The Way In Which Numeracy Is Taught Education Essay

The survey sets out to look into the manner in which numeracy is taught and learned at a Further Education College in Staffordshire. Secondary research has been carried out by the writer into the undermentioned countries ; numeracy, criterions and course of study, appraisal, instruction and larning numeracy, formative appraisal and feedback, staff and staff preparation and good pattern in numeracy.Numeracyâ€Å" Numeracy is the cognition and accomplishments required to efficaciously pull off and react to the mathematical demands of diverse state of affairss. Numerate behavior is observed when people manage a state of affairs or work out a job in a existent context ; it involves reacting to information about mathematical thoughts that may be represented in a scope of ways ; it requires the activation of a scope of enabling cognition, factors, and procedures † ( Gal et al. , 2003, p4, online ) . Masters and Forster ( 2000, online ) agree that numeracy ability depends on the grownup scholar ‘s ability to use mathematical cognition and accomplishments in a assortment of personal and societal contexts. A utile sum-up of the different contexts of numeracy usage can be seen in Appendix a. Appendix B besides shows the contexts in which effectual numerate behavior is necessary. Numeracy accomplishments for mundane life can be found in undertakings such as managing money, comparing monetary values when shopping, clip direction, doing travel and vacation programs, playing games of opportunity, understanding athleticss tonss, reading maps and utilizing measurings when cookery or making DIY, harmonizing to Gal et Al. ( 2003, online ) . The contents of Appendix a and Appendix b support this claim. Unfortunately, both numeracy and mathematics are widely disliked ; some people may even be numerophobic and have an irrational and unlogical fright of Numberss. Pert ( 2009, online ) suggests many people will really squeal to detesting figure work and make what they can to restrict their battle in this country. The undermentioned subdivisions detail information about some elements of the grownup numeracy larning substructure ( Figure 1.1 ) in the order of the learning rhythm depicted in Figure 2.1, as a consequence of secondary research carried out by the writer. Figure 2.1: The acquisition rhythm ( TUC, 2004, p76 ) g. Progression to other instruction, preparation or employmenta. Need identifiedB. AppraisalScreening Initial and diagnostic appraisals Interviewf. AchievementSummational assessment/qualifications Information, advice and counselc. ILPNegotiated, realistic, relevant marks Curriculum referencedd. LearningMeaningful and relevant to reflect ILP Monitored, recorded advancement with feedbackd. LearningMeaningful and relevant to reflect ILP Monitored, recorded advancement with feedbacke. ReviewFormative appraisal Revisit ILP -Standards and Curriculum ( elements 1 and 2 of Figure 1.1 ) The Adult Numeracy Core Curriculum has been based on the National Standards ( DfES and BSA, 2001 ) . The course of study specifies the numeracy accomplishments, cognition and apprehension that are required to run into the nationally agreed benchmarks at each of the five degrees ( Entry Level 1, Entry Level 2, Entry Level 3, Level 1 and Level 2 ) . -Assessment ( elements 3, 4, 6 and 8 of Figure 1.1 and subdivisions a, B, vitamin E and degree Fahrenheit of Figure 2.1 ) Assorted grounds suggests that good appraisal procedures are of import for effectual instruction and accomplishment of scholars, including that of Black and Wiliam ( 2003 ) and Clarke, Timperley and Hattie ( 2003 ) . In add-on to this, The Department for Education and Skills ( DfES ) ( 2002a ) acknowledge that different appraisal procedures are needed at the different phases of the larning journey. Beevers & A ; Paterson ( 2002 ) study that the intent of appraisal includes informing pupils of their strengths and failings in order to enable them to better and go more confident. DfES ( 2002b ) agree that assisting scholars to understand their acquisition strengths and failings gives them assurance in their ability to better their accomplishments. DfES ( 2002c ) summarised the procedure of numeracy appraisal as shown in Figure 2.2. Figure 2.2: Summary of Numeracy Assessment ( DfES, 2002c ) Screening For possible demand Initial Assessment For degree of accomplishments Diagnostic Assessment For elaborate scholar profile to inform ILP Formative For regular reappraisal of advancement to inform acquisition programme Summative For National Test or making, completion of ILP Figure 2.2 shows that, typically, numeracy scholars will hold a showing, initial appraisal and diagnostic appraisal to place their strengths and countries for development, therefore enabling instructors to put them on a class at the appropriate degree. This process is besides recommended by Sewell ( 2004, online ) , McIntosh ( 2005, online ) and CERI ( 2008, online ) . DfEE ( 2001, online ) and Stott and Lillis ( 2007, online ) identify that deficiency of these appraisals is a major factor in lending to the failure of grownups to take part and come on, hence consolidating the demand. DfEE ( 2001, online ) recommends that a senior member of staff should be defined as holding overall duty for the initial and diagnostic appraisals and for the production of the Individual Learning Plan ( ILP ) . Pert ( 2009, online ) substantiates this saying that organizational good pattern includes holding a nucleus squad with duty for naming numeracy concerns, a robust system of showing, initial appraisal and diagnostic appraisal to find scholars ‘ accomplishments degrees in numeracy and a named coach who is responsible for reexamining and supervising a scholar ‘s advancement. – Teaching and Learning Numeracy ( elements 5 and 7 of Figure 1.1 and subdivision vitamin D of Figure 2.1 ) Pratt ( 1998 ) identified five chief positions on instruction, summarised in Table 2.1. Table2.1: The Five Main Positions on Teaching ( Pratt, 1998 )PositionFeatures of instructorsTransmission Focus on content and find what scholars should larn and how they should larn it. Feedback is directed at scholar errors Developmental Value scholars ‘ anterior cognition and direct acquisition to the development of concluding and problem-solving accomplishments Apprenticeship Provide scholars with reliable undertakings in real-life scenes Fostering Focus on the interpersonal elements of acquisition and hearing and respond to scholars ‘ emotional and rational demands Social reform Relate thoughts explicitly to the lives of the scholars Benseman, Lander and Sutton ( 2005, online ) found that the bulk of instructors include merely one or possibly two of the five positions during a teaching session but will integrate all of them in their instruction over a period of clip. In contrast, Derrick and Ecclestone ( 2006, online ) suggest it is normally ( although wrongly ) thought that mathematics is about â€Å" truths † and can merely be taught through a â€Å" transmittal † attack where scholars are treated as â€Å" inactive † receivers of information. Masters and Forster ( 2000, p3, online ) confirm the position that â€Å" pupils are more likely to go successful, independent scholars when they are encouraged to appreciate acquisition as a womb-to-tomb procedure of single growing through the development of new accomplishments, deeper apprehensions, and more positive attitudes and values. † Ciancone ( 1988, p8, online ) states that â€Å" The numeracy coach must set up an unfastened relationship with the scholar in order to be cognizant of the person ‘s demands and at the same clip must be familiar with the acquisition of mathematical constructs and the construction of the hierarchy of accomplishments in order to find an appropriate docket of direction. † new wave Groenestun ( 2003, p233, online ) agrees that â€Å" The art of instruction is to make and ease acquisition environments in which acquisition is possible and to steer scholars in their acquisition activities. † Admiting this, Ginsburg, Manly and Schmitt ( 2006, online ) province that numeracy coachs need to be familiar with the mathematics needed to pull off the demands of household, workplace, community and farther instruction. Skemp ( 1971 ) distinguished between two different attacks to learning and larning mathematics known as instrumental apprehension and relational apprehension. The former involves memorizing and routinely using processs and the latter involves assisting the scholar to develop their ain apprehension by learning for intending. Van Groenestun ( 2003, online ) besides believes that it is non plenty to simply see which numeracy accomplishments need to be taught but that it is vitally of import to take into history the manner in which they are taught and the manner in which they are learned by grownups. If a peculiar degree of numeracy is non wholly understood, the acquisition of any other constructs could be hindered. Ciancone ( 1988, online ) refers to a survey carried out by Skemp which compared schematic ( conceptual construction ) and rote acquisition. In footings of per centum callback, more than double the figure of campaigners who were taught by conventional methods remembered what they had learned than those taught by rote. In add-on, after four hebdomads merely 15 % of those taught by a conventional attack had forgotten their new cognition compared with 75 % of those taught by rote. It can hence be seen that the manner numeracy is delivered affects the manner a accomplishment is remembered which in bend affects the acquisition of other constructs based on that accomplishment. Several research workers cited in Coben et Al. ( 2005, online ) province that the capableness to make mathematics is localised within the encephalon and that many of the troubles that grownups face when larning really stem from the archpriest encephalon architecture. Other grounds besides suggests that additions in numeracy may be by and large more dependent on features of scholars and categories instead than on those of instructors and learning manners used ( Coben et al. , 2006, online ) . Van Groenestun ( 2003, online ) suggests the manner grownups learn in out-of-school state of affairss differs from the manner kids learn in school, irrespective of the instructors. Adults tend to treat new information by â€Å" acquisition by making † and therefore necessitate to be able to read, watch or listen to information, place cardinal points, communicate and discuss with others and reflect on possible deductions of their new cognition. From this it can be seen that the literacy accomplishments of an grownup can impact their acquisition of numeracy accomplishments. It is believed that scholars who have a good consciousness of how they learn are more effectual at puting their ain ends, developing a assortment of larning schemes and measuring their ain advancement ( Centre for Educational Research and Innovation ( CERI ) , 2008, online ) . Kirby and Sellers ( 2006, online ) recommend that coachs should prosecute scholars in â€Å" metacognitive consciousness † so that they can look into how they learn best as an person. The development of numeracy ability involves the acquisition of cognition and accomplishments every bit good as their application in existent state of affairss ( Dingwall, 2000, online ) . Therefore, the more independent the scholar, the more likely they are to be able to use their cognition and show numerate behavior. Brookes et Al. ( 2001 ) concluded that grounds about the impact of general grownup numeracy tuition was thin and undependable. Benseman, Lander and Sutton ( 2005, online ) besides found that there are really few empirical surveies of existent numeracy pattern. Interestingly, Benseman, Sutton and Lander ( 2005, online ) were unable to place any research during their reappraisal that discussed factors associated with advancement in numeracy or appraisal and its consequence on larning results. . Harmonizing to research carried out by Benseman, Lander and Sutton ( 2005, online ) most instructors tend to learn the manner that they themselves were taught because they were successful in those formal acquisition environments and because they do non hold adequate cognition of grownup larning theory and alternate theoretical accounts of bringing. They besides found that numeracy nosologies had taken topographic point and numeracy instruction was clearly linked to the diagnostic consequences and that numeracy teachers often concentrate their instruction on specific mistakes being made by scholars. Ironically, in the same twelvemonth, Bhattarai and Newman found that grownup numeracy programmes which really respond to scholars at their bing degree of mathematics were highly rare which links with the findings of DfEE ( 2001 ) , four old ages antecedently, that merely 15 % of suppliers carry out an initial appraisal to find numeracy demands, demoing that small advancement has been made in this country. Coben et Al. ( 2006, online ) discovered that the most common methods of category administration were whole category instruction or persons working on their ain. Very small group work was found. Very few instructors used concrete objects, games, computing machines or reckoners. Worksheets were used extensively but really few instructors used text books. The bulk of instructors used a scope of activities although alarmingly, merely about 50 % differentiated work and made connexions to other countries of maths. Benseman, Lander and Sutton ( 2005, online ) , found that instructors talked for up to 60 % of the ascertained session and there were few chances for scholars to discourse their new accomplishments. Many inquiries were asked by the instructors but these tended to be â€Å" closed † and were non used as scaffolds for farther acquisition. Most instructors used a comparatively little scope of learning methods. In contrast to Benseman, Lander and Sutton ( 2005, online ) , Coben et Al. ( 2006, online ) , discovered that numeracy learning activities most normally used by coachs include utilizing mundane stuffs, problem-solving, worksheets, gauging activities, utilizing concrete stuffs, co-operative job resolution, utilizing reckoners, presentations, critical numeracy activities, computing machines, little group work, mystifiers and games and vocabulary edifice activities. -Formative Assessment and Feedback ( element 5 and 7 of Figure 1.1 and subdivision vitamin E of Figure 2.1 ) Black and Wiliam ( 1998 ) define appraisal by and large as activities which are undertaken by both instructors and scholars in order to measure themselves and supply information which can so be used to modify instruction and acquisition. They suggest that appraisal merely becomes â€Å" formative † when the information gathered is really used to alter the instruction in order to run into the demands of the scholar and take their acquisition frontward. Pert ( 2009, online ) points out that even when groups have been set up harmonizing to their numeracy degree, scholars will still hold a scope of single demands. It is hence good pattern to include little, regular appraisals to guarantee scholars have understood a taught subject before come oning onto the following subject. If necessary, alteration of larning ends documented on the ILP can so take topographic point. Defined by CERI ( 2008, online ) , formative appraisal really refers to patronize, synergistic appraisals of pupil advancement and apprehension which are used to find future larning demands and differentiated instruction. Formative appraisal is â€Å" assessment for larning † and is a cardinal constituent in good instruction and acquisition pattern. Information gained from formative appraisal should be used to accommodate instruction and acquisition activities and can be used to put marks for future larning. Many research workers agree that formative appraisal should underscore advancement and accomplishment and addition scholars ‘ motive ( Ciancone, 1988, online, ALI, 2002, Beevers and Peterson, 2002 and Stott and Lillis, 2007, online ) . DfES ( 2002b ) confirm that appraisal should inform the development and reappraisal of ILP ‘s and that measuring is an indispensable portion of the planning procedure. Black and Wiliam ( 1998 ) and Her Majesty ‘s Stationery Office ( HMSO ) ( 2005 ) suggest that formative appraisal is an indispensable portion of and indivisible from effectual instruction and direction at all degrees. Similarly, learning which includes formative appraisal helps pupils to get â€Å" larning to larn † accomplishments which should help them with future larning throughout their lives, besides helps to raise degrees of pupil accomplishment and helps instructors to run into the diverse demands of scholars ( CERI, 2008, online ) . It emphasises the procedure of instruction and acquisition and involves scholars in that procedure. Derrick and Ecclestone ( 2006, online ) province that formative appraisal should supervise learner public presentation against set marks, give feedback on the following stairss necessary for betterment, step scholar advancement, enable scholars to take charge of their ain acquisition, promote independency and advance self-reflection. Bimrose et Al. ( 2007, online ) suggest it should be carried out at the beginning of or during a learning programme in order to better the quality of acquisition and the consequences used to reexamine and modify a programme of acquisition. Harmonizing to Black ( 1999 ) and Briggs and Ellis ( 2008 ) , formative appraisal is the analysis of pupils ‘ acquisition to detect what they know, understand and can make and the appropriate response during instruction and acquisition to guarantee it informs future planning and learning. They besides all province that formative appraisal is the analysis of pupils ‘ acquisition and the appropriate response after the instruction. In comparing, Beevers and Paterson ( 2002 ) position formative appraisal as an appraisal which is merely undertaken during a class or faculty and non after the instruction has taken topographic point. There is no uncertainty, nevertheless, that formative appraisal helps the scholar and instructor to reexamine advancement and that it is cardinal to the acquisition procedure ( HMSO, 2005, Briggs and Ellis, 2008 and CERI, 2008, online ) . Key characteristics of formative appraisal include set uping a schoolroom civilization which encourages interaction, supervising pupil advancement towards single acquisition ends, usage of a assortment of learning and larning methods in order to run into the diverse demands of scholars, constructive and regular feedback on scholars ‘ public presentation and the active engagement of pupils in the full acquisition procedure ( CERI, 2008, online ) . Furthermore, Black and Wiliam ( 1998, p19 ) claim that â€Å" aˆÂ ¦there is a steadfast organic structure of grounds that formative appraisal is an indispensable characteristic of schoolroom work and that development of it can raise criterions. † Unfortunately, in a survey of 15 Skills for Life coachs, Benseman, Lander and Sutton ( 2005, online ) , found really few of them used schemes or activities associated with high quality formative appraisal. Questions used were closed instead than open and merely required callback instead than higher thought accomplishments. Extensive research carried out by Black and Wiliam ( 1998 ) showed that if formative appraisal was improved, important additions and betterments in larning were besides achieved. They argue that the overall quality of instruction and acquisition can be improved by heightening instructors ‘ ability to utilize formative appraisal efficaciously. It is interesting to observe that much of the research besides showed that bettering formative appraisal helps lower attainers more than the higher attaining scholars. This implies that effectual formative appraisal of numeracy should hold a greater impact on the success of Skills for Life scholars who tend to be lower attainers. The most common signifiers of appraisal used by numeracy instructors are formative and include teacher observation, portfolios and self-assessment ( Benseman, Lander and Sutton, 2005, online ) . CERI ( 2008, online ) said feedback can be used to detect the extent of scholar apprehension and aid instructors to flip their instruction at the right degree so that scholars can go on to better their accomplishments. By supplying feedback, instructors are able to concentrate on what scholars do and make non understand and are therefore better able to set their instruction schemes to run into single demands. Adapting the instruction and larning procedure from the consequences of formative appraisal draws upon a instructor ‘s pedagogical and capable cognition and besides requires a great trade of flexibleness and creativeness on their portion. Feedback should concentrate on the issue, be specific and constructive and offer thoughts of how the scholars could better. It should non be excessively drawn-out and should ne'er stop negatively, harmonizing to Derrick and Ecclestone ( 2006, online ) . It is indispensable that feedback includes suggestions about ways to better hereafter larning public presentation ( CERI, 2008, online ) .Staff and Staff TrainingDingwall ( 2000, online ) and Schmitt ( 2003, online ) rise concerns about the maths accomplishments and apprehension of instructors presenting numeracy, allow alone their numeracy learning accomplishments. A coach ‘s experience of learning numeracy has been found to positively affect scholars ‘ advancement in and attitude towards numeracy ( Cara and de Coulon, 2008, online ) . Therefore, the Government began developing compulsory instruction makings for new instructors from 2002 ( Cara and de Coulon, 2008, online and Simpson, 2008 ) . The Further Education Nation al Training Organisation ( FENTO ) developed a new scope ( Level 2 to Level 4 ) of learning makings for numeracy coachs. Newly qualified instructors are expected to hold a generic instruction making ; for illustration, a Certificate in Education ( CertEd ) or a Postgraduate Certificate in Education ( PGCE ) , every bit good as a capable specializer making ( Level 4 ) . Those already learning Skills for Life have been encouraged to derive these makings every bit good so that by 2010, all post-16 instructors will be to the full qualified ( McIntosh, 2005, online ) . In 2004, the TUC recommended that merely to the full trained staff should be employed and it is pointed out by Benseman, Sutton and Lander ( 2005, online ) that those staff should set about regular Continuous Professional Development ( CPD ) to update their accomplishments. Interestingly, in 2005/2006, merely 29 % of numeracy instructors were to the full qualified and 18 % of them did non hold any teaching makings at all ( Cara and de Coulon, 2008, online ) . In footings of experience, nevertheless, Coben et Al. ( 2006, online ) found that in a survey of 34 instructors, they had, on norm, been learning maths or numeracy for 13 old ages and learning grownups for 8 old ages. In comparing with Cara and de Coulon ( 2008, online ) , Coben et Al. ( 2006, online ) identified that 79 % had a making in maths and 88 % had a teaching making but that merely 18 % had gained the new degree 4 making in grownup numeracy instruction. There is much grounds to propose that extremely qualified instructors lead to higher accomplishment of scholars but there is besides grounds to counter this from research that suggested that over-qualified instructors are sometimes less effectual at presenting numeracy to grownups ( Cara and de Coulon, 2008, online and Cara et al. , 2008, online ) . It is interesting to observe that numeracy specific CPD requested by respondents at a treatment group about the province of numeracy learning included practical, hands-on workshops focussed on effectual diagnostic appraisal ( Wedgbury, 2005 ) . Mackay et Al. ( 2006, online ) found that other precedence countries for professional development included covering with the demands of scholars with several disadvantages, developing accomplishments in the usage of computing machines when presenting numeracy and understanding the backgrounds and demands of peculiar groups of scholars. These research workers besides found numeracy staff requested that professional development be provided by experts and appealed for the chance to portion good instruction pattern with equals, experiencing that this would be an effectual manner to turn to any spreads in accomplishments and cognition. Presently there is an over-reliance on voluntary or parttime instructors and this presents a barrier to the development of effectual pattern ( CERI, 2008, online ) . However, holding voluntaries who have been selected carefully and good trained does enable larning to be farther tailored to individual ‘s demands ( McIntosh, 2005, online and CERI, 2008, online ) . McIntosh ( 2005, online ) recommends that larning is delivered by full-time staff and confirming research suggests that learning is less effectual overall when delivered by largely parttime staff because this can take to miss of consistence in learning attacks and less engagement in CPD ( McIntosh, 2005, online and Benseman, Sutton and Lander, 2005, online ) .So what is â€Å" Good Practice † in Numeracy?â€Å" Most scholars on grownup numeracy classs have studied the topic of numeracy or mathematics in primary and secondary school. Many have besides attended cardinal accomplishments and a Return to Study class, and helped their ain kids. They have had several different instructors and experienced assorted teaching/learning attacks. So why have n't any of these done the fast one? † ( Kirby and Sellers, 2006 p4, online ) . Appendix c provides a sum-up of best pattern in learning and larning numeracy compiled after extended research by the writer. Possibly the importance of each pattern is emphasised by the figure of research workers citing it as best pattern. Many of the patterns mentioned in Appendix degree Celsiuss are discussed in the undermentioned text. Adult numeracy programmes are thought to be effectual if they are designed and delivered in conformity with the â€Å" best patterns † of big instruction, including associating larning to ends, constructing on old cognition and experience, doing the acquisition relevant, concentrating on scholars and their state of affairss and maximizing flexibleness ( Dingwall, 2000, online ) . The TUC ( 2004 ) expand on this, summarizing good instruction as shown in Appendix vitamin D. In footings of length of survey, research suggests that a lower limit of 100 hours per twelvemonth are necessary in order for scholars to demo some accomplishments ( Benseman, Sutton & A ; Lander, 2005, online ) . McIntosh ( 2005, online ) found intensive classs over a long period of clip have proved most successful for pupils up to Entry Level or Level 1. McIntosh ( 2005, online ) and Benseman, Sutton and Lander ( 2005, online ) agree that scholars below Entry Level should hold entree to 330-450 hours of larning. Those already at Entry Level necessitate 210-329 hours and those at Level 1 need 120-209 hours. Ginsburg and Gal ( 1996, p16, online ) , back up the theoretical account shown in Figure 2.3, saying that coachs should supply chances for grownup scholars to â€Å" †¦ grok a state of affairs, make up one's mind what to make, and take the right tool ( s ) from their â€Å" mathematical tool thorax † that will enable them to make a sensible solution † because this is what they will necessitate to be able to make in their lives. Ginsburg and Gal ( 1996, online ) besides steadfastly believe that a important proportion of Sessionss should be focussed on situational inquiries so that scholars have the chance to analyze state of affairss and determine which numeracy accomplishments are required. â€Å" Ultimately, direction should take to be more evidently utile ( maintaining pupils involved and coming ) and more cognitively meaningful ( so that pupils will be more likely to go forth the schoolroom with accomplishments that will be retained and applied ) † ( Ginsburg and Gal, 1996, p17, online ) .Figure 2.3: Model for Numeracy Tuition ( Ciancone, 1988, p11, online )existent universe abstract concrete account motive pattern application High quality resources should be used to back up all numeracy work. Harmonizing to Pert ( 2009, online ) the chief modification factors to this are the institutional budget allocated to buying published resources and the clip instructors have available to make advanced and inspiring stuffs. It is critical that numeracy instructors recognise scholars ‘ personal attacks to work outing peculiar jobs. Teachers should do attempts to understand what the scholar is really making, how their method really works, why they have chosen this peculiar method and the success rate of their chosen method. â€Å" Merely if the scholar ‘s method is unsuccessful, arduous and has limited usage should you see enforcing an alternate algorithm † ( Pert, 2009, p19, online ) . Ginsburg and Gal ( 1996, online ) besides recommend that coachs should inquire scholars why they did what they did and what alternative method they could hold used. If the method is successful, a instructor would hold to be highly confident that a more traditional method of computation would keep important benefits for the scholars before swapping, harmonizing to Pert ( 2009, online ) . Derrick and Ecclestone ( 2006, online ) found that â€Å" student-centred acquisition † featured on a regular basis in big instruction research but it was unfastened to diverse reading by instructors. Apparently, numeracy instructors interpret this by believing that illustrations should be every bit ocular as possible, learning AIDSs should be used, illustrations should be related to the â€Å" existent universe † and accomplishments should be consolidated through alteration ( Benseman, Lander and Sutton, 2005, online ) . Using kinesthetic stuffs can increase learner motive, increase interaction and treatment and better formative appraisal due to instructors being able to detect where acquisition is taking topographic point or name any troubles ( Kirby and Sellers, 2006, online ) . They conclude that increased activity in numeracy Sessionss seems to better scholars ‘ apprehension and makes Sessionss more merriment and synergistic, but province that utilizing kinesthetic and haptic attacks requires more clip to be spent preparing resources. However, instructors have said that, irrespective of the clip spent preparing resources, they felt motivated to utilize kinesthetic attacks because of the benefits to the scholars. Kirby and Sellers ( 2006, online ) found that increased activity in numeracy Sessionss seemed to better scholars ‘ apprehension and made Sessionss more merriment and synergistic. Teachers should be encouraged to develop a repertory of oppugning techniques and portion their tho ughts with co-workers. Double, taking, rhetorical and closed inquiries are non thought to be peculiarly utile when learning numeracy because they discourage scholars from reflecting on the job or acknowledging that they do non understand the construct ( Derrick and Ecclestone, 2006, online ) . Black et Al. ( 2006 ) found a direct nexus between the types of oppugning used by instructors to look into acquisition and apprehension and improved motive of scholars. Traditionally, numeracy is taught to the whole category and so scholars work through worksheets separately but this attack allows small collaborative larning with equals in order to portion experiences. It is better pattern to advance group larning so that scholars can larn from each other and assist each other to develop solutions to the numerical jobs set ( Pert, 2009, online ) . Foster and Beddie, 2005, p6, online agree that â€Å" Human interaction is indispensable for effectual instruction and acquisition. † Ciancone ( 1988, p11-12, online ) makes the undermentioned recommendations to numeracy coachs when learning grownups which concur with the positions of writers already mentioned: Each little measure in learning a accomplishment should be consolidated before traveling on to the following measure It is better to reenforce a scholar ‘s method than to present a new method Lessons and larning stuffs should be independent and self-contained due to the irregular attending of some grownup scholars Be cognizant of the scholar ‘s reading ability and cultural background Informal larning utilizing games and mystifiers should be introduced sensitively if the scholar ‘s past acquisition experience was really academic Peer-group coaction should be encouraged since the best manner to clear up apprehension of a construct is to explicate it to person else Use single and group work, depending on the accomplishment to be learned In drumhead, harmonizing to Benseman, Lander and Sutton ( 2005, online ) , effectual numeracy instructors plan exhaustively, utilize a scope of larning activities and stuffs, inquiry scholars skillfully and give constructive feedback to scholars. Ineffective numeracy instructors ask merely general inquiries and do non put specific undertakings for scholars to show their new accomplishments. To reason, â€Å" Teaching is a professional, skilled activity. Expert instructors do non come into the schoolroom programmed with a set of regulations drawn from a manual of good instruction pattern†¦ Excellent instruction is founded on penetration, creativeness and opinion † ( Heggary, 2003, p30 cited in McNamara, 2004 ) . This literature reappraisal has investigated several countries of instruction and larning numeracy and the information gained has been used to inform the writer ‘s research tools when analyzing the larning experience of numeracy scholars at a Further Education College in Staffordshire.

