Reading Skills Essay

Reading Reading is the receptive skill in the written mode. It can develop independently of listening and speaking skills, but often develops along with them, especially in societies with a highly-developed literary tradition. Reading can help build vocabulary that helps listening comprehension at the later stages, particularly. Micro-skills involved in reading. The reader has to: †¢ decipher the script. In an alphabetic system or a syllabary, this means establishing a relationship between sounds and symbols. In a pictograph system, it means associating the meaning of the words with written symbols. †¢ recognize vocabulary. †¢ pick out key words, such as those identifying topics and main ideas. †¢ figure out the meaning of the words, including unfamiliar vocabulary, from the (written) context. †¢ recognize grammatical word classes: noun, adjective, etc. †¢ detect sentence constituents, such as subject, verb, object, prepositions, etc. †¢ recognize basic syntactic patterns. †¢ reconstruct and infer situations, goals and participants. †¢ use both knowledge of the world and lexical and grammatical cohesive devices to make the foregoing inferences, predict outcomes, and infer links and connections among the parts of the text. †¢ get the main point or the most important information. †¢ distinguish the main idea from supporting details. †¢ adjust reading strategies to different reading purposes, such as skimming Why is reading skill is so important? Reading is one of the skills most crucial for a child’s success in school and in life. If children don’t learn to read with comprehension early enough, their education is at risk. If they don’t learn to read effortlessly enough to render reading pleasurable, their chances for a fulfilling life–by any measure, whether academic achievement, financial stability or job skills–are tremendously diminished. How to improve reading skill: Teaching reading can be an arduous task as it is often difficult to know how to improve student skills. One of the most obvious, but often unnoticed, points about reading is that there are different types of reading skills. †¢ Skimming – reading rapidly for the main points †¢ Scanning – reading rapidly to find a specific piece of information †¢ Extensive – reading a longer text, often for pleasure with emphasis on overall meaning †¢ Intensive reading – reading a short text for detailed information These different types of skills are used quite naturally when reading in a mother tongue. Unfortunately, when learning a second or foreign language, people tend to employ only â€Å"intensive† style reading skills. I have often noticed that students insist on understanding every word and find it difficult to take my advice of reading for the general idea, or only looking for required information. Students studying a foreign language often feel that if they don’t understand each and every word they are somehow not completing the exercise. In order to make students aware of these different types of reading styles, it is useful to provide an awareness raising lesson to help them identify reading skills they already apply when reading in their native tongues. Thus, when approaching an English text, students should first identify what type of reading skill needs to be applied to the specific text at hand. In this way valuable skills, which students already possess, are easily transferred to their English reading. Outline: †¢ Ask students about what types of reading they do in their own mother tongue(s). †¢ Write different categories of written material on board. i. e. magazines, novels, train schedules, newspapers, advertising, etc. †¢ Have students describe how they go about reading each kind of material. You may want to prompt them by asking the following questions: o Do you read every word in the tv schedule? o Do you understand every word you read when reading a novel? o What kind of clues can the presentation of the material give? o How much time do you spend reading the newspaper? Do you read every single word? o What kind of assumptions do you make when you read the first few lines, or a headline? (i. e. Once upon a time†¦. ) o How much time do you spend reading the various types of materials? †¢ Based on students’ answers to such questions, ask them to identify the type of skills they are using in the various reading situations. †¢ Divide students into small groups and give them the skills summary and short worksheet. †¢ Have students discuss their opinions about the various skills required for the listed materials. †¢ Present various â€Å"real world† materials (i. e. magazines, books, scientific materials, computer manuals etc. ) and ask students to identify the necessary skills required. Reading Styles  Skimming – Reading rapidly for the main points Scanning – Reading rapidly through a text to find specific information required Extensive – Reading longer texts, often for pleasure and for an overall understanding Intensive – Reading shorter texts for detailed information with an emphasis on precise understanding Identify the reading skills required in the following reading situations: †¢ The TV guide for Friday evening †¢ An English grammar book †¢ An article in National Geographic magazine about the Roman Empire †¢ A good friend’s homepage on the Internet †¢ The weather report in your local newspaper †¢ A novel †¢ A poem. †¢ A bus timetable †¢ A fax at the office †¢ An advertising email – so called â€Å"bodyfit† †¢ An email or letter from your best friend †¢ A recipe †¢ A short story by your favourite author Note: There is often not a single correct answer, several choices may be possible according to your reading purpose. If you find that there are different possibilities, state the situation in which you would use the various skills. Developing Reading Skills How many of us remember how we learned to read? Even if we cannot remember how we learned, as parents and educators we can do a lot to help children learn to read and enjoy reading. Reading involves three distinct but intertwined skills: decoding, fluency and comprehension. Decoding is understanding and using sound/letter relationships. Fluency is being able to read quickly and easily. Comprehension is being able to get meaning from the words that have been put together. Comprehension is the point of reading—the reason for reading. But a reader must reach a certain level of decoding and fluency before comprehension can occur. Learning to read involves a constant back-and-forth flow among these three skills. A difficulty in any one of them can cause a breakdown in reading skill. Decoding Decoding means understanding the sounds associated with letter symbols and being able to put them together. A good reading program teaching decoding skills will include phonological awareness activities, blending sounds and segmenting sounds. Phonological awareness is the understanding that words are made up of individual letter/sound combinations. Blending is being able to put those sounds together to â€Å"read† a word. Segmenting is being able to separate a word into individual sounds. In more advanced reading, blending and segmenting will be used to put together or take apart multisyllable words. Some instruction in decoding is useful for all readers to help them read unfamiliar words and also in spelling. Many readers understand the decoding system easily. Those who do not should receive more extensive, direct teaching in these skills. Decoding is what we often associate with phonics and is frequently considered the boring part of learning to read. But it doesn’t need to be. Teachers can help their child with phonics and phonological awareness through word games. Rhyming activities, discussing words with alliterative sounds (â€Å"mean monsters munching mints†) or play games by deleting sounds (say â€Å"clap† without the â€Å"c†) are all ways to help young children become aware of sounds. Having them read or spell nonsense words (such as â€Å"glont† or â€Å"bresk†) can become a game which will help them practice using sounds and learn patterns in the English language Fluency Once a child knows all the sounds, he needs to be able to blend them automatically (or without consciously thinking about it) and speedily to achieve fluency. Fluency is the ability to read smoothly and with expression. Fluency is the bridge between decoding and comprehension. Sometimes children work so hard at decoding each word in a sentence that they cannot remember what they read by the time they reach the end. They lack fluency. Fluency is an area where parents can help since it requires practice and modeling. Reading aloud to your children with expression and enjoyment both before and after they can read themselves, is a good way to model fluency. Once they have learned to read, read aloud collaboratively, taking turns reading a page. Repeated reading is another way to improve fluency, so do not hesitate to read the same books over and over. Comprehension Comprehension is really the end-product, or goal, of reading. We read to gain knowledge and understanding, and we read for pleasure. Each of these requires good comprehension. Many thinking skills and life experiences involve reading comprehension. In addition to speed of decoding and fluency, comprehension has many other components, including knowledge of vocabulary and language usage, background knowledge, memory, sequencing (understanding and remembering events or ideas in the order in