Personal Life and Sports Essay

Sport plays a huge role in our everyday life. Whether it’s physically, mentally or spiritually, sports have a big impact on anyone’s life, especially, to the average sport fan. Participating in team sports helps develop good character, it inspires us to pursue a healthy lifestyle and lastly It is proven that by having a regular social network through sports it will make you live longer. I believe that by being a dedicated sports fan you can live a healthier and longer life. Being involved in sports helps develop good character becuase sports involve team work, gaining of social experiences and helps relieve stress. Working toward a common goal is an integral part of the sports experience for athletes. It is through this experience that some grow into leaders and others into strong supporters, both of which a team will need to be successful. Finding their role on a team is a similar experience to finding your meaning in life, a definite life experience for participants. Team sports such as basketball, football and soccer underscore the necessity of working together to achieve your goals. Players learn firsthand how to achieve success through hard work, perseverance and consistency. Teamwork is a very versatile character trait. It can be used in many parts of life, from sports to the workplace. They teach you not only how to lead, but how to take directions from someone else. It also means that one is constantly learning to work well with others and develop respect for each other’s unique talents. The next advantage of being a sports fan is that it inspires one to purse a healthy lifestyle. Sports require athletes to be in a perfect condition. The people may not be good looking but they have amazing bodies that any of us would kill for. As a possible example, imagine that there is a car which has not worked for years. If you try to run the motor engine, it will not work anymore since it has been rusted and its engine may be broken down. As a result, people is smillar to engines and motors. If we don’t do sports, we will be forced to rust, in other words, decomposition of our body; afterwards, we may have some minor problems with our body when we even need to small walk. We must practice a consistant healthy lifestyle to continue to be and feel the best of our ability. In addition, sports balance our body’s blood pressure and circulation. According to many researchs which have been done by scientists, we can prove the importance of sports for our health because 70% middle aged people who did not do sports in their youth are now struggling with the problems such as high tension, trouble with blood circulation, easily become tired due to the lack of sports. Even people who are just watching a game burn calories! If your at a live game you have to walk all those steps just to get to your seat. If your relaxing at home watching the game and jump up excited becuase your team makes a touch down, that helps you burn calories too! Lastly but not least, one great benefit for being a sports fan is that it is proven that it will help increase the length of your life! Research shows that by maintaing a strong social network with friends who have similar interests that it improves your chance of living longer by about 50%. It doubles your odds of surviving cancer and wards off colds, according to a Brigham Young University study. An easy example of practicing this social expierence is by gathering friends over at your house for monday night football, even if your team looses you still have that social expierence with your friends. Participating in sports gives athletes the ability to develop tight and lasting friendships with others who have common interests. This is a valuable experience that usually leaves them with lasting life long memories In conclusion Participating in team sports helps develop good character, it inspires us to pursue a healthy lifestyle and lastly It is proven that by having a regular social network through sports it will make you live longer. I believe that by being a dedicated sports fan you can live a healthier and longer life. These are just a couple of many great benefits that you can achieve by being a sports fan. Sports are fun where most people find the common ground to become united and enjoy a great game!

How to Become a Good Parent

In this world, parents consider as torchlight for their children. Parents try to do everything for their children whether it is hard or easy for them. Parents gave them directions how to start their new life by themselves. To become a good parent, a person must have all good qualities which are necessary for their children. There are various steps to become a good parent. The first step is to always take care of your children properly. Parents need to give food to children at proper time in an adequate amount. Never leave them alone till age of maturity. Always keep an eye on their daily activities. Parents also need to take information about their children such as who are their friends in schools and neighborhood. They must find out are they good natured students? The second step is that parents must tell their children what is good for them or what is bad. In this way, children can remain safe without anybody else’s care. If children have already known about bad things, they never do any bad habits. They will always remain far away from bad habits like smoking and gambling. Sometimes, some students start to do bad habits because nobody told them the difference between good and bad. However, parents must tell the disadvantages of bad habits to their children. The third step is to help them in their study. Parents always help their children at the time of any difficulty in their study. Also parents need to decide whether or not children need part-time tutor for their homework. If parents can’t help their children in any difficulties regarding studies, they need to ask the teacher to teach them again on parent’s day. The fourth step is to show your love and also gave them examples of their life experiences. Parents should not shout at their children in front of others. If they will be doing this, children felt their insult and it will lessen their love towards parents. Parents should always teach them in positive way which means with a lot of love. Parents never put so many burdens on their children so that they will become like a burning candle, for example- job along with study, house responsibilities. The fifth step is to teach children, how to survive in this complicated world. Parents teach their children, how to face the difficulties in their life. The guidance and motivation always remains in the mind of children forever because they learned guidance during growing up. Parents must teach their children to think deeply before doing anything, for example- While taking any decision regarding their life goals. In conclusion, by following these steps which are take care, recognizing of bad and good habits, helping them in their study, love, a person can become a good parent. These steps will make a good parent for children who are going to start a new life. The past experiences of parents become lessons for their children in future.

Gender and Sexual Exploitation in Advertisement

Jacob Erdy Prof. Molyneaux ENG 110 10/18/12 Gender and Sexual Exploitation in Advertisement In Two Ways a Woman Can Get Hurt, Jean Kilbourne sheds a feminist light on the blatant exploitation of sexuality and violence against women and men in modern advertisement. Kilbourne then goes on to explain the damage these advertisements have on today’s culture and rising generations.Kilbourne argues, in the past twenty years or so there has been a steady increase of advertisements featuring pornographic elements along with other inappropriate themes such as â€Å"bondage, sadomasochism, and the sexual exploitation of children. † (576). Such images as a jean ad where a women is being attacked by three men in an alley is a perfect example of an event that should be seen as tragic but is written off as just a way to convince people to buy a product.An interesting point that Kilbourne brings up is since these images have become more and more apparent throughout everyday life, such as in magazines, newspapers, and television commercials, â€Å"most of us become numb to these images, just as we become numb to the daily litany in the news of women being raped, battered, and killed. † (584). Unfortunately, this statement is undeniably true, after being conditioned to believe that these exploitative ads are acceptable most of us would not even take a second glance if one was found in a magazine or newspaper.This is when these advertisements become dangerous, argues Kilbourne. She doesn't believe that these advertisements cause crimes against women, but when these crime arise these ads somewhat justify certain actions because of their omnipresence in society. I agree with Kilbourne, these advertisements do portray a world where crimes against women are acceptable, which in result, make people believe there is some sort of justification of these crimes when they are brought up. These exploitative ads need to be curbed in hopes to â€Å"thaw out† societ y’s opinions and tolerance for crimes against women.

The Baton Rouge Bus Boycott Research Paper Example | Topics and Well Written Essays - 3750 words

The Baton Rouge Bus Boycott - Research Paper Example Nevertheless, there had been glaring differences between the South and the Northern American cities4, especially in regard to racial discrimination, hence the degree of residential, school, industrial, and etc., desegregation. On the one hand, the effect of economic changes in the South manifested itself as rapid industrialisation and urbanisation, as well as the migration to the South of a vast number of white-collar employees and their families, who had a very little stake in the support of the rural colour-caste system5. On the other hand, economic changes pushed Afro-Americans off the cotton farms pulled them to the cities which offered much better employment opportunities; thus, bringing about a mass migration – nearly one and a half million Afro-Americans would leave the South during the 1950s – which fundamentally altered the configuration of the racial issue, making it national in scope6. Those African-Americans who migrated from the South and found themselves a mid the lustre of the fast-moving northern cities, like New York, Detroit, Philadelphia, Chicago, etc., soon realised that even though the North was anything but heaven, the new surrounding afforded them â€Å"precious breathing space† and an opportunity to get rid of the most hellish aspects of their life in the South7. Other African-Americans who migrated to the West and settled in cities such as Los Angeles, for example, enjoyed the opportunity to vote as free men and women for the first time in their lives8. Despite the evident advantages of finding better jobs, better educational opportunities and gaining voting rights, many of the newcomers found that there were also many clear penalties9, most notably racism and its concomitants. The African Americans who were most frequently faced with white resistance – a euphemism for a threatening mob and its racist rhetoric – appeared those members of the rising black middle class anxious to buy property in ‘ni ce’ neighbourhoods, with good schools and services10. In the South, however, the situation appeared much worse since no desegregation at all, especially in schools, had taken place until 1957; with the exception of two school districts in Tennessee, five in Arkansas and about one hundred in West and South Texas11. Even though the practice of lynching African Americans had been almost abandoned in the years 1950-1955, and the segregation walls started to crumble in many cities of the border states, the peripheral and even the Deep South12, racial discrimination was still a prominent feature of the American social, economic and political realities. Nevertheless, perhaps due to less-oppressive racial mores in the urban areas, the so-called urban ‘blacks’ found it much easier to co-ordinate social protests13. Historical Background In early 1953, the City Council of Baton Rouge, Louisiana, voted to raise bus fares, which aggravated the local Afro-American community, w hose members constituted more than eighty per cent of the passengers14. The reason for the discontent came from the existing segregation practice in public transportation, according to which African American men and women were allowed to sit or stand only in the back of the city buses, while the front ten seats – as reserved for white passengers – more often than not remained empty15. To add insult to injury, the system required African American

Marketing Plan for a Camera Phone Essay Example | Topics and Well Written Essays - 1500 words - 13

Marketing Plan for a Camera Phone - Essay Example From this study it is clear that the goals of the company are to launch the camera phone and capture at least 10% of the market in the first year. This means that the company has to ensure that the marketing is targeted and focused on the particular segments it wants the phone to be sold. Culture: The Company has a laissez faire and democratic culture in its dealings with employees and other stakeholders. This is part of the strategy to ensure that it remains in touch with the latest trends in the telecom space by aligning itself to the needs of the youth. Strengths: Apart from the technical strengths of the mobile phone and its perceived edge over the others in the design and features of the camera phone, the company also focuses on the emerging trends and tries to be ahead of the curve. According to the essay the Company hopes to gain market share proportional to the products that it is marketing and feels that this can be done. One of the aims of this marketing plan is to detail w ays in which the company can gain market share by targeting the customer segments appropriately. Market position: The Company does not have the market leader position but hopes to gain market share by launching its products into the market targeted at a particular segment and aimed at the brand conscious and style conscious customers. By this way, the company hopes to do well in the chosen market segments. Strengths: The competitors are well established and have a presence that is formidable. Only by playing to the company’s strengths in terms of features and style can the company hope to gain market share. Market shares: The market shares of the competitors are formidable but the company can rely on the product doing well in the market place. This is a sure way of ensuring that the market share is gained in a short time.