Fast food †Pizza Hut Essay

Food that is prepared and served quickly is termed as ‘fast food’. Fast food such as McDonald, KFC, Pizza Hut, Burger King and others already suits perfectly into the fast paced life of a modern era. There are about 400 KFC’s restaurant, more than 150 McDonald’s restaurant and about 50 Burger King’s restaurant in Malaysia. Despite all the debate about the advantages and disadvantages that fast food has, the industry is flourishing. The most evident advantage of fast food is that it saves time. At the end of a hard-working day, when one returns home all tired and hungry, there is nothing better than getting a ready meal such as pizza or burger. Besides time, cost saving gives fast food an edge over the meal prepared in the kitchen. If one lives alone, then it is cheaper to buy a meal at the supermarket instead of cooking it at home. Usually, fast food is higher in soya, fat, sugar, oil, fried meat, salt, cheese, mayonnaise and obviously calories. In fact, fast food is more unhealthy than home-cooked meals, because it contains higher amounts of unwanted nutrients like salt, fat and various types of additives (artificial chemicals). The disadvantage of fast food is it will cause obesity in population, high blood pressure, strokes and related diseases of the heart. Nowadays, fast food restaurant becomes a good place for youngsters to hangout with friends and peers. This is a factor that is making a number of families spend less and less time together. As a result, relationship between family members become bad. Fast food has its own pros and cons. If we making some smart choices while placing the order for fast food, we can definitely minimize the drawbacks of fast food. Salads are a smart choice. If you could choose between the fried and boiled options, order the boiled preparation. Avoid ordering carbonic drinks when you are thirsty, go for fruit juices, low-fat milk, diet soda.