which they are presented), visualizing (making a picture in your head as you read) and focusing (maintaining attention and interest). Teachers can have a great impact on a child’s reading comprehension. Again, reading aloud with children will inspire a love of books and reading and will provide vocabulary and language stimulation and background knowledge that will aid them when they begin to read themselves. Children who have dyslexia or a specific learning disability can benefit much more quickly from remediation if they have good listening comprehension. Reading books together gives children a chance to talk about the book, to discuss new facts and explore new ideas. Children can also improve their vocabulary and background knowledge through  discussions and activities with their friends (a trip to the zoo to learn about animals, a walk in the park to talk about kinds of plants). Integrating the Skills These three skills—decoding, fluency, and comprehension—are used continually as children’s reading skills progress. As new phonemes (letter/sound combinations) are added to reading, some children need lots of practice to become fluent with them. As they encounter more difficult words, reading may become less fluent, and the students may need to review or learn new decoding skills. If decoding skills were shaky to begin with, that can become a problem as children encounter more difficult words. Sometimes in middle school, or even high school, a child will have difficulty reading new words, and he will benefit from some instruction in how to break words apart into their syllable parts for reading or spelling. A good reading program will include all three skills. It is important for teachers to understand that reading has several parts and requires many different skills. If a child is having difficulty with reading, he may need some testing or assessment to figure out the problem. A teacher or tutor or academic therapist can then give the child specialized teaching to remediate the problem. Characteristics of Fluent Readers †¢ read with a purpose (to get information or for pleasure) and understand the purpose of different texts (e. g. , ads to encourage buying, editorials to present and influence opinions, recipes to give instructions); †¢ read quickly, automatically recognizing letters and words, maintaining a flow that allows them to make connections and inferences that make the text understandable; †¢ use a variety of strategies, depending on the text, to read efficiently (e. g., varying reading speed, predicting what will happen next, previewing headings and illustrations); †¢ interact with the text, making use of background knowledge as well as the information on the printed page; †¢ evaluate the text critically, determining whether they agree or disagree with the author; †¢ expect to understand the text and get meaning from it; and †¢ usually read silently. Conclusion Much research has been concerned with first language reading and has generated many approaches to teaching reading. However, there is a growing body of literature on both foreign language academic reading and second language reading. All three areas contribute to the understanding of the reading process and have implications for instructional practice. Teachers who are aware of these reading approaches can tailor reading instruction to meet the needs and goals of English language learners. Suggestions for Developing Reading Instruction Knowing what good readers do and comparing this with the strategies used by learners in their classes will enable ESL teachers to gauge learners’ needs. Adult English language learners come with varied reading backgrounds and experiences. Some are fluent readers in their native languages; some are not. Their view of literacy will be influenced by the literacy practices of their culture. Yet, they all will share the experience of learning to read in English, and they will approach reading differently from the way native speakers approach it (Rance-Roney, 1997). The following activities can help learners develop reading proficiency. The choice of activity, however, depends on the needs of the learners, the nature of the text, and the demands of the reading task. Reading Proficiency Activities 1. Because good readers read with a purpose, learners should read texts that meet their needs and are interesting. Teachers can choose texts, or let the learners choose texts, that are relevant to the learners’ lives. They also need to be exposed to texts that they are likely to encounter in everyday life, such as newspapers and magazines, work memos, schedules, and medical instructions. 2. In order to develop automatic recognition skills, learners who are preliterate or literate in a language with a non-Roman alphabet should be given opportunities to develop letter recognition and sound-symbol correspondence skills. This should not be done in isolation, but with familiar texts that they have practiced orally or heard before (Hood et al. , 1996). For example, learners can identify words that begin with a certain sound in a dialogue they know. Learners who are literate in their own language may find phonics instruction unproductive unless differences between their native language and English are pointed out. Spanish speakers, for example, need to know that the letter â€Å"a† can express more than one sound in English. Vocabulary development also plays a role in automaticity. In texts where vocabulary may not be familiar, teachers can introduce key vocabulary in prereading activities that focus on language awareness, such as finding synonyms, antonyms, derivatives, or associated words (Hood et al. , 1996). Modified cloze exercises, where examples of the target structure (e. g. , prepositions) are deleted from a text and learners fill in as many blanks as they can, are also helpful. 3. Using appropriate strategies for various reading tasks increases comprehension, but acquiring an array of strategies is a long and difficult process (Grabe, 1995). Nevertheless, such strategies as skimming for the main idea, scanning for specific information, predicting what a text is about or what will happen next, and making use of the context and illustrations to discover word meanings are critical for English language learners beyond the beginning level. 4. Prereading activities that introduce the text encourage learners to use their background knowledge (Eskey, 1997). Class members can brainstorm ideas about the meaning of a title or an illustration and discuss what they know. The teacher can highlight cultural assumptions inherent in the writing. Awareness of various text types and their styles (advertisements, recipes, editorials) is also helpful. 5. Evaluating texts for implicit values and assumptions is another important reading skill. Reading texts that present different opinions or different descriptions of the same situation help develop an awareness of how language reflects values (Hood et al. , 1996). Texts that present an issue without presenting a solution, such as â€Å"Dear Abby† letters (without the replies), can lead to discussion and writing about differing points of view (Auerbach, 1992). 6. Good readers expect to understand what they are reading. Therefore, texts should contain words and grammatical structures familiar to the learners (Eskey, 1997). However, it is not always easy to find texts that are both understandable and interesting for adult English language learners to read. Authentic reading material can often be found by the learners themselves, who have written pieces to share with each other. 7. Extensive reading for a sustained, uninterrupted period of time is not only valuable for developing vocabulary but is also an important way to develop reading proficiency and language acquisition in general (Grabe, 1991; Krashen, 1993). In class, learners can engage in Sustained Silent Reading (SSR) of materials they have chosen themselves. They can be encouraged to read outside of class by maintaining (and periodically turning in) reading logs that list what they have read and by making one- to three-minute oral presentations recommending a book, story, or article to their classmates (Dupuy, Tse, & Cook, 1996). Conclusion Much research has been concerned with first language reading and has generated many approaches to teaching reading. However, there is a growing body of literature on both foreign language academic reading and second language reading. All three areas contribute to the understanding of the reading process and have implications for instructional practice. Teachers who are aware of these reading approaches can tailor reading instruction to meet the needs and goals of English language learners. AN APPROACH TO A READING LESSON STAGE 1: Check understanding of ‘essential’ vocabulary. (Do you think it is necessary or desirable for your students to understand all the vocabulary) AIM: For students to understand the meaning of words essential to the completion of set tasks. STAGE 2: Establish interest in the topic through discussion based on the topic or prediction. AIM: To generate students’ interest in the topic of the text. (These two stages are necessary to prepare the students for the reading skills. ) STAGE 3: Set atleast two different reading tasks. Give the easier task(questions), first to build confidence. This would be task which require scan reading. AIM: For students to have practice in scan reading skills. STAGE 4: Provide a task.