Case study Essay Example | Topics and Well Written Essays - 1250 words - 19

Case study - Essay Example Lisa mate with Mr. Anderson the controller of acquired firm. She asked for several financial records from Mr. Anderson. Lisa has found some discrepancies into those records and wanted more details but unfortunately she did not get enough support. Here in this case identified ethical issue is improper way of managing accounting practices from the side of the acquired company. Here in this case Prestige Fragrance Company has intentionally and suspiciously inflated two accounts in their balance sheet. Those two accounts are â€Å"Other Assets† and â€Å"Other accrued liabilities†. Here in this case the acquired company has not given enough documents related with the other assets section. Review conducted by Lisa has categorically indicated that the acquired company has unethically capitalized marketing expenses. The organization has recorded marketing expenses as the asset. It should have been recorded in the expense section. It indicates that to inflate the financial situation Prestige Fragrance Company has intentionally used unethical accounting practices to create more value for the firm. It is a clear cut ethical breach from the side of Prestige Fragrance Company. The company has continued its unethical accoun ting practices in case of â€Å"Other accrued liabilities† also. When Lisa has asked for the all journal entries related with â€Å"Other accrued liabilities†, Mr. Anderson totally declined to give any details to Lisa. It further reinforces the presence of ethical issue. This attitude of Mr. Anderson has clearly indicated that, he wants to cover up something and for that reason only he is not willing to provide all the documents to Lisa. Hiding something from the finance manager of the parent company is also a clear cut ethical issue which is present in the current case. There are several stakeholders are related with the ethical issues. The whole accounting procedure is

Data Analysis Essay Example | Topics and Well Written Essays - 750 words - 1

Data Analysis - Essay Example Second in the list was those aged 21-25 years old at 25% while the respondents aged 18-20 and 26-30 years old were represented at 13% each. Despite five websites i.e. Flickr, Imgur, Instagram, Pinterest, Deviant Art being of interest in the study, it was observed that the only commonly used site is Flickr. 75% of the respondents admitted to be using the Flickr while 25% of the respondents did not respond to the question. It seems the respondents have little time to visit the photo sharing websites. Majority of the respondents interviewed (75%), said to be using the photo sharing websites occasionally, 12.5% use photo sharing frequently while 12.5% admitted to be not using the photo sharing websites. Ease of access and sharing came out as the greatest advantages of using photo sharing websites. 29% of the respondents agreed that photo sharing websites are advantageous in the sense that they are both easy to access and easy to use in sharing the photos. Equal number of participants (14%) mentioned about availability of space, confidentiality and quality of photos as some of the advantages of using photo sharing websites. Website photo sharing is of paramount importance however a few checkups need to be rectified for the trust among the users be increased. Currently people view it as being insecure, it will be very important if security and privacy is improved to allow people interact more proactively with the

Discuss Max Weber's concept of ideal types in political authority, Essay

Discuss Max Weber's concept of ideal types in political authority, with reference to real world examples - Essay Example Blau, P. (p.308) identifies the bases of authority of Weber. Blau said Weber believes that traditional authority is legitimized by the sanctity of religion. As such, it is viewed as something â€Å"sacred, eternal and inviolable†. The position of the leader is achieved through heredity and is believed to be designed to rule over the rest. By this, the people are bound to follow the leader by tradition of loyalty, personal dependence and sacred beliefs on the divine rights of the kings. The work of Henry, K (n.d.) collaborates with Blau in that traditional authority is established as a rule and the right to statute does not change over time. It has been socially accepted and considered as a â€Å"status quo†. As such, change of political authority is impractical. Weber states â€Å"The creation of new law opposite traditional norms is deemed impossible in principle.† In this instance, Weber considers traditional authority as being based on patriotism and feudalism. Weber regards patriarchal structure as â€Å"the servants are completely and personally dependent upon the lord†, while in an estate system (i.e. feudalism), â€Å"the servants are not personal servants of the lord but independent men† (Weber 1958, 4 cited by Henry, K.). Political Dictionary defines a patriarchal structure as a society wherein â€Å"authority was divine, descended from Adam through the kings of Israel to modern kings†. The word is also associated by fem inists who debate on the practice of giving priority to men over women. Henry, K. gathers from Weber, a description of legitimacy of authority in traditional way is based on custom handed down from the past to present, which often times is a dictatorial process. It is accepted by subordinates and is not challenged by the individuals. This type of authority is found in spiritual, sacred religious forms, a well established culture, and family, tribal or clan type structures. Weber

Leader Effectiveness in Multicultural Environments Coursework

Leader Effectiveness in Multicultural Environments - Coursework Example Based on the previous journal entries, I should work on cultural communication, strategy, and cultural motivation skills. These skills are key to successful leadership because they determine how one can keep relationships with people from varied cultural backgrounds (Rowley & Poon, 2009). Cultural communication is the ability to communicate very well with people from varied cultural backgrounds. It is the ability to make individuals from different cultures to feel comfortable by adopting their cultural behavior and communication technique. Effective communication technique is necessary ingredients in the achievement of effective leadership. Cultural strategy refers to the set of techniques that one uses to handle situations that require cultural intelligence. It entails careful planning and execution of efficient management practices that facilitation the adoption of cultural behavior and communication from different cultures. Sometimes it is necessary for a leader to pause and perform a mental reset. The reset is necessary to ensure one is on the right track. The skills that are essential to the development of cultural awareness and effective leadership are cognition, metacognition, behavior, and motivation. The whole training will take one month. The timeline is a bit long because time is needed to experience different environments, which can facilitate the practice of several skills. Cultural communication will be the first skill to practice. The first week of the training will involve a real life experience in a multicultural environment. Placing myself in a multicultural environment will help me to focus on cultural behavior and practices to master how to communicate with people from different cultures. The goal is to master the specific behavior associated with communication in different contexts. The ability to understand cultural behavior and related it to communication

Anansi Boys essay Essay Example for Free

Anansi Boys essay Essay Spider (from Anansi Boys) was Fat Charlie’s brother, his father was a singer and always made fun and got in trouble. Loki (from Mythology) was not a god but the son of a giant, he always involved himself in many things. Spider and Loki seemed very similar in a couple of ways. One way that Loki and Spider compare is that wherever they are something bad happens. While describing Loki in the mythology book the author says, â€Å"Wherever he came trouble followed. † This shows that Loki can bring ill-luck. Spider came into Fat Charlie’s life and brought ill-luck to him. Another way that Loki and Spider compare is that they get involved in others lives. When Spider came into Fat Charlie’s life, Spider took his job, Fiancà ©e, he was always in Fat Charlie’s spot, but, Fat Charlie lived with it only because he was his brother. Loki always got involved in the gods difficulties and dangers, even when doing that he was still allowed to come freely to Asgard, he came because he had sworn brotherhood. The final way that they compare was the way that they were punished. In the mythology book Loki was taken to a deep cavern and had venom poured over him and he was in agony, and intense pain, his wife helped him. In Anansi Boys Spider was taken to another world where the tiger tied him up and kept him there. Spider’s tongue got cut off which also was the cause for agony and pain. Fat Charlie saved him from the tiger. Loki and Spider have many similarities and little differences. They tend to bring disturbance to the others around them, but they have people to care about them.