Bella

When I think of Bella, I think of dust, for the arid country in which she lived was no friend of the meticulous housewife. And as I begin to feel the swirling dust exfoliate my skin, my right hand automatically, subconsciously drifts to my left wrist, feeling for the plastic bracelet I lost long ago and finding only the memory of its origin. Bella came to me in the summer, when the sun was high and hot, and my hair had begun to turn red with its heat. More factually, I went to Bella, in a group of thirty, on the quintessential summer mission trip to Mexico. Filled with our romantic plans and burdened with craft supplies, we entered a small, worn, and obviously loved gym. Our first project was to advertise, and as we set out into the surrounding neighborhood, I began to miss the smooth pavement of America. The next day, having used my allotted eight minutes of hot water and five minutes of mirror time, my feelings of discomfort were far from alleviated. I was to be a group leader, meaning that I alone would be working with a small group of children whose names were as foreign to me as the wind to a worm. By this time, I was so far from my comfort zone I was beginning to lose sight of it, and a few more steps would put me in danger of getting lost on my way back. This is where Bella floated into my life. As we sat on the gym floor, me trying desperately not to show my fear, Bella and her sister coloring contentedly, my eyes fell on a subject guaranteed to generate conversation: jewelry. Bella had adorned her small wrist with a bracelet woven of thin strips of plastic. It had an unmistakable air of mission trip about it and as I pointed to it and gestured my admiration, I envisioned her sitting on this same hard floor with another girl, one hopefully more adept than I. The thought that Bella had done this before, that she knew the routine made me relax, and after a bit I even found my waxen smile melting into one of genuine pleasure . Over the next four days, Bella became a constant in my life. Every morning, bracelet donned, sister in hand, she marched through the crowd of surging children and found me. She repeated this routine with such a steadfast air, that I felt sure she would have found me had I suddenly relocated home. Her regularity was comforting, and if nothing else, I appreciated that it was me she found, eradicating the possibility of my ending up with a new name and face to learn every day. Bella marched right through the week and ushered in Friday with all the assurance a nine year old commands. We wrapped up the week in true mission trip style: with candy and lots of it. Our fructose-packed handfuls engendered so chaotic a frenzy that when Bella’s turn came I could only manage a quick bye and a smile in the direction of her and her sister before I was again absorbed by the hyped crowd. With a fond smile I watched her small back grow even smaller, and as I turned to focus on the other chi ldren, I had an extra bit of patience to share. Just as I sorted out who had already been given candy from those who had not, I felt a small tap, lighter than the landing of a bumblebee. Resisting the urge to pretend I had not felt anything, I turned. There stood Bella. In one small fist she still held tight to the hand of her sister, never letting anything separate them. In the other fist, the one she was holding out to me, was Bella’s plastic bracelet, the one she had worn every day. Speechless, I took the shyly offered gift, and this time to give her a real hug. Not knowing what I wanted to say, nor how to say it if I had, I could only hug Bella and her sister and murmur thank yous one after the other. Bella soon skipped off again, leaving me with more that a little to ponder. As I fumbled with the plastic laces, I slowly began to realize the magnitude of this gift. I began to remember the homes I had visited that first day. Incredibly small shelters that were once worthy of the title hut, their walls and ceilings were now formed with the things I once used to make forts. Mattresses, scrap wood, wagons and tires were used in place of glass and concrete. Somehow I had removed Bella from the town in which she lived, and in that single second the realization that she lived in one of those achingly mismatched homes threatened to knock me over. It is humorous how quickly my outlook on life was altered. The generosity of one small girl in a village reversed my thought process and sent me from self absorbed and unconcerned to the beginning of conscious member of society. The weight of one small bracelet resting in my palm brought with it a new knowledge and comprehension. I understood for the first time that my small network of contacts was not the only plot line, that my small pool of acquaintances was not the axis of the earth. It was in the few seconds that it took for me to fasten that tired yellow and black bracelet around my wrist, and the several y ears it took me to lose it, that Bella’s gentle unassuming influence altered my life.

Outline (for public space) Assignment Example | Topics and Well Written Essays - 250 words

Outline (for public space) - Assignment Example Properly lit pathways and proper security system can reduce the problem of sexual harassment which is the core of all problems for women outdoors. According to a survey conducted by the United Nations in New Delhi, after every 29 minutes a rape case is reported ( UN, 2010). Hypothesis: If these unattended security issues persist in the public space for Indian women, how does Indian government expect the better half of its nation to behave after this ignorance in an appropriate manner? Are the fundamental rights been given to both genders in the state? If yes, why does the survey show that half of the population is threatened by the pathways, especially in the evening? The amendments need to be taken for this ignorance, as it encourages the outlaws to take advantage and feel comfortable to do what they desire with the public around. The awareness of civic rights by the Unifem department seems like a potential step towards betterment in New Delhi (Unifem). According to The New York Times (Asia Pacific), 489 rape cases were reported and countless unreported cases of street harassment (Ninaljana, 2011). Thesis statement: Unavailability of basic facilities like lights, buses, security guards and maintenance of pathways is the arising problem which can later lead to major dilemmas for the country to deal with. It mainly consisted of the public survey conducted by Women and Child development department, as these problems can only be defined well by people who face them on daily basis. The women in New Delhi, both working and students, participated in the surveys which lead to a better understanding of the problem. Global Safe Cities Free of Violence for Women and Girls â€Å"SNAPSHOT† of the CITIES. (chap. New Delhi) Retrieved 1. 25, 2012, from

Msc IT Project Proposal - Title to be decided Thesis

Msc IT Project Proposal - Title to be decided - Thesis Example Current paper focuses on the methods used by a firm that operates in a specific industry, this of the martial arts, in order to improve its communication with its customers and therefore increase its performance. The firm under examination is a Judo club which is not well established in the market; it has entered the market rather recently – one year ago – and it seeks to increase its performance by improving its communication with its customers. It can be assumed therefore that the resources available for the achievement of the above targets will be limited. The chances for the achievement of the relevant plan will be explored and analyzed using a series of appropriately customized research methods. As already noticed above, the firm’s resources that are available for the realization of the relevant project – development of a communication website – are limited. The short presence of the firm in the market could be regarded as the main reason for the lack of necessary resources; however, there are firms that are developed quite quickly even if they operate for a short period within a particular market – this is the case of firms that use all resources available – referring not to the internal resources but also to the external ones, e.g. the funding options available in a specific market. It seems that the specific firm didn’t manage to ‘gain’ the support of the market until now (probably because no appropriate research was made to this direction). For this reason, it is necessary that all available resources of the firm will be employed in the particular effort trying to ensure the increase of its competitiveness within th e particular industry. Currently, the systems available for the completion of the specific project – communication website – are rather limited. The firm’s operation is based on a simple IT network consisting from 3 desktops that communicate through an

Did Credit Rating Agencies do good work (with impact on the Qatari Term Paper

Did Credit Rating Agencies do good work (with impact on the Qatari Context) - Term Paper Example The research will analyze the roles and benefit of CRAs in the last financial crisis of 2007 – 2009. The research will provide evidence of the financial crisis on the credibility and accountability of credit rating agencies. The credit crunch will be explained and also the contribution of credit rating agencies to the financial crisis. The benefit of credit rating agencies to investors is also discussed in the paper. The research methodology and design and reporting and analysis will be dealt with by the research paper. The role of credit rating agencies during and before the financial crisis will also be discussed in the paper. The implication of the financial crisis in the economy of Qatar will be discussed a bit to establish the impact of it is on the people. Contents Abstract 1 Contents 2 Introduction-What Is Credit Rating? 3 Research Objectives 4 Literature Review 4 Role of Credit Rating Agencies During and Before Financial Crisis 6 Credit Ratings Assignment Process 7 Res earch Methodology and Design 8 Reporting and Presentation of the Project 9 Credit Rating Agencies as Coercive Regulators 10 How CRAs Impact On Financial Market Participants 10 Relation between Credit Rating and Agency Problem 11 Implications of Financial Crisis on Qatar’s Economy 12 Conclusion 12 References 13 Introduction-What Is Credit Rating? Crediting rating is a common statement that refers to opinion concerning a debt instrument and its issuer company. It gives an investor a clear indication on whether the debt instrument is safe or risky. It also tells the investor the capability of the issuer company to pay interest and the principal amount in time. However, credit rating is simply an opinion rather than a recommendation and thus does not require an investor to buy or sell an instrument. Currently, global rating is undertaken by several credit rating agencies with the general ones are Standard and Poor’s (S&P), Moody’s Corporation both of whom are based in the USA and Fitch Rating Firm. The above named rating agencies hold the majority of the credit rating share. However, there are more than 100 minor credit rating agencies in the market offering quality credit rating in national markets and industries (Benmelech 2009). Credit rating is usually done by experts who examine various factors and provide the rating is expressed in either alphabetical or alphanumeric symbols. AAA is the highest possible rating as per the S&P agency. High quality credit investment grades are grades AAA and AA whereas grades A and BBB offer medium credit quality investment grades. However, grades BB, B, CCC, CC and, C means that the issuer has a low credit quality and maybe there is no existence of investment credit quality. Grade D is the lowest possible credit rating, and this means that there is no way that the creditor will recover his interest plus the principal amount. According to this credit rating, those companies with AAA, AA, A and, BBB grades p resents less risk and thus most investors will be attracted to invest in them since they have assurance that there will be a gain in their market share. Credit Rating Agencies (CRAs) plays a bigger role in today’s financial markets in Qatar. The rating is normally followed closely by the investors, issuers, borrowers and government’s financial institutions. Research Objectiv

About japanese history Coursework Example | Topics and Well Written Essays - 500 words

About japanese history - Coursework Example One would argue that if any punishment or the seppuku had to be committed; it should only have affected the alleged perpetrator; in this case Asano. Why kill him and his entire army? What is worse, his lands and all properties were to be taken. This type of punishment was just too harsh. And to imagine that it came from Kira, the supreme judge at the time!. The ronins were to be made leaderless besides confiscating their property. Their entire generations were to be wiped off the surface of the land. Irrespective of the strict nature of the laws, it is unjustifiable to kill impose seppuku on Asano and his men. A lesser form of punishment should have been used instead. In fact, I view the actions of the 47 ronins as heroic. They were revolutionary and although they knew they would be punished for killing Kira and his officials, they showed courage and loyalty to Asano who had refused to accept the bribe. I find Seppuku punishment just too irrational. The consequences of the actions of the ronins are that they proved they could be loyal to their master and that they could set an example even for future generations. This was a great sacrifice that would be very significant in marking neo-Confucianism. The Bakafu law and the Confucian classics most of the time complements each other in that they allow for revenge (Kaempfer et. al. 15). In this case, the revenge for Asano’s death is justified. He was a true Confucian. He was courageous enough to die for his master, an honorable act in Japanese history. He was a faithful servant. Through the revenge, they showed that they were real chuushingishi. During this era, it was also fashionable to avenge the death of a relative, friend or a master. A likely consequence of the killings would be that different factions would be divided about the authenticity of the punishment. Obviously, there would be varying views. The Confucians would want to justify the actions of Asano and the 47