Survival Skills

Emergency Planning Immediately after an emergency, essential services may be cut-off and local disaster relief and government responders may not be able to reach you right away. Even if they could reach you, knowing what to do to protect yourself and your household is essential. Creating a disaster plan One of the most important steps you can take in preparing for emergencies is to develop a household disaster plan. 1. Learn about the natural disasters that could occur in your community from your local emergency management office.Learn whether hazardous materials are produced, stored or transported near your area. Learn about possible consequences of deliberate acts of terror. Ask how to prepare for each potential emergency and how to respond. 2. Talk with employers and school officials about their emergency response plans. 3. Talk with your household about potential emergencies and how to respond to each. Talk about what you would need to do in an evacuation. 4. Post emergency telep hone numbers by telephones. Teach children how and when to call 100.Emergency planning for people with special needs If you have a disability or special need, you may have to take additional steps to protect yourself and your household in an emergency. If you know of friends or neighbors with special needs, help them with these extra precautions. Examples include:Hearing impaired, Mobility impaired, Non-English speaking people. 1. Create a network of neighbors, relatives, friends and co-workers to aid you in an emergency. Discuss your needs and make sure they know how to operate necessary equipment. 2.If you live in an apartment building, ask the management to mark accessible exits clearly and to make arrangements to help you evacuate the building. 3. Those who are not disabled should learn who in their neighborhood or building is disabled so that they may assist them during emergencies. Disaster Supply Kits You may need to survive on your own for three days or more. This means havi ng your own water, food and emergency supplies. Try using backpacks or duffel bags to keep the supplies together. A disaster supply kit with essential ood, water, and supplies for at least three days-this kit should be kept in a designated place and be ready to â€Å"grab and go† in case you have to leave your home quickly because of a disaster. You should also have a disaster supply kit at work. This should be in one container, ready to â€Å"grab and go† in case you have to evacuate the building. Water: the absolute necessity Stocking water reserves should be a top priority. Drinking water in emergency situations should not be rationed. Store water in thoroughly washed plastic, fiberglass or enamel lined metal containers. Food: preparing an emergency supply.Food items that you might consider including in your disaster supply kit include: ready-to-eat meats, fruits, and vegetables; canned or boxed juices, milk, and soup; high-energy foods like peanut butter, jelly, lo w-sodium crackers, granola bars, and trail mix; vitamins; foods for infants or persons on special diets; cookies, hard candy; instant coffee, cereals, and powdered milk. You may need to survive on your own after a disaster. Local officials and relief workers will be on the scene after a disaster, but they cannot reach everyone immediately. You could get help in hours, or it may take days.Basic services, such as electricity, gas, water, sewage treatment and telephones, may be cut off for days, even a week or longer. Or you may have to evacuate at a moment's notice and take essentials with you. You probably won't have the opportunity to shop or search for the supplies you'll need. Your household will cope best by preparing for disaster before it strikes. First aid supplies Assemble a first aid kit for your home and for each vehicle: It may be difficult to obtain prescription medications during a disaster because stores may be closed or supplies may be limited.Ask your physician or pha rmacist about storing prescription medications. Be sure they are stored to meet instructions on the label and be mindful of expirations dates -be sure to keep your stored medication up to date. Clothes and bedding One complete change of clothing and footwear for each household member. Shoes should be sturdy work shoes or boots. It is important for you to be ready, wherever you may be when disaster strikes. With the checklists above you can now put together an appropriate disaster supply kits for your household:A disaster supply kit kept in the home with supplies for at least three days; Although it is unlikely that food supplies would be cut off for as long as two weeks, consider storing additional water, food, clothing and bedding other supplies to expand your supply kit to last up to two weeks. A work place disaster supply kit. It is important to store a personal supply of water and food at work; you will not be able to rely on water fountains or coolers. Women who wear high-heels should be sure to have comfortable flat shoes at their workplace in case an evacuation require walking long distances. A car disaster supply kit.Keep a smaller disaster supply kit in the trunk of you car. If you become stranded or are not able to return home, having these items will help you be more comfortable until help arrives. Add items for sever winter weather during months when heave snow or icy roads are possible-salt, sand, shovels, and extra winter clothing, including hats and gloves. ————————————————- Navigation ————————————————- Survival situations are sometimes resolved by finding one's way to safety, or one may need to move to find a more suitable location to wait for rescue.The sources observe that to do either of these safely requires some navigat ion equipment and skills. Types of navigation include: ————————————————- Celestial navigation, using the sun and the night sky to locate the cardinal directions and to maintain course of travel ————————————————- Using a  map and compass  together, particularly a  topographic map  or  trail map. ————————————————- â€Å"Navigation by observation† of terrain features on a map or otherwise known ————————————————- Using a  GPS  receiver, if one is available. Survival Skills Emergency Planning Immediately after an emergency, essential services may be cut-off and local disaster relief and government responders may not be able to reach you right away. Even if they could reach you, knowing what to do to protect yourself and your household is essential. Creating a disaster plan One of the most important steps you can take in preparing for emergencies is to develop a household disaster plan. 1. Learn about the natural disasters that could occur in your community from your local emergency management office.Learn whether hazardous materials are produced, stored or transported near your area. Learn about possible consequences of deliberate acts of terror. Ask how to prepare for each potential emergency and how to respond. 