Syllabus: Designing Needs Assessment

Syllabus: Designing Needs Assessment The two terms of prime focus of this study are: Syllabus and Needs. This chapter includes a literature review on different aspects of syllabus designing and needs assessment .The characteristics and many faces of Curriculum Development/ Syllabus Design are presented in addition to needs assessment, reasons for conducting needs assessment, steps in needs assessment and the relationship between syllabus designing and needs assessment. 2.1 Curriculum A key term of this study is-Curriculum, hence this section aims to give clarity on the meaning, scope and process of curriculum. A common error that comes into notice while studying curriculum development process is the synonymous use of the words-curriculum and syllabus. This section also attempts to demarcate and differentiate these two words so that the course designers and developers may systematically initiate the process in context to SGBAU. 2.1.1 Definitions of Curriculum Although the idea of curriculum is not new and has been extensively used by education planners yet there remains considerable dispute as to meaning. The word is from the Latin root currere. It means a course or race. It term originated from the running/chariot tracks of Greece. It was, literally, a course. In Latin curriculum was a racing chariot; currere was to run. Throughout the history of second-language programmes, the concept of curriculum has been important. However, there is little general agreement on actual form, function, and scope of curriculum. Before discussing the theory of curriculum development, some definitions of curriculum as quoted by Finch, A.E. (2000)1 are presented below: Stenhouse (1975) describes Curriculum as an attempt to communicate the essential properties and features of an educational proposal in such a form that it is open to critical scrutiny and capable of effective translation into practice Eisner Vallance 1974, describe curriculum as: what can and should be taught to whom, when, and how Nunan 1988 adds to his curriculum elements designated by the term syllabus along with considerations of methodology and evaluation White et al. 1991,see curriculum as concerned with objectives and methods as well as content. Such a definition involves consideration of the philosophical, social and administrative factors of a programme. Richards, Platt ,and Webber 1985, definition of curriculum focuses on the components necessary for delivering instruction and evaluating the success or failure of the curriculum.: An educational programme which states: (a) the educational purpose of the program (the ends); (b) the content, teaching procedures and learning experiences which will be necessary to achieve this purpose(the means); (c) some means for assessing whether or not the educational ends have been achieved Tanner, 1980 define curriculum as : The planned and guided learning experiences and intended learning outcomes, formulated through the systematic reconstruction of knowledge and experiences, under the auspices of the school, for the learners continuous and willful growth in personal social competence. Celce-Murcia and Olshtain,2000, offer the following definition of curriculum: A language curriculum can be viewed as a document that provides guidelines for textbook writers, teacher trainers, language teachers, developers of computerized and hi-tech teaching aids, language testers, and many other populations that might function as stakeholders in the language teaching context. As such a curriculum should express the cultural, social and political perspectives of the society within which it is to be implemented. It combines past and present ideologies, experiences, philosophies, and innovations with aspirations and expectations for the future. It serves as the major framework within which educational decision making is carried out with respect to goal specification and teaching methodology, teacher training and text book selection. The term curriculum is generally seen to include the entire teaching/learning process, including materials, equipment, examinations, and the training of teachers and the syllabus, are therefore subsumed by this definition. From the above definitions and interpretations of curriculum , there emerge two broad perspectives According to the first of these, the term curriculum has a narrower scope and refers to the substance of a programme of studies of an educational system. In the second (and more recent) meaning, curriculum includes the entire teaching/learning process, including materials, equipment, examinations, and the training of teachers. 2.1.2 Curriculum Components Despite the different perspectives on the meaning and scope of curriculum, Stern (1983) identifies three major curriculum components, which are further amplified by Breen Candlin (1980) and Stenhouse (1975) as presented in table 2.1 below: TABLE 2.1: MAJOR CURRICULUM COMPONENTS OF SECOND LANGUAGE PROGRAMMES Stenhouse (1975) Breen Candlin (1980) Stern (1983) i) planning; ii) empirical study; iii) justification. i)language teaching (what is to be learned?); ii) methodology (how is the learning to be undertaken and achieved?); iii) evaluation (to what extent is i) appropriate and ii) effective?). i) purposes and content; ii)instruction; iii) evaluation. Source: STERN 1983 According to Richards, Platt ,and Webber (1985) the most important components of curriculum development are: (a) the study of the purposes for which a learner needs a language(needs analysis); (b) the setting of objectives, and the development of a syllabus, teaching methods, and materials; (c) the evaluation of the effects of these procedures on the learners language ability. Brown (1989) concentrates on the following curriculum components: needs analysis, instructional objectives, tests, materials, teaching, and evaluation. TABLE 2.2 Curriculum Process Model NEEDS ANALYSIS E V A L U A T I O N OBJECTIVES TESTING MATERIALS TEACHING (Source:Brown 1989) There are some components that are common in all the above perspectives and they are: Needs analysis Setting of objectives Teaching Evaluation However, it is important that the two prime stakeholders should be involved in the curriculum development process. As Hills 1976, puts it- no teaching/learning method however innovative or systematic can succeed without a proper consideration of the two main participants, the student and the teacher. every learner will bring a different set of knowledge and experiences to the learning process, and will construct in different ways, their own sense of the situation with which they are faced. (Williams Burden 1997:96) It is therefore necessary to involve teachers and students in the process of curriculum design and to allow for individual differences in learners (Breen Candlin 1980:94) and for changes in self-perceptions of these differences as the courses progress. In the light of these considerations, important questions about curriculum content to be addressed are: How do the learners perceive themselves as language learners? What effect do their personal constructs have upon the process of learning a new language? How do individuals go about making sense of their learning? How can teachers assist learners in making sense of their learning in ways that are personal to them? (Williams Burden1997:96) 2.1.3. The Stages of Curriculum Design Curriculum designing is a systematic process and every stage needs to be followed sequentially. Tabas outline (1962:12) of the steps which a course designer must work through to develop subject matter courses has become the foundation for many other writers suggestions. Her list of curriculum processes includes the following: Step 1. Diagnosis of needs Step 2. Formulation of objectives Step 3. Selection of content Step 4. Organization of content Step 5. Selection of learning experiences Step 6. Organization of learning experiences Step 7. Determination of what to evaluate, and the means to evaluate Cited in Yordanova Svetlana, 2000 According to Long Richards [quoted by Johnson, 1989: IX] language curriculum design is regarded as a decision making process and involves: Policy making. Needs assessment. Design and development. Teacher preparation and development. Programme management and evaluation. a) Policy making Based on the information collected about learners , educational objectives and strategies have to constructed. According to Breen (1980) -The communicative curriculum defines language learning as learning how to communicate as a member of a particular socio-cultural group. The social conventions governing language form and behavior within the group are, therefore, central to the process of language learning. For Nunan [1994] the aim of communicative language learning is achieving language proficiency based on the development of the four macro skills. The level of language proficiency therefore ,vary for different groups of learners and will depend on learners needs. Thus this a crucial stage of curriculum development as it spells out the scope of the curriculum as well as the strategy to be used for curriculum design and implementation. b) Needs assessment On the basis of the identified aim it is possible to make an analysis of the learners both linguistic needs (expressed in structures or functions) and communicative needs expressed in communication situations. Needs assessment is discussed in detail in a subsequent section of this chapter. c) Curriculum design With the aims of the curriculum identified and the needs of the learners analyzed, the specific learning goals can laid for the different levels of the course (year/term). These learning objectives can be categorized as follows: Product objective- specifying the learners target language proficiency and performance. Process or pedagogic objectives- specifying the the learning process and methodology that shall be adopted to the learning outcomes. While deciding the learning framework the following are usually ascertained: Objectives or what is intended. Means or what is to be done to achieve the objectives planned. The results or evaluation of what is achieved. L. M. Kamysheva It is important that there is a logical relationship between the ends and the means. If there is a gap or discrepancy between the objectives and the process adopted in the classroom language curriculum would fail to achieve the desired result. It is this problem that constantly challenges language planners and often results in failure of many well-conceived curriculum. Just as there are product and process objectives there are product-oriented (summative evaluation) and/or process-oriented (formative evaluation) approaches to evaluation [Weir Roberts, 1994]. Evaluation usually attempts to compare current performance with desired performance by means of testing. The evaluation can be quantitative (based on quantitative criteria) and/or qualitative (based on qualitative criteria). Sometimes a mix of both may also be adopted to obtain valid findings. d) Teacher preparation and development Teachers are a vital part of the jigsaw puzzle of curriculum development and the curriculum designing process would be incomplete without their active involvement during development and implementation stages. Moreover, they are the ones who experience the curriculum in the class and their inputs are invaluable in subsequent curriculum improvements and innovation. e) Curriculum evaluation Course evaluation acts as a measure of the effectiveness of the curriculum and also provides indicators for further improvements and innovations. Evaluation is defined by Brown as the systematic collection and analysis of the relevant information necessary to promote the improvement of a curriculum and access effectiveness and efficiency. [Johnson, 1989: 223] According to Johnson, curriculum development would consist of a process of continuous adjustments or fine tuning. Curriculum evaluation consists in the interaction of formative (process) and summative (product) evaluation. 2.2 Syllabus A syllabus outlines what will be taught and thus helps the teacher and the learner to work together towards the objectives of the curriculum. Breen offers a very general definition of syllabus: the meeting point of a perspective upon language itself, upon using language, and upon teaching and learning which is a contemporary and commonly accepted interpretation of the harmonious links between theory, research, and classroom practice. (1987a:83) Hutchinson and Waters (1987:80) cited in Rabbini Roberto, 2002, define syllabus as follows: At its simplest level a syllabus can be described as a statement of what is to be learnt. It reflects of language and linguistic performance. This definition focuses on outcomes rather than process. However, a syllabus can also be seen as a summary of the content to which learners will be exposed (Yalden.1987: 87). Yalden sees it as a representation of what will be taught and that it cannot accurately predict what will be learnt. Prabhu gives a more specific definition:specification of what is to be learnt (1987:89). For Allen HYPERLINK http://www.finchpark.com/afe/appends/(1984), the syllabus is that subpart of curriculum which is concerned with a specification of what units will be taught (Allen 1984:61), whereas for Yalden (1987), it is primarily a teachers statement about objectives and content, with formal and functional components in a dual progression of linear and spiral learning (cf. Stern 1984:14). Brumfit (1984d) specifies content (linguistic, sociolinguistic, pragmatic, cultural, substantive), and also sequences the learning that takes place, while NunanHYPERLINK http://www.finchpark.com/afe/n.htm#Nunan (1988c) takes a wider, non-specific view of a framework within which activities can be carried out: a teaching device to facilitate learning (1988c:6), and Prabhu (1987) proposes a form of support for the teaching activity that is planned in the classroom and a form of guidance in the constructio n of appropriate teaching materials (1987:86). In contrast, Kumaravadivelu sees the syllabus as a preplanned, preordained, presequenced inventory of linguistic specifications imposed in most cases on teachers and learners and claims that this is a widely recognized perspective (1993b:72). The above definitions rather than bringing clarity, add to the complexity of understanding the term syllabus: every syllabus is a particular representation of knowledge and capabilities. And this representation will be shaped by the designers views concerning the nature of language, how the language may be most appropriately taught or presented to learners, and how the language may be productively worked upon during learning. (Breen, 1987a:83) 2.2.1 Curriculum/Syllabus The two termscurriculum and syllabus, are often used synonymously with each having areas and functions not distinctly defined. The discussion and confusion between the two terms continues since these can at times be very close in meaning, depending on the context in which they are used (Nunan 1988c:3). However for course designers and developers a distinction between the scope, objectives and functions of the two terms- curriculum and syllabus is necessary. Stern (1984) defines syllabus as connected with content, structure, and organization, while curriculum development is viewed as connected with implementation, dissemination and evaluation. For Yalden (1984) syllabus is connected with learners needs and aims. Syllabus along with selection and grading of content specifies and grades learning tasks and activities. While syllabus design refers to the what of a language programme, methodology is concerned with the how (p. 7). Nunan, 1994. Candlin (1984) as cited in Nunan, 1994,states the fact that while curriculum is connected with language learning, learning purpose and experience, evaluation, and the role relationships of teachers and learners, syllabus is a more concrete term, referring to the actual events in the classroom, i.e. the application of a syllabus to a given situation. Breen (1980) sees syllabus as a part of the overall curriculum: Curriculum can be distinguished from syllabus in that a syllabus is typically a specification of the content of teaching and learning and the organization and sequencing of the content. Content and its organization is subsumed within a curriculum as a part of methodology. A syllabus is therefore only part of the overall curriculum within which it operates. Stenhouse (1975:4), and Allen (1984) proposes: [a] clear distinction, similar to that which has been prevalent in Europe, the curriculum being concerned with planning, implementation, evaluation, management, and administration of education programmes, and the syllabus focusing more narrowly on the selection and grading of content. (1984:61, cited in Nunan 1988HYPERLINK http://www.finchpark.com/afe/n.htmc:8). The position presented in Dubin and Olshtain (1986:3): A curriculum is a document of an official nature, published by a leading or central educational authority in order to serve as a framework or a set of guidelines for the teaching of a subject area-in our case a language- in a broad and varied context. Thus , a state at the national level, aboard of education at the district level, a community at the municipal level or a university or college at the local academic level may choose to issue a document stating the scope and goals of its program for teaching a second or foreign language. Accordingly, such a curriculum will present broad overall perspectives that can apply to large number of different programs within the specified context. At the state level, the document will be concerned with goals that apply to all types of schools and segments of the population. At the district level it will apply to all schools within the district and at a given university to all the language courses-even though they may be taught in different depart ments. A Syllabus, in contrast to the curriculum, is a more particularized document that addresses a specific audience of learners and teachers, a particular course of study or a particular series of textbooks. Ideally, in this sense, a curriculum should be implemented through a variety of syllabuses and each of these syllabuses should be compatible with the overall curriculum. At the state level this would mean that the curriculum provides general guidelines for all educational planners and policy makers and all material and courseware developers. All textbooks, supplementary materials, tests and courseware would be designed so as to fit the goals specified in the general curriculum. The above definitions and perspectives on syllabus and curriculum thus make it clear that curriculum has a broader scope and starts with deciding course objectives and ends with evaluation to judge whether the course objectives have been met. The term syllabus is seen as a part of curriculum which specifically refers to content selection and classroom delivery. 2.2.2 Classifications of Syllabus and Approaches to Syllabus Design There are at present several proposals and models for what a syllabus might be . Yalden (1983) describes the major current communicative syllabus types which were summarized by J.C. Richards and T.S. Rodgers (1986) with reference sources to each model: Type