Computer Forensics Research Paper Example | Topics and Well Written Essays - 2750 words

Computer Forensics - Research Paper Example The intention of this study is computer forensics as a way of searching and analyzing data stored in computers and other electronic media. Computer forensics aims at forensically examining digital data in order to present facts and opinions concerning the information gained. It is a relatively young forensic science when compared to the other forensics. The process has been highly misunderstood both in meaning and application. Computer forensics is commonly used to refer to the analysis and reporting of the information collected from the forensic analysis of digital-related media. It is a procedure which has been used for as long as computers have been in use. In recent years, cases of computer crimes have been on the rise. This has necessitated the adoption of computer forensics as a way of trying to nab criminals over the internet. The spread of computer related crimes has risen as the use of computers increases. In the modern world, almost all people use a computer to perform a du ty within the course of the day. People have fallen victims to computer crimes as computers are considered to be safe. Installation of security software in computers has not been able to prevent some of the crimes occurring in the cyberspace nowadays. However, this alone cannot be enough to protect data from access by unauthorized persons. There are numerous cyberspace crimes commonly occurring in modern times. The range of these crimes keeps increasing as technological advancements continue to set in. Online frauds Online frauds have become a common form of computer crimes. There have been a rising number of stock scams instigated by criminal traders over the internet. The effects of these frauds have been adverse on the business world. People have been tricked by conmen online posing to be selling items. Once payment has been done, the delivery of goods bought fails to occur. In the stock market scams, the prices of stocks have been affected by frauds carried out online. These fra uds can happen to any company, and there is a need for companies to ensure they protect themselves from possible fraudsters. Hacking This can be termed as the process of illegally accessing protected information in a computer system. It has become a common problem in the computer security framework (Thomas, 2002). Though efforts continue to be made to curb the problem, new technologies keep on being created by the hackers. The problem of hacking has been extensively linked to numerous security system failures. Hacking into national security systems has been identified as a commonly employed tactic by terrorists. When an individual hacks into a company server, he can be able to alter the information contained in the server. Virus These can be defined as programs created to maliciously

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

Heroes - Essay Example Martin Luther and Nelson Mandela are some of the world’s best heroes because they changed the world around them in a significant way. A hero can be defined as a person who contributes significantly and positively towards social, political, or economic discourse in a society. Heroes are identified by a strong sense of discipline in all aspects of life as well as a strong stand to their beliefs. One overarching characteristic of a hero is the ability to sacrifice personal comfort, interests, and even life for the sake of the community. Most of the world’s recognized heroes have indeed gone through a lot of painful experiences, jail terms, and even tortured as they sought to fight for the community. For instance, Nelson Mandela was jailed for 27 years as he fought against apartheid in South Africa. Martin Luther is globally recognized for his fight for civil rights for African Americans in U.S. However, Luther chose to use nonviolent means to achieve his objectives of securing equal rights for all people in America. Luther was at the forefront leading protests against workers mistreatment at Memphis Sanitation. The blacks working for Memphis sanitation were poorly paid and their merge salaries delayed and at times not even paid. Luther was able to organize a non violent protest lasting more than two months (â€Å"Martin Luther King,† 2014). On a different light, Luther led a successful non-violent protest against Montgomery bus company for segregating against blacks from sitting in front seats. However, Luther’s epitome moments are perhaps tied to his maiden speech dubbed â€Å"I Have a Dream.† (â€Å"BBC†, 2015). With over 200, 000 followers, Luther unleashed this maiden speech pushing the congress to pass the laws regarding civil rights for the bl acks in America. The swearing in of Barrack Obama as the first Black president in America indeed marked a significant milestone for Martin Luther as a hero in U.S and the rest of the world. However, on the

Heart of Darkness vs Things Fall Apart Essay Example for Free

Heart of Darkness vs Things Fall Apart Essay â€Å"Heart of Darkness† and â€Å"Things Fall Apart† show a variety of ways of depicting Africa in literature. In â€Å"Heart of Darkness†, Joseph Conrad shows the continent of Africa through the stereotypical perspective of the European sailors, who had a tendency to depict the natives of the land as savages, and in response to that matter, Chinua Achebe wrote â€Å"Things Fall Apart† through the non-stereotypical depicting perspective of the natives of the land to show Africans, not as savages or primitives, but as members of a traditional society. European prejudice is presented in a verifiable way in â€Å"Heart of Darkness†. The main character of â€Å"Heart of Darkness† or protagonist, Marlow, is a sailor who travels through Africa and describes the natives that he comes in contact with as savages. Marlow compares these different individuals to animals of some specific nature or just to the wilderness of the jungle, respectively. There was a point in this novel where Marlow’s vision came in contact with a pit in the ground. He noticed that it was a pit made for the natives to go and rest in peace or in other words die. Marlow describes those natives that were there stating, â€Å"Black shapes crouched, lay, sat between the trees, leaning against the trunks, clinging to the earth in all attitudes of pain, abandonment, and despair they were nothing earthly now, nothing but black shadows of disease and starvation One of these creatures rose to his hands and knees and went off on all fours towards the river to drink† (Conrad 17). This descriptive portrayal shows the natives as â€Å"shadows† and nothing more than mere â€Å"black shapes† and not as individuals or men who are simply just dying. These men are no longer men, they have been stripped of all their characteristics which makes them human to dehumanizing characteristics where none can tell the difference of one dying man to another. None of the dying men are described by oneself, which makes it difficult for the reader to see where one man ends to where the individual begins. This creates an effect where these individuals look like eometric shapes and symbols of some sort. These depictions in which Marlow stated originates from a very stereotypical saying. The saying is that all Africans are made the same and one can not tell the difference between them even if much effort is applied. Similarly, there was an African man who was crawling to the river in order to quench his thirst. The way he was crawling in general is very dehumanizing. To make the matter worse and more dramatic, he crawled on his hands and knees which is animal-like and very degrading. The man is described to be on all fours just to get a drink, but when looking towards the European side, there is no way in Heaven that they’d be described like that. None. On the other hand, the European people would drink from a tap or maybe boil water from a well of some sort in order to have a refreshing drink. The natives are compared to animals of the wild when Marlow begins describing one of the workers on the ship. Marlow states, â€Å"to look at him was as edifying as seeing a dog in a parody of breeches and a feather hat walking on his hind legs† (Conrad 36). This worker simply shows that the savages who are the Africans have a possibility of being tamed because, â€Å"He ought to have been clapping his hands and stamping his feet on the bank† (Conrad 37). One can see that this man has been stripped of being a human being. He is now an animal, a dog, maybe, who is being trained to do some type of trick. From Marlow’s point of view he is still an animal and none the less, this man is pretending to be a civilized being. Marlow doesn’t stop there though. He continues to downgrade this European man by describing him to be just like the natives on the land. All in all, this is stereotypical. Furthermore, Marlow keeps his ball rolling by depicting the African natives as â€Å"prehistoric† and â€Å"simple†. He states, â€Å"The prehistoric man was cursing us, praying to us, welcoming us who could tell? we glided past like phantoms, wondering and secretly appalled, as sane men would be before an enthusiastic outbreak in a mad house† (Conrad 35). In the mind of Marlow, the natives are so primitive that they are in an aspect denied of having a language. Marlow sits there and begins to wonder â€Å"who could tell? instead of making an effort to understand what the natives were saying out of their mouth. What can actually be inferred from this quote is that, the natives were probably jumping up and down like a bunch of kindergarten students at recess or something similar to that. One can’t really be sure, but in all Marlow didn’t even try to grasp what the native Africans were saying probably because he felt that they were savages, or maybe their intellectual mindset wasn’t as great and average to the Europeans, or the native Africans didn’t have anything reasonable to say. Joseph Conrad with respect and similarity to Marlow, may have chosen to not include a specific language probably because he was influenced by the European stereotypes of Africans. What can be inferred from this is that, the removal of a language suggests that the native Africans have nothing that is sophisticated enough to say that would be reasonable or important to add to the plot of the novel. In â€Å"Heart of Darkness†, the native Africans are very underdeveloped, just like a third world country would be, in order to have a control of language. Though, there are moments in which there is language which supports the native savage (Africans) at which this is the time a reader might even hear an African speak. Joseph Conrad uses a specific technique when he writes. He uses a limited exposure to the native Africans’ voices which tries to ignore anything that might bring stereotype about. In response to Joseph Conrad and the Europeans and their use of stereotypical depiction of Africans, Chinua Achebe, the author of â€Å"Things Fall apart† portrayed Africans in a humanizing and traditional society. The Igbo tribe goes against the European stereotype in â€Å"Things Fall Apart†. The main character or protagonist Okonkwo does not agree nor does he disagree with the European belief that is shown in the novel. He is described in the novel to be, â€Å"a man of action, a man of war† (Achebe 8). Okonkwo is a very honorable man in the Umofia village, even though he has a very displeasing streak which is of violent nature. With Okonkwo’s strength and inability to be feminine, he is afraid of anything that is of feminine nature. â€Å"His whole life was dominated by fear, the fear of failure and of weakness. It was the fear of himself, lest he should be found to resemble his father. Even as a little boy, he resented his fathers failure and weakness. And so Okonkwo was ruled by one passion to hate everything that his father Unoka had loved. One of those things was gentleness and another was idleness† (Achebe 10). What can be inferred from this quote is that, this is probably why Okonkwo was always in need of something that was filled with action but he still didn’t fashion â€Å"idleness†. With the combination of these two aspects, Okonkwo can not handle the outcome. Instead when violence is applied to this equation, Okonkwo is as good as can be. With this being said, this further supports the European stereotype as savage-like. When looking deeply into the details that â€Å"Things Fall Apart† display, one can notice the contrasting aspects between Umofia and Okonkwo. Okonkwo doesn’t have any respect for his wives. As an Igbo man, Okonkwo man-handles his wives and children without holding back. Noticing the tone at this point in the novel, one can see that it is very much common for Igbo men in general to beat the ripe bananas out of their wives and children, but at a certain time. Okonkwo man-handled his wife during Umofia’s Week of Peace. Beating your wives and children in order for them to have respect for you is one thing, but when one disobeys the traditional setting of the clans week of peace then drastic problems do arise. â€Å"Okonkwo was not the man to stop beating somebody half-way through, not even for fear of a goddess. It was unheard-of to beat somebody during the sacred week† (Achebe 19). Since Okonkwo felt as if he was the man on top of all and that he could do as it pleased him so, problems arose between himself and Umofia. The feminine force is his wife. And with that being noted, Okonkwo could not remove himself from his violent streak for even a week. Just a week†¦ but when comparing this to the perspective of â€Å"Heart of Darkness† this form and lack of self-control goes to the Europeans motive that Africans are savages. Towards the end of the novel, Okonkwo commits suicide by hanging himself. When the District Commissioner look at Okonkwo’s lifeless body, he states â€Å"In the book which he planned to write The story of this man who had killed a messenger and hanged himself would make interesting reading. He had already chosen the title of the book, after much thought: The Pacification of the Primitive Tribes of the Lower Niger† (Achebe 117). What can be inferred from the title of the book is that the District Commissioner is prejudiced about the native Africans. In â€Å"Heart of Darkness†, Africans are also described as â€Å"primitive†, which shows that the European’s stereotype is so vast that it is able to be used in two very separate and different works. All in all, in â€Å"Heart of Darkness† the Europeans notions was that all Africans are the same; they are primitive, savages, and inhuman. In contrast to that stereotype, â€Å"Things Fall Apart† showed a traditional society, where the members are not inhuman. Unsatisfactorily, Okonkwo who is the protagonist of â€Å"Things Fall Apart† was not an effective representation of a civilized individual of a traditional society. But, he was an exceptional member of the society. And even though the stereotype of Africans has not been destroyed, it empowers the European beliefs.