2. Talk with employers and school officials about their emergency response plans. 3. Talk with your household about potential emergencies and how to respond to each. Talk about what you would need to do in an evacuation. 4. Post emergency telep hone numbers by telephones. Teach children how and when to call 100.Emergency planning for people with special needs If you have a disability or special need, you may have to take additional steps to protect yourself and your household in an emergency. If you know of friends or neighbors with special needs, help them with these extra precautions. Examples include:Hearing impaired, Mobility impaired, Non-English speaking people. 1. Create a network of neighbors, relatives, friends and co-workers to aid you in an emergency. Discuss your needs and make sure they know how to operate necessary equipment. 2.If you live in an apartment building, ask the management to mark accessible exits clearly and to make arrangements to help you evacuate the building. 3. Those who are not disabled should learn who in their neighborhood or building is disabled so that they may assist them during emergencies. Disaster Supply Kits You may need to survive on your own for three days or more. This means havi ng your own water, food and emergency supplies. Try using backpacks or duffel bags to keep the supplies together. A disaster supply kit with essential ood, water, and supplies for at least three days-this kit should be kept in a designated place and be ready to â€Å"grab and go† in case you have to leave your home quickly because of a disaster. You should also have a disaster supply kit at work. This should be in one container, ready to â€Å"grab and go† in case you have to evacuate the building. Water: the absolute necessity Stocking water reserves should be a top priority. Drinking water in emergency situations should not be rationed. Store water in thoroughly washed plastic, fiberglass or enamel lined metal containers. Food: preparing an emergency supply.Food items that you might consider including in your disaster supply kit include: ready-to-eat meats, fruits, and vegetables; canned or boxed juices, milk, and soup; high-energy foods like peanut butter, jelly, lo w-sodium crackers, granola bars, and trail mix; vitamins; foods for infants or persons on special diets; cookies, hard candy; instant coffee, cereals, and powdered milk. You may need to survive on your own after a disaster. Local officials and relief workers will be on the scene after a disaster, but they cannot reach everyone immediately. You could get help in hours, or it may take days.Basic services, such as electricity, gas, water, sewage treatment and telephones, may be cut off for days, even a week or longer. Or you may have to evacuate at a moment's notice and take essentials with you. You probably won't have the opportunity to shop or search for the supplies you'll need. Your household will cope best by preparing for disaster before it strikes. First aid supplies Assemble a first aid kit for your home and for each vehicle: It may be difficult to obtain prescription medications during a disaster because stores may be closed or supplies may be limited.Ask your physician or pha rmacist about storing prescription medications. Be sure they are stored to meet instructions on the label and be mindful of expirations dates -be sure to keep your stored medication up to date. Clothes and bedding One complete change of clothing and footwear for each household member. Shoes should be sturdy work shoes or boots. It is important for you to be ready, wherever you may be when disaster strikes. With the checklists above you can now put together an appropriate disaster supply kits for your household:A disaster supply kit kept in the home with supplies for at least three days; Although it is unlikely that food supplies would be cut off for as long as two weeks, consider storing additional water, food, clothing and bedding other supplies to expand your supply kit to last up to two weeks. A work place disaster supply kit. It is important to store a personal supply of water and food at work; you will not be able to rely on water fountains or coolers. Women who wear high-heels should be sure to have comfortable flat shoes at their workplace in case an evacuation require walking long distances. A car disaster supply kit.Keep a smaller disaster supply kit in the trunk of you car. If you become stranded or are not able to return home, having these items will help you be more comfortable until help arrives. Add items for sever winter weather during months when heave snow or icy roads are possible-salt, sand, shovels, and extra winter clothing, including hats and gloves. ————————————————- Navigation ————————————————- Survival situations are sometimes resolved by finding one's way to safety, or one may need to move to find a more suitable location to wait for rescue.The sources observe that to do either of these safely requires some navigat ion equipment and skills. Types of navigation include: ————————————————- Celestial navigation, using the sun and the night sky to locate the cardinal directions and to maintain course of travel ————————————————- Using a  map and compass  together, particularly a  topographic map  or  trail map. ————————————————- â€Å"Navigation by observation† of terrain features on a map or otherwise known ————————————————- Using a  GPS  receiver, if one is available.