Santeria Is A Syncretism Religion From West Africa Religion Essay

Santeria Is A Syncretism Religion From West Africa Religion Essay Santeria is an integrated system of beliefs from the Yoruba religion, Roman Catholic and Native American traditions. The elements of Yoruba religion were imported to the new world in the Caribbean by the slaves from Nigeria (People form Nigeria, West African country) who were ferried to Caribbean to work in the sugarcane plantations. As these slaves were being transported to their new destination, they carried out with them their traditional religion. These traditions included the manner of praying to their ancestors and other many deities. Given their religious and ritual nature of their religion, Santeria is fully infested with animal sacrifice and sacred drumming just the same way its mother Yoruba religion does though Santeria shares in other doctrines of the Catholic, and Native American traditions. The incorporation of the three religions has evolved over time and today it has taken a form called Santeria as it is today in Cuba. However, it is noted that the religion continues to extend to other parts of the world for instance United Sates of America given the migration of the believers from areas it is dominantly practiced like Cuba. As reported today, the followers of this faith are not only Africans of West Africa origin but large numbers are of Hispanic and Caribbean descent. In United States of America, increasing number of African- American and European-American heritage has been recorded so far. Ritual Performance Traditions of Santeria: Ascension, Divination and Sacrifice This research paper attempts to put into focus the ritual performance of Santeria in the light of Ascension, Divination and Sacrifice. These three are the major pillars of the Santerian traditional ritual performance. Unlike other world religions of Western origin, Santeria lacks an organized central creed for its religious practices. It is best known for its unique rituals and ceremonies. Most remarkably, these rituals and ceremonies are conducted within the house temple also known in Cuba as the casa de santos translated in English as the house of saints. The house temple is also called ile from the Yoruba dialect. It is a common observation that ile are located in the homes of the initiated priests and priestesses (Mason, p. 123). In addition, ile shrines are strictly constructed by the consecrated priests and priestesses themselves. Different orishas are assigned different ile shrines depending on their commands of their deity. The shrine creates a space for worship referred to as igbodu otherwise an equivalent of alter in Catholic religion. Every igbodu (alter) is characterized by the display of three distinct thrones marked by royal blue, white and red satin. The three thrones represent that of the queen, kings and the warriors deified. The composition of ile is made up of the following: Individuals seeking guidance from the orishas. Followers who are awaiting consecration to become priests. In the history of Santerian, cabildos and casas constructed between the 19th and the 20th centuries provides fond memories of the contemporary priests and the priestesses who are the key pillars of the origins and strongholds of Cuban Lucumi culture and religion. Rituals: The first ritual is Santera is the acquisition of elekes (beaded necklaces). The colour patterns of the beads on the elekes will be similar to those of orisha that primarily serves as the iyawos (bride) ruling head and the guardian angel (Brown, p. 35). The acquisition of the elekes mustbe done by babalawo, the divine fortune teller, during the divination ritual called bajar a Orunla translated as to bring down Onrula. During this rite, the elekes is soaked in a mixture of herbs, a sacrificial blood and other substances given to the initiated. In ordinary circumstances, the initiates are required to receive elekes of the five most powerful and influential orishas. These particular elekes given to the initiates have multicolored beads on the elekes patterned to represent all the five primary orishas: Ellegua, Obatala, Yemaya, Chango, and OShun. The beads act as the sacred points of contact with the named orishas. From there on, the initiate will now be consecrated to handle the divina tion of the Orishas through the elekes. During the reception of the elekes, the initiate bows over a bathtub and then his head get washed with the mixture of herbs by the Orisha himself. This is a sign of submission to the high powers of the orishas and other deities y the initiate. Throughout the life of the initiate (now a follower), the elekes will act as the holy banner for the orishas, and a sign for the mighty presence of orishas. In the Santera, elekes play a very significant role because it is perceived as the sole provider of mighty protection to the followers in the event of any looming misfortune therefore it must be worn at all times. According to Oguta, elekes is considered one of the holiest tools in the said religion. Therefore it must never be worn by a menstruating woman during her periods. Medio asiento: This is the second ritual in command in the religion of Santera. It involves the creation of an image of the Eleggua, a powerful orisha who keeps evil away from the life of every believer. During the creation of this image, a person consults with a Santero and his life is reviewed afresh including the past, present and the future. The Santero then dictates the 21 paths of Eleggua the recipient will receive and he also choose the materials to be used in the making of the image of Eleggua. The sculpture is purposed to keep away evil spirits from the initiators home, family and life. The ritual is panned by the Santera and the orishas only comes in to preside over the process. The third ritual is called receiving of the warrior. Here, the initiates receive objects from the babalawo, an orisha that represents the warriors. Iron tools and weapons are used to represent Oggun, the Lord of Iron; iron bow and arrow represent Ochosh, the divine hunter; Osun the messenger of Obatala is represented by nairon chalice with a little rooster at the tip. This particular ritual marks the beginning of a formalized life-ling relationship between the initiate and the orishas. Similarly, the orishas declare their full time protection and provision on the initiates path. The ritual raises the level of commitment between the Santeria/initiate and the orishas whereby he is officially inducted into the religion because this ritual is binding and is life-long in nature. Asiento: Asiento is the last ritual in Santeria. It is translated as ascending to the throne. This is the most crucial and secretive ritual of all and it occupies the highest level of ritual in the spiritual realms in the religion of Senteria. During the ceremony, the iyamo (bride) confess his submission into the faith and this point he is declared born again. This particular ritual culminates all the previously conducted rituals, in this way it cannot be conducted unless the prior rituals have all been conducted. Right before the ritual is performed, an individual is regarded as impure and unholy thus it is recommended that he dies from his old personality. This is the ritual that significantly marks the process of purification and divination (Houk, p. 145). The new convert or rather the initiate becomes born again in the faith, young and ready to begin a new life of growing deeper in the faith. This is the most meaningful and mature stage of faith that every initiate in expected to reach. At this stage, an initiate can graduate into priesthood upon their consecration by other senior and prominent orishas. Sacrifice: The Santeria is dominated by the offering of sacrifices especially during the ritual ceremonies. It widely believed in the faith. Every time a ritual is done, an animal must be killed to shed some blood which is used for cleansing purposes. Most if the concoctions used by the orishas during these rituals contain some percentage of blood from the slaughtered animals purely for cleansing purposes. Conclusion: Santeria being a religion whose roots are deeply rooted in Africa and Caribbean cultures thought with negligible percentages of western religious cultures, rituals plays significant religious and cultural roles in the lives of its believers all over the world. Though it lacks organized creeds of faith like the western religions, its members find due fulfillment in accomplishing the series of it rituals stipulated in the traditions of faith. Most notably, Santeria is not a lesser religion among its believers given its ritual nature and it is increasingly becoming popular in the world. Real religion for sure.