Coordination Chemistry of Bidentate Ligands Research

Coordination Chemistry of Bidentate Ligands Research Elham Torabi Farkhani Mehrdad Pourayoubi Pavel V. Avdreev Katarina Introduction The coordination chemistry of bidentate ligands has been studied for over thirty years [reference]. The bidentate ligands with phosphoryl and thiophosphoryl groups have been used as effective coordinating agents in the different metal chemistry, in most cases the reports were attributed to bonding between the metal cation and specific Lewis sites on the ligand, itself has number sites with potential to bind metal ions, such as nitrogen, sulfur and oxygen. In order to recent report Hg metal ion is known to have strong affinity for nitrogen and sulfur Lewis sites [reference] which our work here is done bonding between Hg metal atom and sulfur in ligands. A search of the Cambridge Structural Database (CSD) [reference] yielded a data set of 76 purely molecular structures to be used for study of coordination of metal atom with a P(S)[N][O]2 skeleton of ligand. Thus there are a number of reports on molecular structure contain M-S=P fragments with different metal atoms [reference]. An inves tigation of the reports reveals that there isn’t any publication with Hg metal, also we haven’t found any precise study on the effect of all interactions, including coordinating linkages and intermolecular interactions on the structure of Hg(II) complexes with bisthiophosphoryl ligands. Accordingly we have carried out a study on mercury (II) chloride with two different bidentate ligand with general formula (OEt)2P(S)-X-P(S)(OEt)2 where X=1,4-NH-C6H5-NH and piperazine (scheme ). Reaction of two ligand with HgCl2 generated binuclear complex C1 and C2. All compounds were charactrized by IR and NMR (1H, 13C and 31P NMR) spectroscopy and mass analysis. The structure of ligand 1 and two complexes C1 and C2 were determined by X-ray crystallography. Experimental Materials and methods Mercuric chloride (99.5%), O,O†²-diethyl chlorothiophosphate (OCH2CH3)2P(S)Cl (97%), diethylenediamine (97%), 1,4-phenylenediamine (99%) (Aldrich), acetonitrile (99%) and methanol (99%) (Merck) were used as supplied. Acetonitrile was dried with P2O5 and distilled prior to use. The 1H, 13C and 31P NMR spectra were recorded on a Bruker Advance 400 spectrometer at 400, 101 and 162 MHz, respectively. 1H chemical shifts were determined relative to Si (CH3)4. 31P chemical shift was measured relative to 85% H3PO4 as external standard. Mass spectra were performed using a Varian Star 3400 CX mass spectrometer. Infrared (IR) spectra were recorded on KBr disk using a Buck 500 scientific spectrometer. Elemental analysis was performed using a Thermo Finnigan Flash EA 1112 apparatus. X-ray data collection was performed with a Xcalibur, Sapphire3, Gemini diffractometer with graphite monochromator. Synthesis General procedure for the preparation of ligands The ligands were synthesized from the reaction of 2 mmol (OCH2CH3)2P(S)Cl with 1 mmol of the corresponding diamine (diethylenediamine and 1,4-phenylenediamine) in presence of Et3N as HCl scavenger in CH3CN at 0ËÅ ¡ C. After stirring for 24 h, the solvent was evaporated and the residue was washed with distilled water and dried. Chemical structures are shown in scheme 1. Physical and spectroscopic data of the ligands are presented below: 1, 4 [(C2H5O)2P(S)N]2C4H8 (L1): Mp: 105ËÅ ¡ C. Anal. calc. (%) for C12H28N2O4P2S2: C: 36.88; H: 7.17; N: 7.17, S: 16.39, found: C: 37.81; H: 7.16, N: 7.26, S: 15.7. IR data (KBr, cm-1): 2990, 2903, 2864, 1449, 1387, 1339, 1264, 1151, 1098, 1029, 972, 792, 714.1H NMR (400 MHz, DMSO-d6) ÃŽ ´: 1.22 (t,3JH-H= 7.1 Hz, 12H, CH3), 3.12 (m, 8H, C4H8), 7.00 (m, 8H, CH2), 13C NMR (101 MHz, DMSO-d6) ÃŽ ´: 15.57 (d, 3JP-C = 8.08 Hz, 4C, CH3), 44.84 (s, 4C, C4H8), 62.45 (s, 4C, CH2), 31P NMR (162 MHz, DMSO-d6) ÃŽ ´: 73.64. MS (70 eV, EI): m/z (%) = 390 (28), 235 (43), 195 (100), 153 (99), 120 (96), 96 (100), 28 (66). 1, 4 [(C2H5O)2P(S)NH]2C6H4 (L2): Mp: 105ËÅ ¡ C. Anal. calc. (%) for C14H26N2O4P2S2: C: 40.73, H: 6.30, N: 6.78, S: 15.51, found: C: 41.15, H: 6.34, N: 7.01, S: 15.57. IR data (KBr, cm-1): 3268, 2980, 1515, 1479, 1380, 1278, 1218, 1168, 1023, 959, 816, 726, 646. 1H NMR (400 MHz, CD3CN) ÃŽ ´: 1.22 (t,3JH-H= 7.1 Hz, 12H, CH3), 3.12 (m, 8H, C4H8), 7.00 (m, 8H, CH2), 13C NMR (101 MHz, CD3CN) ÃŽ ´: 15.57 (d, 3JP-C = 8.08 Hz, 4C, CH3), 44.84 (s, 4C, C4H8), 62.45 (s, 4C, CH2), 31P NMR (162 MHz, CD3CN) ÃŽ ´: 73.64. MS (70 ev, EI): m/z (%) = 412 (94), 411 (100), 168 (26), 107 (89), 96 (91), 92 (39), 65 (87), 28 (88). General procedure for the preparation of complexes The complexes were prepared by a solutions of 2 eq. HgCl2 in 15 ml of methanol was added drop wise to a solution of 1 eq. the corresponding ligand in 15 ml of methanol. The clear solution was stirred under reflux for 24h. Crystals suitable for X-ray diffraction were obtained from slow evaporation of the solution at room temperature. Physical and spectroscopic data of the complexes are given below:  µ-{1, 4-[(C2H5O)2P(S)N]2C4H8}(HgCl2)2 (C1): Mp: 105ËÅ ¡ C. Anal. calc. (%) for C12H28Cl4Hg2N2O4P2S2: C: 15.41; H: 2.99; N: 2.99, S: 6.84, found: C: 15.67; H: 2.91, N: 2.99, S: 5.74. IR data (KBr, cm-1): 2976, 2895, 1444, 1383, 1344, 1266, 1121, 1037, 967, 804, 772, 702.1H NMR (400 MHz, CD3CN) ÃŽ ´: 1.22 (t,3JH-H= 7.1 Hz, 12H, CH3), 3.12 (m, 8H, C4H8), 7.00 (m, 8H, CH2), 13C NMR (101 MHz, CD3CN) ÃŽ ´: 15.57 (d, 3JP-C = 8.08 Hz, 4C, CH3), 44.84 (s, 4C, C4H8), 62.45 (s, 4C, CH2), 31P NMR (162 MHz, CD3CN) ÃŽ ´: 73.64.  µ-{1, 4 -[(C2H5O)2P(S)NH]2C6H4}(HgCl2)2 (C2): Mp: 105ËÅ ¡ C. Anal. calc. (%) for C14H26Cl4Hg2N2O4P2S2: C: 17.59; H: 2.72; N: 2.93, S: 6.70, found: C: 17.85; H: 2.69, N: 2.93, S: 6.53. IR data (KBr, cm-1): 3211, 2990, 1615, 1512, 1479, 1380, 1274, 1214, 1161, 988, 824, 633. 1H NMR (400 MHz, CD3CN) ÃŽ ´: 1.22 (t,3JH-H= 7.1 Hz, 12H, CH3), 3.12 (m, 8H, C4H8), 7.00 (m, 8H, CH2), 13C NMR (101 MHz, CD3CN) ÃŽ ´: 15.57 (d, 3JP-C = 8.08 Hz, 4C, CH3), 44.84 (s, 4C, C4H8), 62.45 (s, 4C, CH2), 31P NMR (162 MHz, CD3CN) ÃŽ ´: 73.64. Result and discussion IR and NMR spectroscopy Mass spectroscopy The nature of the fragments observed in the mass spectrum often provides as clue to the molecular structure. The fragmentation pathways of ligands 1 and 2 were studied by electron ionization at 70 eV experiment and revealed a molecular ion peak [M]+ at m/z (%) of 390 (28) and 412 (94) for 1 and 2, respectively. The formation of the [M-1] specie from the parent ion of compound 2 was shown to exclusively involve an aromatic hydrogen atom; our results were in good agreement with previously published results. [reference]. The previous paper has been shown that dialkyl alkanephosphonates ROCH2CH2P(O)(OR)2 undergo a McLafferty rearrangement in which a ÃŽ ³ hydrogen from the alkylphosphorous moiety migrates to the phosphoryl group and a molecule of olefin is eliminated from the molecular ion [reference]. The mass spectra of compound 1 and 2 with the same structure have confirmed previously reported mechanism. The peak related to the C2H4 radical-cation with m/z = 28 are shown for two struct ures. Relative peak height = relative abundance as measured from this ion in the compound 1 and 2 are 66 and 88. For the compound 1, the base peak is appeared at m/z = 153 (P(S)(OEt)2) and in the compound 2, the base peak is appeared at m/z = 411 (M-1) fragment. For 1, the main fragmentation is based cleavage of N-P bond then produced A ion and P(S)(OEt)2 with m/z 153. The ion of A following three pathways: (1): A ion can produce a stabilized ion by loss of ethylene via the McLafferty rearrangement which generate the odd mass ion m/z 181 that it operates for ion m/z 181 capable of electronic shift involving a six-membered cyclic transition state in the molecule skeleton given in scheme 1. This will then stabilize to an even mass ion m/z 180 by elimination of an H radical. (2): in this pathway produce the ion at m/z 147 that formed through a three- membered ring as transition state by loss of two molecule of ethanol. The ion of m/z 147 indicating the relatively low stability of the P-O bond to the molecule of A in comparison with that of the P-N bond. (3). The ion at m/z 84 is formed through two step, the first is cleavage of P-N bond then in second step is formed via a 1,2 hydride shift by loss of a molecule of P(S)(OEt)2 [reference]. The same kind of rearrangement is observed for 2 and the main fragmentation is based cleavage of N-P bond then produced molecule ion with m/z 107. Scheme 1. Fragmentation pathway of compound 1 X ray crystallography Complexes of 1 and 2 were crystallized in the orthorhombic space group Pbca Triclinic with space group P, respectively. Crystal data, data collection and structure refinement details are summarized in Table 1 and selected bond lengths and angles are given in Tables 2 and 3. The asymmetric unit of complexes of 1 and 2 consist of one Hg2+ ion, two Cl and one half crystallographically independent ligand (Fig 1). There are two different types of Hg-Cl bonds that included bridge Hg1-Cl2 bond (2.5904(17) Ã… in 1 and 2.4852 (7) Ã… in 2) connect the molecule into one dimensional chain extended along the c axis and terminal Hg1-Cl1 bond (2.369(2) Ã… in 1 and 2.4295 (9) Ã… in 2) linked to adjacent ones by intermolecular interaction into a chain parallel to b axis in 1 and a axis in 2. (Fig 2). So, the Hg atom adopts an Hg[Cl]3[S] coordination environment in this compound with the highly distorted tetrahedral geometry of the Hg(II) center that can be better described as a seesaw structure which two chloride atoms and Hg atom [ Hg1, Hg1, Cl2] is planar, one chloride and sulfur atoms in the pivot position. The different bond distance from the  µ-chloride atoms performed and refer to asymmetry of the halogen bonds (2.5904 (17), 2.6820 (17) Ã… in 1 an d 2.4852 (7), 2.8273 (8) Ã… in 2) and they are compared to the terminal bond of Hg-Cl slightly extended. Some selected bond angles specify the distorted tetrahedral geometry at the Hg(II) center in complex 1 are as follows: Cl1—Hg1—S1 130.91 (7) °, Cl1—Hg1—Cl2 110.98 (7) °, S1—Hg1—Cl2 104.59 (6) °, Cl1—Hg1—Cl2i 108.29 (8) °, S1—Hg1—Cl2i 105.96 (6) ° , Cl2—Hg1—Cl2i 87.47 (5) °, Hg1—Cl2—Hg1i 92.54 (5) ° and P1—S1—Hg1 98.40 (8) °. In ligand L1, the phosphorus atom has a distorted tetrahedral [N]P(S)[O]2 configuration with the bond angles in the range of 101.77 (18) ° [O2—P1—S1] to 115.80 (19) ° [O1—P1—S1]. The P=S bonds of ligand are in a trans orientation is showing respect to each other and that the sulfur atom is coordinated to the mercury center. As a result of coordination to the mercury center, as expected, the P=S bond length (P (1)–S (1) 1.97 (9) Ã…) is slightly longer than that of the free ligand The crystal structure of the complex 1 generated by the O1†¦S=P interaction along c-axis. As a result of these interactions, One-dimensional chain structure is produced. The presence of Hg-Cl and Hg-S moieties in the complex lead to the formation weaker intermolecular C-H†¦Cl-Hg , C-H†¦S-Hg interactions between the neighboring 1D chain along b-axis that create a two-dimensional array in the crystal lattice. Scheme 2. Schematic presentation of bisthiophosphoryl ligands 1 (right), 2 (left) Fig. 1 Asymmetric unit of complex 1(right) and 2 (left) are shown Fig.2 Representation of one-dimensional chain of complex 1 along the c-axis. Colour keys for the atoms: Hg †¦., P orange, O red, N blue, C light grey, H light blue Fig. 3 The title complex 1, with displacement ellipsoids drawn at the 50% probability level Fig. 4 The title complex 2, with displacement ellipsoids drawn at the 50% probability level Table 1. Crystal data, data collection and refinement for complexes 1 and 2 Table 2 Selected bond lengths (AÃÅ'Ã…  ) and angles ( °) for complex 1 Table 3 Selected bond lengths (AÃÅ'Ã…  ) and angles ( °) for complex 2