Relationship Of Religious And Citizenship Education Education Essay

I have been asked to compose an essay critically analyzing the relationship of spiritual and citizenship instruction. I will measure whether both topics will help each other, or if one of them will be in danger, and devour one another. I will include the followers in my essay: the history of spiritual instruction and citizenship instruction. I will discourse, for and against statements on spiritual and citizenship instruction. I will demo some statistical and authorities studies ; on how good these lesson are making. I will advert some appropriate resources to be used in the schoolroom to learn these lessons. Furthermore more I am traveling to compose about the positions of those learning these topics in schools. Definitions of spiritual instruction Watson 1992 p.12 ‘Religion is particularly concerned with what one worships which is in bend connected with what one thinks one ought to be in awe of, experience low towards, fear, and so forth. Which are non concerned with any of them ‘ . Another definition of spiritual instruction Thompson and Watson 2006 p.65 ‘pupils are taught that faith involves: narratives ; belief ; rights and incorrect ; community ; rites ; feelings ‘ . These definitions suggest that spiritual instruction is linked to idolizing, esteeming other civilizations and beliefs, and cognizing right from incorrect. Religious instruction could besides halt racism in society, by kids cognizing about different beliefs of people. Broadbent and Brown study 2002 p.173 relate to the swann proposing that ‘bringing about a greater apprehension of diverseness of faiths nowadays in Britain today can besides therefore we believe play a major function in disputing and get the better ofing racism ‘ . In my sentiment spiritual instruction is to make with spiritual and moral values in different faiths or religions. Definitions of Citizenship Education ( the kink study 1998, p.9 ) ‘In the political tradition stemming from the Greek metropolis provinces and the Roman democracy, citizenship has meant engagement in public personal businesss by those who had the rights of citizens: to take portion in public argument and, straight or indirectly, in determining the Torahs and determinations of a province. Another definition of citizenship ( Collins 2008 p.1 ) ‘citizenship instruction is about assisting immature people to understand their rights and duties, to understand how society works, and to play an active function in society ‘ . A different definition of citizenship instruction ( Skelton, Francis and Smulyan 2006 p.286-287 ) ‘tends to intend that school pupils are taught about representative democracy and parliamentary political relations ‘ . From these definitions I can see that the chief countries that are involved in citizenship instruction are political relations and the individual ‘s function in society. On the other manus citizenship takes on more political point of position and it is more argument based. History of spiritual instruction started in 1811 when the national society promoted spiritual instruction, to supply instruction for the hapless kids in the established church schools. In the 1870 Education Act new schools were established, run by local governments with their course of study to include spiritual instruction. In 1931 a study was released called the Hadow study which fundamentally said that spiritual instruction is critical for larning. Thompson and Watson 2007 p.54 ‘the instruction of faith is at the bosom of all learning ‘ . There was a study written on secondary schools, in 1938 called the spens study which was stating, all kids need to be taught about faith. Thompson and Watson 2007 p.54 province that ‘no male child or miss can be counted as decently educated unless he or she has been made aware of the being of spiritual reading of life ‘ . The Education Act of 1944 required that all schools should supply ‘religious direction ‘ , while leting both instructors and parents on behalf of their kids the right to retreat. The Education Reform Act 1988 introduced the National Curriculum to schools in England and Wales. This gave the instructors a undertaking which was to educate kids about faith, the chief topic which is Christianity, depicting some of the other spiritual patterns and non teach them. Thompson and Watson 2007 p.54 mentioned that ‘religious instruction should reflect the fact the spiritual traditions of Great Britain are, in the chief, Christian whilst taking history of the other rule faiths represented in Great Britain ‘ . SACRE ‘s ( Standing Advisory Councils for R.E. ) chief responsibility is to rede the LEA on spiritual instruction to be taught in conformity with the Agreed Syllabus in Community and Voluntary Controlled schools. Agreed course of studies are developed out of the national guidelines contained in the non statutory national model for RE. The advantages of these are it provides guidelines for non specializers in RE besides it will help RE co-ordinators in planning every bit good as appraisal. Corporate Worship is lawfully required to take topographic point every school twenty-four hours, it is by and large accepted that Collective Worship, should supply students with infinite for contemplation and/or should be disputing. I think this is a critical portion of a school twenty-four hours because all staff and kids gather together in the hall, say prays, sing vocals besides they can make category assemblies on different festivals: Christmas, Diwali and Eid assemblies this will give cog nition to the kids and staff hearing. RE is non portion of the National Curriculum, but must be taught in schools by jurisprudence. By jurisprudence, all province schools must learn the topic RE, except to pupils withdrawn from categories by their parents. History of citizenship, in 1964 the Association for Teaching the Social Sciences ( ATSS ) was founded at the Institute of Education, University of London, which was to advance societal scientific discipline learning in schools. The topics included in this were sociology, economic sciences and political scientific discipline. During this clip Bernard Crick was interested in discoursing ways of acquiring political relations in secondary instruction and the benefits of this for the students. Cairns, Gardner and Lawton 2004 p.11 have looked at this farther ‘At some phase all immature people. . . should derive some consciousness of what political relations is approximately. Crick subsequently became active in a course of study undertaking financed by the Hansard Society called the Programme for Political Literacy that produced a study Political Education and Political Literacy ( Hansard, 1978 ) ‘ . Due to a alteration in authorities at that clip prevented this study from being published and we could hold seen citizenship instruction in the course of study. Cairns, Gardner and Lawton 2004 p.11 ‘unfortunately, the alteration of authorities in 1979 prevented any immediate action: most Conservatives were so leery of political instruction – ‘citizenship instruction ‘ might hold been more acceptable ‘ . In the 1990 ‘s there was a concern over deficiency of involvement towards political relations by the young person, so the authorities had to step in and make something to work out this job. They introduced citizenship instruction to give kids more consciousness of political activities. Some statistical information, demoing grounds for why first clip electors, do non vote during elections. The Crick study 1998, p.15 ‘A MORI study for the News of the World in March 1997 on first-time electors found that 28 per cent said they would non vote or were improbable to, 55 per cent said that they were non interested or could non be bothered, 17 per cent said that it would non do any difference, and 10 per cent said they did non swear any politicians ‘ . I agree with this statement that people do n't vote. Not many immature people vote, to be honest I have n't voted myself. The lone people whom ballot are the older coevals. The importance of spiritual instruction is that it will assist kids, to larn about different civilizations e.g. what different people belief and their manner of life. Learning about God, how he helps and the kids ‘s ain perceptual experience on life. RE Non statutory model, 2004, p.7 ) ‘provokes ambitious inquiries about the ultimate significance and intent of life, beliefs about God, the ego and the nature of world, issues of right and incorrect and what it means to be human. It develops students ‘ cognition and apprehension of Christianity, other chief faiths, other spiritual traditions and other universe positions that offer replies to inquiries such as these. It offers chances for personal contemplation and religious development. It enhances students ‘ consciousness and apprehension of faiths and beliefs, instructions, patterns and signifiers of look, every bit good as of the influence of faith on persons, households, communities and civilizations ‘ . All these values will do a individual good and caring in society ; cognize what is right and incorrect such as ; drug dealing is incorrect. If people learn these values, it will profit the society, by doing it a safer topographic point to populate in, without offense. The intent of citizenship instruction in schools is critical because, the kids can larn about political relations, rights the kids are entitled to such as the right to instruction and how to be a good citizen in society. The crick study 1998, p.40 examined the benefits of citizenship instruction ‘in schools and colleges is to do secure and to increase the cognition, accomplishments and values relevant to the nature and patterns of participative democracy ; besides to heighten the consciousness of rights and responsibilities, and the sense of duties needed for the development of students into active citizens ; and in so making to set up the value to persons, schools and society of engagement in the local and wider community ‘ . The three chief strands of survey in citizenship suggested by Bernard kink in his crick study are as follows: foremost Social and moral duty – Children larning from the really get downing assurance and socially and morally responsible behavio r both in and beyond the schoolroom, both towards those in authorization and towards each other ( this is an indispensable pre-condition for