surrogate mothers Essay -- essays research papers

A Surrogate Mother is defined as â€Å"an adult woman who enters into an agreement to bear a child conceived through assisted conception for intended parents.† The couple is usually referred to as intended parents who enter into an agreement providing that they will be the parents of a child born to a surrogate through assisted conception, using an egg or sperm of at least one parent. 1 RIGHT - Surrogate motherhood is a right entitled to those who are ready and able to take on the responsibility of parenthood. Surrogate mothers fills a fundamental human longing. Procreation is a primitive instinct, and to many people it is devastating not to be able to become parents Surrogate motherhood is a solution to this age-old problem. Even in the bible, Abraham and Sarah resorted to a "surrogate mother" that produced their son Ishmael. 2NEED – Surrogate motherhood fills a need for infertile couples. 2.4 million infertile married American couples. It is estimated that one in six couples are affected by some degree of infertility. Many people are marrying later and are delaying having children. After age 45, about 95% of women are unable to conceive on their own. Surrogate mothers also fill the need for non-traditional families including the gay and lesbian population as well as single heterosexuals. ISSUES OF COMMERCIAL SURROGATE MOTHERHOOD Although compensation might not be the main motive for surrogacy, by making compensation illegal, it may decrease the amt. of surrogates available Some people may refer to surrogate motherhood as â€Å"baby selling† but surrogate mothers are not selling the child – they are just providing a service Medical Ethics professor at University of Texas stated, â€Å" Baby selling is you have a born child that is sold to another person. Here we’re talking about agreements made before conception has even occurred where there is no existing child. Secondly, the genes, in the case of gestational surrogacy, are being provided by the couple that is hiring the surrogate, thus, in a sense, it is their genetic child.† -the fee paid to the surrogate mother is not for the baby – it compensates her for her time and effort, initiating and carrying the pregnancy, giving birth, accepting the risks of pregnancy and childbirth (pain, depression, sleep disturbances), and possible loss of employment opportunities This $$ is often times seen as a gift to r... ...inancial REBUTTAL Children’s Reaction – my parents really wanted me or â€Å"I could have had a disease† Only 1% of all surrogate mothers change their mind and want to keep the baby as compared to 75% of birth mothers who change their minds in a traditional adoption The people who have struggled so hard to conceive their own child are probably the best candidates to be good parents, not the worst The American Fertility Society and the American College of Obstetricians and Gynecologists have recognized infertility as a disease. The statutes that are designed allow the surrogacy option only for those who are affected with a medically recognized disability. Baby M – a psychological examination showed that Mary Beth Whitehead would have a problem giving up the child, but he agency handling the transaction did not bother to read the report. $$$ - some agencies require that their surrogate applicants have some minimum family income level before being accepted into their program. $$$Money is a motivation just like it would be in other situations in which people are paid to be surrogate parents (nannies, workers in day care centers, foster parents, and teachers in elementary schools)

Essay --

Theodore Roosevelt National Park INTRODUCTION Do you want to hear about the first national park that is the first and only dedicated to a president? Theodore Roosevelt National Park was established in 1947. The Mountains are over 55 million years old. The badlands of Theodore Roosevelt national park is dry with occasional monsoon showers. The park is located in Medora, North Dakota, and is home to some amazing animals including wild horses, reptiles and mammals. GEOLOGY The Little Missouri River eroding the mountain range is the reason that the park is as it looks today. The park is believed to be

Machiavelli and Bush

In school, we came to know about Niccolo Machiavelli through his extremely popular statement, â€Å"The end justifies the means† (Machiavelli n.p.). Due to the unsavory reputation that has hounded Niccolo Machiavelli, the terminology Machiavellian is now utilized to describe a leadership style that is shrewd/cunning, deceiving/to be regarded with suspicion, as well as, ruthless/cold-blooded; a kind of leadership which is actually instituted upon â€Å"power politics† (Machiavelli n.p.). Political Action is an End Itself Furthermore, for some individuals who have read Machiavelli’s thoughts and ideas, they consider him as a â€Å"negative person†, sometimes he is even addressed as â€Å"somebody who is upholding evil and sin† (Machiavelli n.p.). In fact, the church considers him as immoral, unethical, and even evil (Machiavelli n.p.). This is because politics for Machiavelli should be taken as something which should not be blended with topics of religion, morality, as well as, ethics since politics he says is instituted upon its own value system (Machiavelli n.p.). For him, to evaluate political actions basing on religion or ethical standards is actually unwarranted (Machiavelli n.p.). Moreover, Machiavelli states that the end of the state is the acquirement/getting hold of, preservation, as well as, development/growth of authority/political power (Machiavelli n.p.). Comparing it to the other critical thinkers of the Machiavellian world, Machiavelli just do not consider this as â€Å"a means to an end† but an end in itself (Machiavelli n.p.). What he is saying is that if an act that’s motivated by politics leads to acquirement/getting hold of, preservation, as well as, development/growth of authority/political power then it is reasonable, understandable, and acceptable as well (Machiavelli n.p.). Similarities of Machiavelli and Bush This is where President Bush connects with Niccolo Machiavelli, President Bush believes that by annihilating the ruler, for instance, Osama Bin Laden and Saddam Hussein, he will be able to strengthen his hold and power and to bring about unity in the state and since that is the case, like Machiavelli, he believes that his action is justifiable (Thompson n.p). In addition to that, President Bush like Machiavelli feels that since they are the type of rulers who planned to get the better of, and to safeguard the state, then they will be eternally judged to be praiseworthy and be commended by everyone (Machiavelli n.p.). Last but not least, since Machiavelli believes that a ruler has to be cruel and ruthless if he has to; Bush patterned his attitude on that as well (Thompson n.p). He declared a war against Iraq which annihilated two hundred Americans working for the U.S. Armed Forces (Thompson n.p). Furthermore, his declaration also caused the death of countless Iraqi civilians, of which several are women and children (Thompson n.p). Added to that is the fact that such a war costs one hundred billion dollars, which if spent back home then will surely benefit more who are starving and are suffering from poverty (Thompson n.p). All of the above-mentioned entails a great deal of cruelty which should not at all occur in the first place (Machiavelli n.p.).   However, because, President Bush thinks that all these political actions he took are bound to cause the state to unite, then declaring a war even if it would cause countless deaths is still right and should not be negated or objected upon   (Machiavelli n.p.). Simply put, both President Bush and Machiavelli are similar basically on how they rule; to them, cruelty is justified as long as it will unite their state in the end (Machiavelli n.p.). Works Cited Machiavelli, Niccolo. The Prince. 1505. n.a. 16 April 2008. http://www.constitution.org/mac/prince.txt Thompson, Robert. n.d. n.a. 16 April 2008.                  