Moral Hazard in Banking Essay -- essays papers

Moral Hazard in Banking Moral hazard is an asymmetric information problem that occurs after a transaction. In essence, a lender runs the risk that a borrower will engage in activities that are undesirable from the lender's point of view, making it less likely that the loan will be paid back. Gary H. Stern's article, "Managing Moral Hazard with Market Signals: How Regulation Should Change with Banking", addresses the moral hazard problem inherent to the financial safety net provided by the government protection of depositors. Interest rates do not reflect the risk associated with bank activity, which in turn causes banks to finance higher-risk projects with price tags that are not parallel to the risk level. A solution to the moral hazard problem lies within government supervision and regulation. In the article, Stern challenges the assertion that proposals that rely exclusively on government regulation will satisfy the problem of moral hazard, especially for TBTFs (Too Big to Fail banks). Stern states several factors to support such assertions:  The ability of regulators to contain moral hazard directly is limited, due to the exploitable tactics of regulatory reform.  Limited confidence that regulation and supervision will lead to bank closures before institutions become insolvent.  The limited ability of regulators to asses bank risk due to asymmetric information and reliance of internal bank models that may be inaccurate. &...

Fashion Evolution :: essays research papers

Fashion evolution through the years Who didn’t have been heard something about the most representative eras of the fashion, like 50s, hippie’s age, disco fever, or grunge? All these ideologies had been make an important change through the time. There exists a great evolution through the fashion of the 40s to the 90s, and it involves different ideologies, dress trends, shoes and hairstyles. I’m going to mention only the most representative eras of the fashion that marks a significant change in our culture, and that made history. The 40s were the era of feminine glamour in fashion. Women used to use long elegant dresses and hats of every shape and size. All that things were fashionable. The most popular colors were the dark conservative ones. The 50s were the shirtwaist era, when the rock and roll causes a change in the fashion. This era was represented perfectly at Grease movie, when we can see the different fashions between the social groups. The women used crinolines and shirtwaists. Men used jackets and blue jeans, with grease in their hair. And women used the hair over the shoulders. The 60s were the time of a revolution. The hippie clothes, psychedelic ones, and groovy elements were fashionable. The hippies used a natural or ethnic style, love-ins, flowers, and free-flowing hairstyles. The 70s era involves different styles of fashion. By one side the hippies continued such at as 60s. And by other side, the disco fever and platforms got to occupy an important place in the fashion. The flared line of bellbottoms was common. Platform shoes experienced its most playful and colorful look, and Afro’s hairstyle was fashionable. The 80s and 90s don’t have a representative trend. The old fashion, combined with the costumes of others cultures, make the fashion that we use now. The use of hippie or grunge clothes is common in some places, or Japanese influenced ones too. The hair with different colors, platforms, metallic color clothes, and colorful makeup are fashionable now.

Impacts Of Family Traditions And Religion In India Essay -- essays res

Impacts of Family Traditions and Religion in India Family traditions and religion greatly impact the lives of many people in India. These elements of culture are reasons that form the way that Indians lead their lives. Both factors make up what type of person that individual will become. That is the reason why religion and family traditions are so valued in Indian society. Religion is probably the most definitive factor in the way that an Indian will lead his life, particularly if they practice Hinduism. In Hinduism this person must follow a strict set of rules called Dharma. These rules state how this person shall lead his life. They state that each person must follow their Dharma at all costs. For example if their Dharma tells them to kill someone then it is acceptable to that person. A passage from the Bhagavad Gita explains this best through this passage â€Å"It is better to do one’s duty badly than to do another’s well†. Dharma varies from class to class in the caste system. The rules get stricter and stricter as one goes up the class system. The caste system is the second most definitive factor to all Indians. This caste system will determine what kind of job and what set of Dharma one must follow. This caste system tells one whom they can and cannot marry. This caste system directly impacts all of Indian society lives greatly. To me this caste system reflects a segregated community that judge’s people on the mere fact of their birth. This segregation also keeps life for...