citizenship ) . Secondly Community engagement – Students larning about and going helpfully involved in the life and concerns of their communities, including larning through community engagement and service to the community. Third Political literacy – Students larning approximately and how to do themselves effectual in public life through cognition, accomplishments and values. The authorities published the National model on Religious Education in October 2004 but it is non-statutory. It encourages schools to learn students about Christianity and the five other major faiths represented in the state. I think this is a good model for RE because it will assist instructors to learn RE to pupils, furthermore it will give them guidelines in learning this topic ; along with giving them thoughts to what to learn. It is non a compulsory model so it is n't extra work for instructors to include in their planning. The Crick study outlined the principle and indispensable purposes of instruction for citizenship ( QCA 1998 ) . The crick Report 1998, p.13 provinces that it is a â€Å" critical and distinguishable statutory portion of the course of study, an entitlement for all students in its ain right†¦ Citizenship instruction can be enhanced by and do important parts to – every bit good as draw upon – other topics and facets of the course of study. † In the Crick Report ( 1998 ) there is merely a brief reference of RE and how it can be used to research moral and societal concerns. There has been some unfavorable judgment on the crick study this has been examined by Faulks,2006, p.60 suggest that ‘The chief failings of the Crick Report can be understood in footings of its abstract construct of citizenship. The Crick Report fails, in peculiar, to give due consideration to the institutional and societal constructions that form the context of citizenship and which, if ignored, must needfully restrict the effectual bringing of an inclusive citizenship instruction ‘ . In August 2002 primary schools citizenship instruction, is non statutory but it is still taught in primary schools. However for secondary schools citizenship instruction is statutory for Key Stage 3 and 4. This is a separate topic to PSHE. It besides has its ain capable content of survey farther more current appraisal at Key phase 4 GCSE short class. In September 2009 citizenship will be a full GCSE and A degree to be introduced. But alterations in new primary course of study will be statutory in 2011. Their will be a capable similar to citizenship instruction in the course of study. The name of this topic will be Historical, geographical and societal apprehension. This will be influential for citizenship in secondary course of study, because the students will hold more understanding of citizenship instruction. QCA provinces that ‘helping kids make sense of our topographic point in the universe and is cardinal to their development as informed, active and responsible citizens. T hey see how societies are organised and shaped by people ‘s values and actions, and how communities can populate and work together ‘ . Ofsted 2005-2006 found that ‘RE no longer stands out as a topic giving cause for concern in footings of instruction, larning and accomplishment. At Key Stages 3 and 4 one in five schools have raised students ‘ accomplishment from satisfactory to good and at Key Stage 4 RE is the 3rd most improved topic in footings of instruction and larning ‘ This is really good statement for spiritual instruction instructors because the betterment of RE will assist spiritual instruction to remain in instruction. On the other manus the instruction of citizenship is bettering, and there are now better chances for preparation, but in about 25 % of schools inspected in 2005/06 the proviso was found to be unequal. Many schools have non yet implemented full programmes of citizenship across Key Stages 3 and 4, and that misconceptions remain about what should be included in citizenship instruction. Ofsted 2005 – 2006 Religious instruction can be taught in a figure of ways such as, the spiritual surveies approach which is to make with assisting kids to understand a scope of spiritual positions and to hold an apprehension for them. Another attack that is used in schools is ethical and religious attack, which is referred to as the survey of moral development. Activities you can make with spiritual instruction: storytelling about God, taking pupils to different topographic points worship. Activities you may see set about on this subject: comparing the differences and similarities between different topographic points of worship, discourse something from pupils ain experience that relates to being inside a particular, holy topographic point, and ask pupils to bring forth a short questionnaire or set of interview inquiries to be used during the visit. Citizenship can be taught in a figure of ways depending on the school cross curricular activity, suspended timetable yearss, coach or tutorial times, distinct lessons combination of all. Activities you can make with kids ‘s during citizenship lessons ; arguments on current issues, a choice of newspaper articles can be examined, people who can assist us the chief activity the kids can pull a image of themselves and make a insight authorship who helps them. The trade game this is where kids represent different members of the community for illustration mill worker and foremans and so forth so you will be given a budget and you need to happen ways on apportioning the money. Political election this can be done by the instructor explicating how local and national elections take topographic point, explain the democracy in this state so you choose three or more persons to stand for the chief political parties so these kids will make a address for the category. Resources are available f or learning citizenship instruction, they have been given the resources but they do non utilize them really good. ( Ofsted 2006, p.37 ) province that ‘citizenship has good resources in copiousness, but frequently they are non used ‘ . Arguments for spiritual instruction, holding good apprehension of spiritual instruction and cognize equal sum of information, about all the different faiths. Furthermore kids who want to larn about the different faiths for RE. Ofsted, 2006-2007, p.80 provinces that ‘Pupils in the schools visited understood better the significance of faith in people ‘s lives than has been the instance in the yesteryear ‘ . Arguments against RE is that the staff at schools do non learn the topics in relation to politically prosecuting the modern universe. Ofsted 2006-2007 p.80 ‘the course of study and instruction in RE did non put sufficient accent on researching the altering political and societal significance of faith in the modern universe. As a consequence, the topic ‘s possible to lend to community coherence, instruction for diverseness and citizenship was non being to the full realised ‘ . Arguments for citizenship instruction the kids can derive cognition of h ow to be good a citizen in society. Arguments against the citizenship instruction, it will be excess work for the school and staff to make be aftering for the topic. Besides some instructors do n't hold adequate cognition on this lesson to present to kids. So they will necessitate to travel preparation to develop their accomplishments on citizenship. There will be arguments on execution of citizenship instruction, how you are traveling to learn citizenship because, the course of study is overloaded and other topics may be dropped to do clip for this lesson. The chief argument environing this will be who ‘s traveling to learn the topic in schools. Ofsted 2010 p.18-19 suggests that the failings in citizenship instruction include ‘weakness in instructor capable cognition ; hapless planning, misconstruing about the topographic point of citizenship in the course of study ‘ . Another failing found in the study ‘weak capable cognition ; usage of inappropriate learni ng methods ‘ . Another factor that affects citizenship instruction was ‘lack of understanding and assurance to learn citizenship ‘ . The positions of those learning spiritual instruction are that the adding another lesson such as citizenship in the course of study, will give less clip for spiritual instruction to be taught to pupils this is backed up by Broadbent and Brown 2002 p.174 ‘concerns expressed by instructors of spiritual instruction that the inclusion of distinct lessons of PSHE and citizenship instruction might badly infringe upon curriculum clip hitherto allotted to RE ‘ . Citizenship instruction will non consequence the position spiritual instruction in the course of study this was back up by David Blunkett who stated ‘religious instruction ‘s place in the course of study would stay unchanged ( Watson 2004, p.260 ) . The positions of those learning citizenship in schools they think that it is of import for kids to understand and esteem themselves and others. Trusting others and have high ego assurance when making treatments or arguments. Worried it could turn into a civic lesso n. Some wanted citizenship to replace spiritual instruction because we can learn these values in citizenship of being a good citizen in society. The other side of the argument could be acquiring rid of spiritual instruction for citizenship instruction. Watson, 2004, p.260 provinces that ‘the replacing of spiritual instruction with citizenship instruction in province schools ‘ . In decision I believe that schools should learn more, spiritual instruction to pupils because the kids will be more cognizant and have relevant cognition about other civilizations around the universe. I think both topics should remain in the course of study because they both have benefits in kids ‘s instruction, such as citizenship will learn the political side of the position point and about society. On the other manus spiritual instruction will learn kids how to esteem other civilizations. They both work in favor of each other because they can learn different things to kids. Watson 2004, p.267 argues that ‘religious instruction, by enabling students to meet different religions and each other through duologue, makes critical part to citizenship instruction while educating for citizenship in its ain right by developing apprehension of our society and peculiar parts spiritual argument can do to the development of the active citizen ‘ .

