , 2003 ) . At a higher degree, the federal authorities could matter at their fiscal promote to households of disappoint socioeconomic position, as in the united States a consequence of the societal synthetic rubber net plan was a ebb in childhood fleshiness ( Gundersen, Mahatmya, Garasky, & A Lohman, 2011 ) . Similarly, the body politic authorities could take to supply more support towards the care of local featuring evidences potentially leting featur ing nines to take down their fees and increasing the handiness of organized athletics to kids of freeze off socioeconomic position. In add-on, the execution of more policies such as the mandated clip allocated to physical activity and athletics inwardly authorities schools ( State Government Victoria, 2005 ) would farther assign day-to-day physical activity among kids and aid in predicting childhood fleshiness.In relation to Physiotherapy pattern, a physical therapist may handle kids who wee developed jobs such as diabetes and musculoskeletal conditions as a consequence of their fleshiness. This meat that physical therapists see at initiative hand the effects of being corpulent and this cognition combined with their wellness professional position makes them ideal members of the community to trail the wider community on the wellness hazards of their kids being corpulence. For illustration presently physiotherapists may be able to get down by sing female parents groups every b it good as speaking to their patients and educating them about nutrition early, in an effort to forestall the kids developing un florid eating wonts at all. In the long term, physical therapists may work together with other wellness professionals every bit good as the local authoritiess to organize free community events affecting both parents and kids that encourage healthy eating wonts and regular physical activity and therefore in bend will take to diminish fleshiness degrees among kids in the community. In add-on, physical therapists once more alongside other wellness attention professionals may take to do alteration politically at the local or province authorities degree by suggesting to these authoritiess ways in which the physical environment chooses to be changed such as attribute ining traffic visible radiations or crossings on busy roads to increase the base hit and hence handiness of countries in which kids can be physically active. These chances for physical therapists to go involved in the bar of childhood fleshiness are straight maneuver toing many of the upstream determiners of wellness, nevertheless there are besides challenges that they may confront. The foreman challenge that physical therapists and others working towards bar may come across is the authorities, local, province or federal. While community events such as household featuring yearss can be organised by physical therapists and other members of the community it frequently requires blessing by authorities governments which can be operose to obtain and at the least at that place needs to be an accessible country to keep these events.Childhood fleshiness is a important job in current Australian society and without intercession to turn to the development of unhealthy eating wonts and deficiency of physical activity, which cause weight addition and lead to fleshiness, the job will merely go on to increase, nevertheless the solution is non that simple. There are many determiners at both single and upstream degrees which limit the effectivity of a individual solution and ways to turn to these determiners that puree the bulk of the community must be introduced. The key to battling childhood fleshiness within the community is to increase parental competitiveness as this increases the opportunities that intervention and bar will be successful. Once parental combat is gained, intercessions get downing with instruction around nutrition both for parents and as portion of the school course of study for kids take on proven to be most successful, followed by supplying chances for households of all socioeconomic back understanding to be active. Alongside the community based intercession plans at that place needs to be action by higher degree organic structures such as the local, province and federal authoritiess to ease the community plans when issues such as the physical environment demand to be addressed. Personally, from this essay I have learned that the issue o f childhood fleshiness with Australia is a batch more important than I thought it was, and that behind all wellness issues there is a thickening web of factors that all influence one another and to efficaciously handle the issue a balance must be found between them. The huge handiness of Australian surveies allowed me to happen information that is exact and relevant to the Australian society in which I will most likely be working in. However, my essay was in some ways limited by the copiousness of stuff that was available. While the surveies that I researched gave me grounds back uping one scheme at that place may hold been others which I did non happen giving grounds against that same scheme. However my usage of triune equal reviewed beginnings that used dependable trialling methods when relevant should ensue in the information provided to be right.