India: the Unfortunate Correlation Between Poverty and Environmental Issues

India: The Unfortunate Correlation Between Poverty and Environmental Issues India makes up 2. 4 percent of the world’s land, while supporting an increasing 18 percent of the world population (D. Nagdeve, 2006). India is considered to be one of the major developing countries, continuously growing its reputation in the global economy. However, since the Independence of India, the issue of poverty has remained a vital concern. As of last year, more than 37% of India’s population, of a totaled 1. 35 billion people, are still living below the poverty line (Economy Watch, 2010). Although there are individuals and corporations in upper-class India that are growing prosperous, there is an unfairness to those living in severe poverty suffering the environmental damage that country leaders are dismissing. As those living in poverty put pressure against the environment and vice versa; there is an evident strong correlation between poverty and environmental issues. The astounding increase in population is one of the main reasons for poverty and environmental struggles in India, along with the neglect for efficient pollution controls, and unequal distribution of farmland (B. Ruck, 2006). The high death rates in India due to unfortunate diseases, lack of health care and security in old age, leads to Indians having more children (B. Ruck, 2006). More than half of the world’s malnourished and under-weight children are located in South Asia. In these South Asian countries there is a double burden of disease and poverty, creating an endless vicious circle of high disease levels, low productivity and high poverty and death rates. An example, of a terrible disease very present in India is malaria as it is one of the most prevalent public health problems that the country is facing perennially (V. Sharma, 2003). Poverty and malaria responsively are two interwoven elements as this disease is predominantly the disease of the poor. The real poor cannot afford private treatment and therefore must resort to self-medication, usually by the usage of traditional medications, at their own peril (V. Sharma, 2003). For a country boasting about its growth rate, the fact that 53% of children in India under the age of five years live without basic healthcare facilities is shameful. This adds up to 67 million Indian children living in a risk of survival for their first few years. Poor children are three times more likely to die before their fifth irthday, while over 1 million children in India die in their first month of life annually (K. Sinha, 2008). These saddening statistics just verify that India’s health care system is doing little to nothing to care for India’s poor population. India’s high death rates, specifically for those living in poverty without health care access, leads t o families trying to conceive as many children possible in hopes of more survival. For these health reasons and cultural reasons there are many large families across India. The growth in population is resulting in an increased pressure on natural resources, from water to forests (WWF, 2003). Environmentalists worldwide, especially from richer nations, have raised concerns about the increasing populations placing excessive strains on the world’s scarce resources (A. Shah, 2005). A recent article from The Economist explains that India’s rapid industrialization, is a troublesome thought for residents, specifically those living in poverty. By the year 2020, according to the World Bank, India’s water, air, soil and forest resources will be under more human pressure than those of any other country (The Economist, 2008). Rapid population growth and poverty in a country, in this case India, is adversely affecting the environment in a devastating manner. Recently, the global population reached 7 billion human beings, all with rising levels of consumption per capita, quickly depleting natural resources and degrading the environment (A. Shah, 2005). In India, the increase of population combines with the distressed poverty to create an immense pressure on all of the country’s natural resources (D. Nagdeve, 2006). India’s economy is in high gear, leaving an immense and unfortunate trail of pollution, severely impacting not only India, but also the rest of the world (WWF, 2003). There are various types of pollution that affect India’s environment including sound pollution, waste and water pollution, and air pollution. Unwanted sounds from the natural environment; wind, volcanoes, oceans, and animal sounds, are more tolerable than man-made noises from machines, automobiles, trains, planes, explosives and firecrackers. Mumbai is rated the third noisiest city in the world, with New Delhi following closely behind. It is now increasingly understood that pollution from noise is an important component of air pollution. Noise not only causes irritation and annoyance but also constricts the arteries, and increases the flow of adrenaline forcing the heart to work faster. Continuous noise causes an increase in the cholesterol level resulting in permanent constriction of blood vessels, making humans more prone to heart attacks and strokes (P. Mitra, 2007). Perceptibly, the effects of water pollution are not only devastating to people but also to animals, fish and birds as the water is unsuitable for drinking, recreation, and the agricultural industry. Waste and water pollution diminishes the aesthetic quality of lakes and rivers while contaminating aquatic life, reducing reproductive ability (P. Mitra, 2007). Moving up the food chain, the hazard continues to negatively affect human health, supporting the notion that it is greatly challenging to escape the effects of water pollution. It is evident that there is an issue of air and water pollution in many Indian states, including Delhi. With the disturbing gray skies, Delhi’s air has been considered deadly to breathe. A third of Delhi residents are affected with chronic breathing ailments while one out of six children suffer lead induced mental retardation (South Asian Voice, 2000). The poor are first to suffer the effects of air and water pollution. The rich can minimize their exposure to the air-borne toxics by driving air-conditioned cars while those with lower incomes must travel by feet, bicycles or public transit, unfortunately finding themselves in a situation where they cannot escape the detrimental effects. In previous instances the Supreme Court ruled that certain polluting industries should be relocated out of Delhi into less well-known places like Ghaziabad, Meerut or Rohtak (South Asian Voice, 2000). This proposes that the healths of those who reside in more poverty are less important than those in the nation’s capital. The 2011 survey taken by the Pew Research Centre, presented results that 79% of Indians distinctly considered pollution a â€Å"very big problem† (The Economist, 2008). Of the Indian rural population, more than 22% live in settings with existing physical and financial predicaments in addition to the 15% living in poverty within urban India (Economy Watch, 2010). Throughout the world, including India, the poorest people are increasingly clustered in remote and ecologically fragile areas (B. Ruck, 2006). Agriculture contributes to 21% of India’s Gross Domestic Product; its importance within the country’s economic, social, and political standards are highly significant (World Bank Group, 2011). The rural population in India depends on agriculture where the weather phenomenon plays a major role on the rural economy. In the past years there have been severe droughts, affecting the economy as crops were destroyed being an identifiable catastrophe for may cultivators. In many states of India including Assam, West Bengal, Bihar and Orissa there are annual floods, which also hamper the growth of crops and farmlands (D. Talukdar, 2010). In rural districts, the best land tends to be taken over by the wealthiest of farmers, who can afford modern technology to maintain and grow crops on the larger areas of land. This inopportunely leaves poor people pressured to occupy and exploit more fragile lands including hillsides, forests and arid areas (D. Pimentel et al, 2004). It is an identifiable struggle to grow decent crops on these marginal areas of land, resulting in increased poverty for those already suffering financially while creating an augmented pressure on over-exploited lands (B. Ruck, 2006). About half of India’s land is affected by soil erosion meaning that India’s soil is naturally removed by the action of water or wind roughly at the same rate as soil is formed. The country proceeds with irrigation, bringing water to the land in a variety of artificial means, which is leading to desertification of once fertile land. A result of desertification is deforestation; taking a toll of 400 million people who depend on non-timber produce (V. Sharma, 2003). Further actions which should be implemented powerfully into India’s lifestyles is improving supplies of clean water; to reduce time spent gathering unclean water while also reducing the illnesses caused by these foul water supplies (World Poverty, 2011). By improving the supply of accessible, affordable health care information and services, the country can reduce the vulnerability of diseases within poverty stricken areas while also improving the state of India’s natural environment. Furthermore, improving the training and equipment of farmers would be beneficial to those living in India, as this would help increase crop yields and conserve the environment (World Poverty, 2011). Poverty can be recognized as both the cause and effect of environment degradation. As India’s population and economy continues to substantially grow, the country’s need to find effective solutions becomes significantly more urgent each day. The strong correlation between poverty and environmental issues is expanding as both continue to put pressure against each other. The aspirations of more than one billion people; suffering through poverty and environmental struggles, must be recognized and relieved. References â€Å"Agriculture – India: Priorities for Agriculture and Rural Development. † World Bank Group. N. p. , n. d. Web. 1 Nov. 2011. . Bass, Stephen. Reducing poverty and sustaining the environment the politics of local engagement. London, Sterling, VA: Earthscan, 2005. Print. Bhattacharya, Haimanti, and Robert Innes. â€Å"Is There a Nexus between Poverty and Environment in Rural India?. † AgEcon Search: Item 21201. N. p. , n. d. Web. 1 Nov. 2011. . Economy Watch Content. â€Å"Poverty in India . † Economy Watch. N. p . , 4 Apr. 2010. Web. 30 Oct. 2011. . Foundation for Sustainable Development. Environmental Issues in India | Foundation for Sustainable Development. † Welcome to FSD | Foundation for Sustainable Development. N. p. , n. d. Web. 1 Nov. 2011. . Gadgil, Madhav, and Ramachandra Guha. â€Å"Development and Change. † Ecological Conflicts and the Environmental Movement in India. Online: The Hague, 1994. 101 – 136. Print. Nagdeve, D. A.. â€Å"IIPS-Envis Center on Environment and Population. † IIPS-Envis Center on Population and Environment. N. p. , n. d. Web. 1 Nov. 2011. . Pimentel, David, Bonnie Berger, and David Filiberto. Water Resources: Agricultural and Environmental Issues. California: BioScience, 2004. Print. Ruck, Barbara . â€Å"Poverty and the Environment. † World Vision. N. p. , n. d. Web. 29 Oct. 2011. . Shah, Anup. â€Å"Poverty and the Environment aâ‚ ¬Ã¢â‚¬  Global Issues. † Global Issues : social, political, economic and environ mental issues that affect us all aâ‚ ¬Ã¢â‚¬  Global Issues. N. p. , n. . Web. 1 Nov. 2011. . Sharma, V. â€Å"Malaria and poverty in India. † Current Science 84. 4 (2003): 513 – 515. Print. Sinha, Kounteya. â€Å"53% Indian kids under 5 lack healthcare – Times Of India. † The Times Of India. N. p. , 8 May 2008. Web. 6 Nov. 2011. . â€Å"Solutions to World Poverty. † World Poverty. N. p. , n. d. Web. 3 Nov. 2011. . â€Å"Solutions to World Poverty. † World Poverty. N. p. , n. d. Web. 2 Nov. 2011. . South Asian Voice . â€Å"Problems of Indian Development: Environmental Issues, Preserving the Environment, Ending Poverty. † South Asian Voice . N. p. , n. d. Web. 28 Oct. 2011. . Talukdar, Diganta. â€Å"Poverty and Health: Major challenges for India. † Citizen Journalism News Platform – merinews. N. p. , 22 July 2010. Web. 6 Nov. 2011.