Family exposure to a toxin Essay Example | Topics and Well Written Essays - 500 words

Family exposure to a toxin - Essay Example Consequently, they had to be given medications differently. The daughter was the first to show the signs of toxicity by vomiting. She also started complaining about headache, rashes on her skin and trouble in breathing. The daughter was the first to show the signs because of her age. Studies show that children and elderly are more susceptible to toxins compared to other people (Kacew & Lee, 2013). The situation is attributed to their consumption of many calories and poor eating habits compared to adults. The factors increase their exposure to chemicals. In addition, they are more vulnerable to toxins because of their lower immunity systems. Apart from age and nutrition, the daughter was more vulnerable because of her gender. Studies show that women absorb chemicals differently. In case a man and a woman take the same amount to toxin, a woman is more likely to have higher concentration of toxins in their blood. Enzymes that metabolize toxins in females are less active. As a result, a larger amount of ingested toxins enter the blood system (Na tional Institute of Health, 2013). The second person to start showing the symptoms was Christine. She showed the same signs as her daughter. However, unlike her daughter, she fainted. She started showing the signs after her daughter because of her age. It is noteworthy that a person of her age has a stronger immunity system compared to children (Kacew & Lee, 2013). She was more vulnerable than her husband because of their gender differences. As explained earlier, females are more susceptible to toxins that males. In addition, the toxin was stronger on her because of her health condition. Her immune system is weaker compared to her husband because she is diabetic (National Institute of Health, 2013). It explains why she fainted. The symptoms could have been worse if she had a poor nutritional habit like her daughter. She avoids eating fast foods and she is a

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Ethical Concerns in Health Care Disparities - Research Paper Example The U.S. policy makers had been vigilant in seeking resolutions to address issues on health care disparities in order to uphold justice and respect to the people. This paper presents the general concepts about health care disparities, focusing on the issues concerning ethics raised commonly raised by the people, as well as on the management of these issues that confronts the health care system of the U.S. First, it is important to convey a unanimous thought of the commonly used terms in this study. According to the Agency of Healthcare Research and Quality (2011), â€Å"health care seeks to prevent, diagnose, and treat disease and to improve the physical and mental well-being of all Americans.† In the 2003 National Healthcare Disparities Report, â€Å"disparity† means â€Å"the condition or fact of being unequal, as in age, rank, or degree†, synonymous with the word inequality, unlikeness, disproportion, and difference. It shall be noted that â€Å"health dispar ities† and â€Å"health care disparities† are two different terms, though both have close association in concept (Agency for Healthcare Research and Quality 2004). ... favorable health conditions that exist among specific population groups, including racial and ethnic minority groups† (American Society of Clinical Oncology 2009). Health care disparities, on the other hand, refers to â€Å"different people’s access to insurance, preventive services, and medical care or lack thereof,† while health status disparities refers to â€Å"the individual differences in disease prevalence, habits, and risks factors between various races and ethnicities† (National Business Group on Health 2011, p. 5). Differences in race are base on the physical (such as skin color, facial features, etc.) and genetic aspects among subgroups while differences in ethnicity consider the subgroups’ cultural, religious, political, and socioeconomic variables (Tobin 2010). The four major ethnic/racial groups frequently noted in literatures are the African Americans, Hispanics, Native Americans, and Asian Pacific Islander, and together with the poor, the mentally retarded, and the immigrants, these groups have experienced unequal burdens in health and health care observed from high morbidity and mortality rates (Baldwin 2003). To delimit the broad scope of disparities in health, this study focuses on health care disparities, per se, more specifically on the issues of ethical concerns. Furthermore, the World Health Organization or WHO (2011) presented the determinants of health that affect the individual or the community’s healthy status and these include: (1) the social and economic environment (income, culture, social status); (2) education; (3) physical environment; (4) social support networks; (5) health services; and (6) the person’s individual characteristics (genetic, gender) and behavior (lifestyle, exercise, eating patterns). Evidence showing the

Critique for "the piano lesson" play at stagehouse theatre Essay - 1

Critique for "the piano lesson" play at stagehouse theatre at grossmont college - Essay Example In The Piano Lesson, Esther Skandunas provides the costume design. Danielle Dudley sets the stage for the play. The stage manager is Aimee-Marie Holland. On the stage is an antique piano directly under an ancient painting. A stool covered with an old tablecloth stands in front of the piano. A sofa faces the audience just behind the piano. There is a kitchen and a wall clock hung above the cabinet. In the center of the stage are dining chairs and a table. On the table are four glasses with whisky. A staircase leads to an upper room. The piano is the major prop located in a place from where we refer all other items. It is the artifact in which all the family history is enshrined. The setting was in the 1930s. The piano is customized with the curving of the owner which indicates a strong connection of this item and the central theme. This arrangement of the stage suffices all the activities in the play that convey different themes. Some of the ideas are not well displayed in the stage design applied. Superstition is a theme in this play. We expect the stage to be equipped with props that suit this theme like caskets or smoke emanating from one corner of the stage. The lighting design was provided by Craig Everett. It is partly produced by a bulb hanging from the ceiling of the stage emitting yellow light. Blue light comes from a bulb directly above the audience. The lighting patterns in this stage help emphasize the theme. Supernatural powers apparent in this play are illustrated by the blue light that is visible even outside the room. All the scenes were lit all the time. If the stage was darkened at times when the spirits were say talking, the show could be livelier and express some fears in the audience at the thought of ghosts’ visitation. The question of Family history is well captured in the play. The piano is a family souvenir that reminds it of its historical legacy. Two characters, particularly bring out the issue of historical legacy, and

The Role Of Cultural Policy On Organisational Management Dissertation

The Role Of Cultural Policy On Organisational Management - Dissertation Example The study will seek to determine the effects of cultural policy within an organization. The utilization of an exploratory design enables the research to conduct research and gather raw information from the identified sources. This will be fundamental in opening up the direction for further research within the field by other researchers. Different data collection methods will be utilized in collecting qualitative data, which will be utilized in making recommendations within the research. Primary data will be collected through interviews and questionnaires sent to individuals who will be selected through the utilization of random sampling methods. These questionnaires will contain both closed and open-ended questions which will be utilized in the collection of qualitative data. Secondary data will be collected from existing literature and published material from research conducted by other researchers within the same field of study. This information will be fundamental in providing gui delines for establishing the findings of the research. Qualitative approaches to data analysis will be utilized in seeking to analyze the collected data. Iteration will be continuously utilized during the data collection period in seeking to ensure the analysis process becomes simplified and reduce the data analysis time. After the interim data analysis, memoing of the data contained within the filled questionnaire will be performed in seeking to summarise the information contained within the data.