Keep Fit Essay

To keep fit and healthy, follow a healthy and balanced diet everyday. Make sure that your everyday diet includes lots of fruits, vegetables, and protein. You should cut down on red meat, junk foods, caffeine, and sugar intake. Avoid soft drinks or canned fruit juices. Instead, opt for a variety of fresh fruits, vegetable salads, freshly made fruit juices, milk, nutritious energy drinks, etc. You need to be more active in order to keep fit and healthy. Modern life has become very sedentary, with fewer scopes for physical activities. You need to exercise in order to burn those calories. Minimum physical activity slows down your metabolism rate. So, you can put on weight even when you eat less. On the other hand, exercise and a more active life will burn up the calories, even when you eat a little more. You can simply go for a brisk walk, or jog, or you can join a gym. The important thing is that you must include some physical exercise in your everyday life, because fitness and health cannot be achieved without some physical exercise. For a healthy life sufficient sleep is important. Lack of sleep can make you feel tired the next day. So work hard, but make sure that you have enough sleep; so that your body gets the time to replenish itself. Do not skip your breakfast, no matter how busy you are. Breakfast is the first and most important meal of the day. It works as a fuel for your body and keeps you going for the rest of day. If you skip breakfast, you will feel hungrier in the latter part of the day, and you may end up eating more! So, you may run a risk of gaining weight, if you skip your breakfast frequently. If you are not a healthy eater and find it difficult to improve your food habits due to busy, erratic, work schedules, then you may be depriving your body of the essential nutrients that are important for good health. In the long run, unhealthy food habits can lead you to serious health hazards. An easy solution to this problem is to include multi-vitamin supplements in your daily food intake. Multi-vitamins can be taken to replenish the nutritional deficiencies in your daily diet.

CAFS IRP Project Plan Essay

1. In your own words briefly explain what you understand is required for the Independent Research Task? It is expected that within our research task we answer/ create findings on a certain topic or question. We need to be interested in the topic in order for it to be a successful and fully finished research task. We are to use primary and secondary research methodologies and are to reference any work/ information that is not our own. For primary research we can use methodologies such as surveys, interviews and observations, and for our secondary research methods we can use literature review, news programmes, statistics etc. For most of this assessment we need to complete it in our own time, but we are also given much class time to formulate questions, hand in drafts, ask questions and work on our research plans individually. 2. Describe your research topic. Be specific as possible. After much deliberation I have chosen my topic, in which I am going to formulate my research task on, it is: What are the factors affecting body image amongst adolescents aged between 13 and 17? This will focus on how the 3 main factors are exposing adolescents to negative body images, these factors include: a) The Media b) Psychological c) Cultural 3. Which course topic areas is the focus of your IRP? Individuals and groups 4. Rewrite your topic area as a research questions i.e. A hypothesis / or statement? Adolescents aged 13- 16 body image interpretations of what is good and bad is influenced by three specific factors, they include psychological, cultural and the influence of the media. These specific factors are evident in both girls and boys. 5. Why are you interested in this topic? I believe that body image and the affects that it has on adolescents is a growing concern within today’s society. I have also known a person that has struggled with body image issues and had found herself in hospital many  times due to this. I find the idea of chasing unattainable perfection to be a mental focus that some people cannot break and I would find it intriguing to research the idea of body image from the perspective of 13 – 16 year old teenagers. 6. Outline the methodologies you hope to utilize for your IRP. Include literature review as a methodology. Explain why you are using each method. Literature Review To gain secondary data Insight into other findings on the topic Inspiration for any follow up questions that aren’t answered Surveys To gain an idea of perspective from adolescents aged 13 – 17 I can then use these surveys to compare different age categories Get more information on how important body image is to young people but also how it influences them Compare the information to see if it parallels secondary data Interviews I am planning to interview various workers from the retail industry to see what stories or experiences they have from the influence of the media and how it has affected their workplace 7. Who and where (people and organisations) do you hope to gather your primary data from? I plan on gathering my primary data from various sources, these include: Year 7 students at CCAS Year 10 students at CCAS I also plan to have open conversations and ask various open ended questions to school councillors to see whether they have ever had any cases where body image has been an issue. 8. List some resources (at least four) that you can use as secondary data. These will contribute to your literature review. These might include textbooks, newspapers, articles, websites, statistics etc. State how each one is relevant to your IRP. YOU MUST VARY YOUR SOURCES OF SECONDARY DATA. Don’t just use google! I plan on using: Magazine articles Magazine covers Newspaper Articles Internet websites And Statistic information that has been gathered from other people. 9.   Week Details of What is to be done 1 Brainstorm questions and topics in which I am interested in and begin to gain information and articles about the topic 2 Begin writing up surveys and organise interviews 3 Hand out surveys and collect data 4 Draft Project Plan Due Friday 31/10/14 5 Project Plan Due Friday 7/11/14 6 Diary Due 14/11/14 – For checking 7 Complete collecting all data needed and begin writing up report sections for final draft 8 Begin to finalise all writings and finish all referencing whether it be in text, appendix or bibliography 9 IRP and Diary Due no later than Friday 5/12/14 10. Identify any potential problem areas you think you may encounter? I believe that it may be hard to get the particular age category in which I have chosen to open up about their opinions and thoughts on the topic, because it can be one that is held quite close to them. I also believe that getting somebody to interview can be difficult, this is because counsellors may not want to or be allowed to display any information referring to a person currently at our school. 11. Any other comments? I think this is a very interesting task and it will be a challenge to make sure all information is conveyed correctly, but it is much more interesting than taking a test on research methodology because we are not just learning fact, we are putting that fact into practise in a real life situation.

To what extent has the traditional male role changed in the last 20 years?

The customary role of the male in relation to the home as being the head of the household, the protector and the provider is slowly eroding. The male’s duty was unquestionably embodied in these three ideas until the 1970’s. The growing feminist movement began to question and displace these roles as solely belonging to men The traditional male role has seen significant changes in the family unit, society and personally.In the past men were the sole breadwinners and they were left with the task of bringing home the money. It was their job to be financially sound so as to take care of their family’s needs. Being the sole breadwinner, it was the men who made all the major decisions in the home. Women on the other hand were left with the daunting task of being homemakers and taking care of the chores and looking after the children.I remember my grandmother talk about her father and how everyone in the house including her mother used to be as quiet as mice when their f ather came home as they were told not make any noise or the unthinkable would happen. Nowadays, it is just the opposite. The roles of both husband and wife have changed. Both the husband and the wife work to make ends meet. Most households cannot sustain themselves on just one salary.As both the man and the woman are out earning a living, it is only natural that household chores and child rearing has to be shared. Another area that has seen change is indecision making. While in the past it was the man who made all the decisions about the family, now it is collaborative decision making.Most women are equally educated as men and are able to sit and discuss on an equal footing with their spouse on methods of childrearing and even other major family decisions. There has also been change in the role of man in society. In the past, men have always held prominent positions in the workplace. They were the ones who made the decisions on how to run their companies.Women held minor positions s uch as clerks, stenographers and secretaries, while men were given positions such as directors, managers and CEO’s. You could see men working in corporate, financial, legal and political fields, Men held the full authority to run a family and the country from bottom to top.Now this is changing with many women breaking through the glass ceiling and taking on more powerful and significant functions in different aspects. With  education, women have been able to rise to greater heights. We have women who are CEO’s politicians and even Prime Ministers and Presidents of countries.Lastly, men from time immemorial have been pictured as being strong, fearless and successful. They have always been conditioned to not show any kind of emotions that could damage their role model image. Men were told that they should not cry and should always have a very stern character.Fathers were unapproachable and did not take an active part in their children’s emotional growth. This wa s left to the mother. But this is now changing. Men are moving away from being strong, silent and unfeeling. They are starting to express their feelings and taking on a more soft and thoughtful personality.In conclusion, it must be stated that the changes in the role of the male species is here to stay and must be respected within the structure of the family unit, society and as an individual. In my opinion, I think I would like to see the world judged based on humanity rather than prejudged roles.

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One of the most acknowledged artists, Tony Cragg Essay

One of the most acknowledged artists, Tony Cragg - Essay Example The essay "One of the most acknowledged artists, Tony Cragg" discusses the Tony Cragg's career in arts and visual communication and analyzes his work, philosophy, and interactions with the wider society. Tony Cragg started his career in Britain as a laboratory assistant. His main duties in the laboratory involved testing, manipulating and developing various categories of rubber. Cragg took these duties while he was still an art student and therefore he utilized his artistic skill in all experiments that he conducted. Using his drawing techniques, he was able to express his experiment to an understandable level. His background in science is also considered to have contributed to his imagination and creativity. In 1970, Cragg joined the Wimbledon College of Art before he proceeded to the royal college in London. After completing his studies at Wimbledon, Cragg moved Wuppertal in Germany where he continued with his work in visual art. While in Germany Cragg utilized found materials such as broken glass, toys, plastics and metal pieces to produce his works. In 1980, tony Cragg began using bronze and iron as his major artistic materials. He also used other materials such as wood, polystyrene, and steel to cast bronze and iron. Due to complexities in his work, Cragg preferred producing all his sculptors using his own hands. Cragg had a team of assistants who assisted him with his daily work and requirement in his studio. His early forms took from his experiences and encounter with experimental work.

Case Report Study Example | Topics and Well Written Essays - 1750 words

Report - Case Study Example Caritas of Australia is one such non-governmental human services organization for international aid and development. It is one of the biggest humanitarian networks assisting the poorest of the poor worldwide (â€Å"Our Mandate,† n. d). Community development principles and theories can aid such organizations to function in a better way. This report will discuss in detail about the various community development principles, models, and theories that can be incorporated by Caritas to enhance the welfare of the citizens. Caritas renders helping hand to people regardless of their social and political ideologies, religion and, gender (â€Å"Our Mandate,† n. d). Caritas works with great care and compassion towards vulnerable people affected by humanitarian crises or natural disasters and strives hard to help them live a dignified life. At times of adversity, it provides a bonfire of hope for millions of sufferers and at times of peace it contributes to the development of an impartial society (â€Å"Our Mandate,† n. d). It plays a significant role in transforming the vulnerable people to become the architects of their own future through fair treatment and empowerment. Caritas works on rigorous grounds to strengthen the local capacity, improves access to indispensable services, upholds the natural resources, and empowers the poor by creating them opportunities for education and employment (â€Å"Our Mandate,† n. d). Caritas’s underlying principles are based on Catholic Social Teaching (CST) which lays emphasis on human dignity, uninterrupted access to basic resources, people’s participation in their life changing decision making, solidarity in diversity, compassion towards poor, promotion of economic justice, respect for the environment and encouragement of peace all over the world (â€Å"Our Values,† n. d). If community development principles and theories were adopted in addition to the above mentioned CST