Succubus Shadows Chapter 18

It started before I could stop it. I stood in a kitchen, in one of those dreams where I was both watching me and feeling me. The kitchen was bright and modern, far larger than anything I could imagine a non-cook like me needing. My dream-self stood at the sink, arms elbow deep in sudsy water that smelled like oranges. I was hand-washing dishes and kind of doing a half-ass job at it but was too happy to notice. On the floor, an actual dishwasher lay in pieces, thus explaining the need for manual labor. From another room, the sounds of â€Å"Sweet Home Alabama† carried to my ears. I hummed along as I washed. I was content, filled with a joy so utterly perfect, I could barely grasp it after everything else that had happened in my life – particularly after this imprisonment with the Oneroi. After humming a few more bars, I set a wet cup on the counter and turned around to peek into the living room beyond me. A little girl sat in there, about two years old. She was on a blanket, surrounded by stuffed animals and other toys. She clutched a plush giraffe in her hands. It rattled when she shook it. As though sensing my gaze, she looked up. She had plump cheeks that hadn't quite lost their baby fat. Wispy, light brown curls covered her head, and her hazel eyes were large and framed with dark lashes. She was adorable. Behind her on the couch, Aubrey lay curled up in a tight little ball. Godiva lay beside her. A delighted smile spread over the little girl's face, creating a dimple in one cheek. A powerful wave of love and joy spread through me, emotions that my raw and aching real self barely allowed to come through. Just like the first time I'd dreamed this dream, I knew with certainty – absolute certainty – that this girl was my daughter. After a few more moments, I returned to my dishes, though I wanted nothing more than to go back to the living room. Damned manual labor. Neither my dream self nor my waking self could get enough of the girl. I wanted to drink her in. I could have watched her forever, taking in those long-lashed eyes and wispy curls. Unable to resist – and bored with washing dishes – I finally gave in and glanced back again. The girl was gone. I pulled my hands out of the water, just in time to hear a thump and a crash. The sound of crying followed. I sprinted out of the kitchen. Aubrey and Godiva jerked their heads up, surprised at my sudden movement. On the other side of the living room, my daughter sat on the floor beside an end table with sharp corners, a small hand pressed to her forehead. Tears streamed down her checks as she wailed. In a flash, I was on my knees, wrapping her up in a tight embrace. Watching and feeling this dream, I wanted to weep as well over the feel of that soft, warm body in my arms. I rocked the girl, murmuring soothing, nonsensical words as I brushed my lips against the silken hair. Eventually, her sobs stopped, and she rested her head against my chest, content to simply be loved and rocked. We sat like that for another happy minute or so, and then, distantly, I heard the sound of a car's engine. I lifted my head. â€Å"You hear that?† I asked. â€Å"Daddy's home.† Mirrored excitement showed on the girl's face as I stood up, still holding her and balancing her on my hip. It was an act of some coordination, considering how small I was. We walked to the front door and stepped outside onto a porch. It was nighttime, all quiet darkness save for a small light hanging overhead. It shone onto a long stretch of unbroken white snow on the lawn and the driveway. All around, more snow fell in a steady stream. I didn't recognize the place, but it certainly wasn't Seattle. That much snow would have sent the city into a panic, putting everyone on Armageddon alert. My daughter and I were perfectly at ease, barely noticing the snow. Wherever we were, this weather was a common occurrence. Down the driveway, the car I had heard had already parked. My heart swelled with happiness. A man stood behind it, a nondescript dark figure in the faint lighting. He took out a rolling suitcase and slammed the trunk shut. The little girl clasped her hands in excitement, and I waved my own hand in greeting. The man returned the wave as he walked toward the house. It was too dark, and I couldn't see him yet. His face. I had to see his face. We were so close. This was where the dream had stopped before, denying me its conclusion. Some part of me was certain this was a trick too – that the Oneroi were going to do what Nyx had done and end the dream. They didn't. The man continued walking toward us, and at last, the porch light illuminated his features. It was Seth. Lacy snowflakes rested in his messy hair, and I could make out some wacky T-shirt underneath his heavy woolen trench coat. He left the suitcase by the stairs and sprinted up them to get to us that much more quickly. His arms encircled us, and both my daughter and I snuggled against him. It might have been freezing elsewhere, but our little circle held all the warmth in the world. â€Å"My girls,† he murmured. He took one of his gloves off and ran his hand over the fine silk of our daughter's hair. He brushed a kiss against her forehead and then leaned toward me. Our lips met in a soft kiss, and when we pulled away, I could see mist in the air from the warmth of his mouth. He hugged us tighter. I sighed happily. â€Å"Don't leave anymore,† I said. â€Å"Don't do any more traveling.† He laughed quietly and gave me another kiss, this time on my cheek. â€Å"I'll see what I can do. If it was up to me, I'd never leave.† But the dream left, shattering like pieces of glass that were then swept away by a broom. Whereas before I'd counted the seconds for these dreams to go away, this time I wanted to cling to it. The hands I didn't have in this insubstantial form longed to grasp those shards, bloodying my flesh, if only to have a few more moments of that perfect, content bliss my dream-self had held. But it was gone. I was empty. For a long time, I simply couldn't get over the dream's loss. I was a tangle of emotions: hurt and anger and longing and incompleteness. It was all feeling, no thought. When coherency began to return, even it was a jumble. Seth. Seth was the man in the dream? Of course he was. Hadn't I felt it from almost the first time we met? Hadn't I often said he was like a piece of my soul? Hadn't I felt like something was missing when we'd split up? Then, all the doubt that the Oneroi had been so good at instilling in me began to descend. It couldn't be Seth. I couldn't be with a mortal, not in any real capacity. I certainly couldn't have a child with one, and anyway, Seth was marrying someone else. This was a trick. Another lie. Everything here was a lie, meant to continue the torment the Oneroi thought I deserved. â€Å"That can't happen,† I said. The words were hard. And hadn't I already said them earlier? Circles, circles. My life was repeating itself over and over. â€Å"None of that could ever happen.† â€Å"No,† agreed Two. â€Å"Not anymore. Your future shifted.† â€Å"That was never my future. You lie. Nyx lied. There's no truth anywhere.† â€Å"This is truth,† said One. Another dream. A true dream? No, no. The part of me that was starting to lose it swore up and down that it couldn't be true. There's no truth anywhere. I was in the mundane human world again, with Seth and Simone-as-Georgina. They were at a tuxedo shop, browsing suits, and I futilely racked my brain to figure this out. Maddie had requested they go shopping†¦yet, surely it hadn't happened that day. Or had it? Was this another day? How much time had passed? I couldn't tell if these dreams lasted a second or a lifetime. The sky outside was deepening to twilight, so maybe it was the same day. â€Å"You don't have to wear a bow tie,† said Simone, studying a well-dressed mannequin. She herself was dressed magnificently, in a tight dress that was an orange reminiscent of autumn leaves. It was short, of course, and emphasized my breasts as much as was decently possible – maybe more so. Bronze high heels completed the look. It was too fancy for tux shopping, but it looked great on her. Me. Us. Whatever. Seth wandered over to stand beside her, studying the suit. If there hadn't been a salesman straightening a display near the door, I had a feeling Seth would have made a run for it. â€Å"It's more traditional,† said Seth. â€Å"I think that's what Maddie wants.† Simone scoffed. â€Å"So? What about what you want?† She took a step toward him. â€Å"You can't just sit by and let others tell you what to do! You have your own needs. Your own wants. You can't be passive here.† There was passion in her words, a conviction that even I couldn't help but admire. It was the kind of speech that rallied people to your cause – but like everything else she'd said lately, there was this sexual subtext laced within it. He stared at her for a few seconds, as impressed as I was, but finally looked away. He also took a step back. â€Å"Maybe. But I don't really feel like my life currently hinges on whether I choose a bow tie or a regular tie. I think I should save my heroic moments for something a little bigger.† He wandered off to look at another suit and didn't see the scowl on her face that I did. Soon, she had that sweet smile on again and was back by his side – very close to his side – while they examined cuts, colors, and all the myriad details that went into planning a lifelong commitment. The salesman couldn't stay away, of course, and finally swooped in to offer his assistance. â€Å"This jacket would be very flattering with your build,† he told Seth. â€Å"It comes in black and gray, as well as a few others – so it would definitely complement your dress.† That last part was directed to Simone. She laughed merrily. It was nails on a chalkboard to me. â€Å"Oh, we're not getting married.† She patted Seth's arm. â€Å"We're just good friends. I'm helping out.† Seth moved away, escaping the arm, and suddenly seemed very interested in trying on the jacket. The salesman found Seth's size, gushed with compliments, and then left the two of them to mull it over. â€Å"It looks great,† said Simone, coming to stand right in front of him. I couldn't see any space between them. She casually straightened the jacket's lapel, not that it needed it. â€Å"Fits you like a glove.† Seth grabbed hold of her hands, pushed them away, and then backed off himself. â€Å"You need to stop this,† he said, lowering his voice so others wouldn't hear. â€Å"Stop what?† asked Simone. â€Å"You know what! The innuendoes. The touching. All of it. You can't keep doing it.† Simone took a step closer, putting her hands on her hips. Her voice was soft as well, but it was more of a purr. What made it especially irritating was that, really, it was my voice. â€Å"Why? Because you don't like it? Come on, Seth. How much longer are you going to keep fooling yourself? You know you still want me. This scam of a wedding isn't going to change that. What we had†¦what we have is too powerful. I see the way you look at me – and you don't look at her that way. You say I've got to stop? No. You're the one that needs to stop this wedding. End it with her. Or if you don't have the guts, then let us be together again. At the very least – just one more night. I want to feel you again, feel you in me. And I know you do too.† I was aghast at the boldness. I couldn't believe what that bitch had tried to do. Impersonating me was bad enough, but now blatantly trying to lure Seth into her bed? Unforgiveable. I expected Seth to be outraged as well, but his face was the picture of calm. He took off the jacket and set it on a counter. â€Å"I don't know who you are, but stay away from me. Do not speak to me again – or Maddie.† There was a stern, warning tone in his words, that anger I rarely ever heard from him. For once, Simone faltered. â€Å"What are you talking about?† â€Å"You aren't Georgina,† he said. â€Å"I should've listened when my niece first told me. Georgina would never do this, no matter how she felt. Georgina wouldn't openly try to break up her friend's wedding. She wouldn't betray Maddie.† Simone's eyes flashed with anger. â€Å"Really? Then how exactly would you classify your little spring fling?† I wasn't surprised she knew about that. Everyone in my hellish circle had figured it out when Seth's soul darkened. His smile was both sad and cold. â€Å"Georgina did that†¦inadvertently. She was aware of what she was doing, but the motivations†¦well, they were different.† â€Å"Stop trying to justify infidelity. And stop talking about me in the third person!† â€Å"You aren't her,† said Seth again. â€Å"I know her. I would know her in almost any form. And although you look like her, you – obviously – do not know her.† He turned around to leave – and ran into Jerome. Seth hadn't seen Jerome enter or teleport into the shop. Neither had I. Yet, even if the demon had strolled in openly, I think Seth would have had the same astonished and deeply disturbed reaction. The cool attitude he'd shown with Simone vanished. â€Å"Sorry,† said Seth, stepping back. He glanced uneasily at Simone, who was just as surprised. â€Å"I'll – I'll leave you two alone.† â€Å"I'm not here for her,† growled Jerome. â€Å"What?† she exclaimed, seeming deeply offended. Jerome's dark eyes bored into Seth's. â€Å"I'm here for you. You need to come with me. Now.† When a demon tells you to do something, it's pretty hard to refuse it. My friends and I might joke about the silliness of Jerome's John Cusack guise, but underneath all that, Jerome was fucking scary. And when he turned his demonic wrath on a human, it was outright terrifying. Yet, with a remarkable show of bravery, Seth asked: â€Å"Why?† Jerome looked displeased that Seth hadn't instantly jumped to obey. â€Å"To get Georgie back.† â€Å"Back?† repeated Simone. â€Å"But if she comes back – â€Å" Jerome lifted his eyes from Seth and glared at her. â€Å"Yes, yes, I know. But you might as well give it up. You failed.† â€Å"But I can – â€Å" â€Å"Clearly, you can't.† Jerome strode over to her, leaning close to her face. He pitched his voice low, but I could hear it from my observer's view. â€Å"This is not the way. I know why you're here now, but tell Niphon that every time he tries to fix things, he ends up fucking up more. It's too late. I'll deal with this. It doesn't involve you.† â€Å"But – â€Å" â€Å"Enough.† The word boomed through the store. The salesman looked up, startled, but kept his distance. â€Å"I didn't question your presence before, but now you can go.† Ostensibly, it sounded as though he were giving her permission to leave. But both she and I could hear the underlying meaning: if she didn't go on her own, he would â€Å"assist† her. She made no more protests. Jerome returned to Seth. â€Å"Georgina's been taken. We're going to get her back. And you are going to play a role in that.† Seth couldn't speak for a moment, and when he did, it was to utter the most obvious response: â€Å"How?† â€Å"To start with, you can stop wasting time here with stupid questions. Come with me, and you'll find out.† Jerome then made a masterful play. â€Å"Every moment you delay, she's in more danger.† Nothing else could have spurred Seth into such action. He flinched at the words, and his face ran through a kaleidoscope of emotions. â€Å"Okay,† he said to Jerome. â€Å"Let's go.†

PhD program Essay

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Construction Management Portfolio Case Study Example | Topics and Well Written Essays - 6250 words

Construction Management Portfolio - Case Study Example The report present here consists of detailed explanation on key management portfolios that are necessary in a large sized construction management operations. The key domains covered in the report are Health, safety and environment management, Quality management system, financial and commercial management, human resource management and document control process. Each of the portfolios is explained with reference to a particular project. The detailed account of the activities practised in each segment is also analysed with the standard set of practices or methods. This would help to understand the limitations and other obstacles the industry faces. Also, in some cases where the specialised sets of activities are not present, different set of examples have been chosen. Thus this report would help to get comprehensive information on the different managerial operations that are very vital to any construction management operation. In order to explain the operations suitable examples have al so been incorporated. The Also, the limitations and problems faced by managers are also explained. Larson and Toubro is one of the most respected companies in the South Asian region having expertise in the domains of technology, engineering, construction and manufacturing (Larson and Toubro, n.d.). Its activities across the last seven decades clearly exhibit the customer focus the organization has in addition to the organizational culture to quest for the quality. Its operations are spread across India and China, two fast growing economies that require huge infrastructural expansion. Its business is driven by clear strategic vision supported by wide marketing and customer support network. Commitment to society and protection of environment are the integrated well into the corporate vision (Larson and Toubro. n.d.). PART 2 HEALTH , SAFTEY & ENVIRONMENT MANAGEMENT Example : Larson & Toubro. A brief about this section: The health, safety and environmental regulations would help to ensure the implementation of civil engineering projects by building them safely, using them safely and also maintaining them safely along with effective interventions to ensure lesser impact on the environment (HSE, 2007). Such initiatives would also help to reduce the overall cost of the project in along run by reducing any potential problems that could emerge during the life cycle of the project. The identifying the potential risk in various operations would help the client to plan appropriate strategies in the implementation process. This could be greater attention to the tasks that have higher risks associated with it while lesser attention to the tasks that have lower risk. The detailed management steps involved in the health, safety and environment management procedures in the construction programme is presented here using the example from actual

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Introduction to Accounting and Finance - Essay Example Hair wax refers to products of hair styling utilized to make a definition of hair into chunks or textual pieces. This would in turn aid in manipulating hair into numerous styles. However, to would be retailers or users, it is vital to realize that everything and in this context- every product, has its merits and demerits alike. Some of the merits in association with hair wax is that different products of hair styling based on wax can help come up with similar styles as well as give a similar shine to that of mousse or gel. However, the persons who utilize the hair wax products will have their hair remain in a state of pliability contrary to the effects identifiable with mousses and gels which have an end impact of having the hair remain in a state of stiffness. Hair wax products are recommended since they allow persons who use the same to restyle and fix hair simply by running fingers through the hair, and it is possible over the whole day subsequent to application. (thehairthread.com, 2011) Normally, hair wax is obtained from soft solids unlike hair gel. These soft solids are obtainable naturally such as bee wax or other wax blended products. However, unlike hair gel, hair wax is not as common. Hair gels’ application are with the inclusion of curly hair, women usage, men usage, long hair gels’ usage among others. On the contrary, hair wax is always recommended for short or medium hair length but it is bound to fail on long hair. (besthairwax.net, 2011) Note that hair wax is a product for hair styling that functions best upon messy type of hair and it is also helpful in achieving flicks as well as layered hair defining. It smoothes and aids in twisting short types of locks and also good for hair strands separation. (thehairstyler.com, 2009) Hair wax is mostly used but not restricted to men and this is since it is more advisable for short cuts such as buzzcuts, and flattops. It is also recommendable for

Profile of a Learner Essay Example | Topics and Well Written Essays - 1250 words

Profile of a Learner - Essay Example As a teacher, I have to make sure each student gains from the course by trying as much as possible to accommodate their needs in my teaching methods. My current class consists of students with a wide range of capabilities, talents and learning abilities. As a teacher, I have had to change my teaching mode in order to enhance learning outcomes of each of the students. In this essay, I will profile one of my students, Emmy. Emmy is an eighteen-year-old female student taking various subjects including as working in partnership, health and safety, and principle of practice, which are the main elements of the Health and social care Course. Each of these course elements equip students with different skills and are all essential to their general understanding of health issues and social care. Therefore, it is essential for the students to perform well in all the course elements, in both theory and practice in order to excel in the course as indicated by Armitage, et al, (2012). Description of Initial Assessment Procedures In order to fully understand Emmy, I endeavored to conduct an assessment on her academic and general behavior in order to know how to help her. This, according to Keeley-Brown, (2007), is the best way to conduct an initial assessment of the student and get a clear picture of the student’s needs.... In order to help her and the other students, I decided to take a keen assessment of Emmy and her behavior in order to help her achieve the best learning outcomes at the end of the course. I therefore went through her academic records, talked to her friends as well as sitting down worth her in order to assess her mental abilities. A look at her academic records revealed that she had one of the lowest average grades with extremely poor results in theoretical subjects. She performed pretty well in practical subjects. After looking at her results and comparing with other students in her company, I concluded that she was somewhat nonchalant in reading a lot of the theory notes given to her by the teachers. She preferred doing practical; assignments on the other hand. Theoretical subjects demand that students use up their time reading in order to grasp the content. Her lack of interest in reading could have contributed to her poor results in theory. Upon keeping a keen eye on her behavior in class, I noticed that she shunned away from students who performed better than her and preferred to hang with average students like herself. She also did not like participating in group assignments. Most of the groups were formed around the idea that the students with different learning abilities would come together to share their skills and learn from one another. The groups therefore consisted of both average and excellent students. I tried to sit down with Emmy and chat with her and I discovered that her mental strength was a little bit lower than the course required in order for one to excel. She had a low self-esteem and feared interacting with students she felt were clever. She also had a negative