Academic Discourse Community Rhetorical Analysis Essay

Academic Discourse Community Rhetorical Analysis - Essay Example and they are promising three alternative choice design packages, each comprising â€Å"of a multi-faceted approach to slow precipitation runoff and enhance soil infiltration†. They have included the imminent challenges they predict and the appropriate design budget. The proposal outlines the entire project execution framework including a Gantt schedule and appendices defining the team profile and other miscellaneous project details. Massachusetts Institute of Technology (MIT). â€Å"New ultrastiff, ultralight material developed†. ScienceDaily, ScienceDaily. 19 July 2014. Web. 15 July 2014. A group of researchers have applied the construction model of the Eiffel tower to create extremely light and stiff materials. The Eiffel tower achieves its strength from its geometric model. Researchers have managed top microscale this concept using 3-D printing in a process called projection microstereolithography. Normally stiffness and strength reduce as density reduces, but these researchers are claiming that by employing the â€Å"right mathematical ly determined structures to direct and distribute the load† light structures can maintain their strength. The researchers tested aerogel (glass foam) and found that its mechanical strength compared with that of solid rubber and increased by 400times while compared to objects of similar density. This means that this sample can support 160000 its weight. They have achieved similar results in other tests involving metal, ceramic and polymer. This development is useful for installations requiring light and strong materials like space structures. They can also be used for sound and elasticity solutions because they conduct sound. Shaikh, Asif, P., et al. Groundwater Recharge by Waste Water. Civil Engineering Portal. n. d.: 1-10. Web. 15 July 2014. A team of four civil engineering professors at the University of Pune presented this report on their research project regarding recharging of ground water by waste water. Using

Character & Theme in Mary Shelley's Frankenstein Essay

Character & Theme in Mary Shelley's Frankenstein - Essay Example So, the intriguing plot development begins in the Arctic Circle as the symbol of mystery and unpredictability. The time when the novel was written was that of rapid scientific explorations. As well as many other young men, Victor Frankenstein was fond of natural scientific researches and decided to devote himself to the science. But he did not just scientific experiments, but he decided to transform living substance from the dead one! Victor Frankenstein's explorations were based on medieval alchemists' researches which tried to prove that resuscitation is possible and a human being can be immortal. Alchemists provided such experiments but nevertheless their dream wasn't realized. But the people's dream of resuscitation and transformation of lifeless substance was and is still survived, and this aspiration is eloquently reflected in Mary Shelley's Frankenstein. In the spirit of Enlightenment, Victor Frankenstein tried to explore the human nature. He was sure that scientific reason can surpass God, and he made his supernatural experiments intending to bring scientific benefit to the mankind. The spirit of Enlightenment appealed liberty, including human liberty from God, and Frankenstein wanted to realise this idea, but he transformed this idea into the idea of artificial intelligence. It was a popular philosophical idea, and it still survives today, in our century of genetic engineering. But that time Victor Frankenstein used less effective scientific methods than we do today: he used electricity. Experiments with electricity were very popular in the 18th and the 19th century, and many scientists tried to apply it in many realms, including medicine. The experiments with electricity were widely used in medicine as the demonstration showing that frog leg can jolt under the influence of electricity - Victor Frankenstein decided to use this technology for resuscitation. He imagined himself as a great scientist who is able to surpass God and create new life using scientific methods: "So much has been done, exclaimed the soul of Frankenstein--more, far more, will I achieve; t reading in the steps already marked, I will pioneer a new way, explore unknown powers, and unfold to the world the deepest mysteries of creation" (Chapter 3). In Mary Shelley's Frankenstein the old idea of aspiration of man superiority over nature is clearly visible. Alchemists and different scientific experimenters always aspired to surpass nature and place a man over nature, and they didn't reflect possible consequences. Victor Frankenstein realised the danger, nevertheless he went on. But later he found that his creature is not as ideal as he had planned. The monster was ugly, and nobody could see it without fear, and even his creator couldn't look at him without fear: "I had gazed on him while unfinished; he was ugly then, but when those muscles and joints were rendered capable of motion, it became a thing such as even Dante could not have conceived" (Chapter 5). What was Victor's purpose to create his monster It was an ambition of a man who tried to use his experiments to demonstrate the power of science and the power of humans over nature. Victor internalized his monster, and then

Theoretical Dimension Involving Criminal Behavior Research Paper

Theoretical Dimension Involving Criminal Behavior - Research Paper Example Academic stakeholders started gaining interest in the connection between psychology and law after the World War II was over. During the period of 1960s, various psychologists were called upon in various criminal and civil cases to help with the cognitive side of the cases (Ogloff, 1996). By 1980s, psychology was applied to law, and students started taking courses and training in the field of psychology of law (Ogloff, 1996). Today, criminology and psychology are taught together in formal and professional educational settings, and various theories explaining why criminals perform criminal activities are taught to students and professionals. Body Among the various theories that examine why individuals perform criminal activities, the choice theory is the most commonly used. Choice theory was created by Dr, William Glasser; according to him, the decision of an individual to commit a crime is made in a rational way (Glasser, 2011, p.224). The theory further suggests that there are severa l reasons due to which one acts in a deviant manner; these reasons includes greediness, desire, rage, envy, suspicion, excitement and pride. The base of the theory of choice is the classical school of criminology, which states that an individual is not restricted, and whether to select a criminal path or a socially acceptable path is his or her own free choice. The classical school of criminology has even suggested a way to counter crime – fear of punishment can help prevent criminals from performing criminal activities (Glasser, 2011). The theory of choice categorizes criminal behavior into three different types. The first type is the rational actor; this means that a criminal makes his or her own decision whether or not to commit a crime, and he or she can be stopped through fear of punishments. The second reason due to which an individual commits a crime is because of his or her inner drives and the environment he or she lives in. The best possible way to counter this kind of criminal is to change the environment in which he or she is situated. The last kind of criminal is the one who has been abused or has been a victim of a crime; this kind of criminal can be controlled with the aid of rules and regulations. Criminology is even associated with personality; Eysenck, a psychologist from Britain, is highly recognized for producing a theory that connects criminal behavior with the individual’s personality. He suggested that an individual performs criminal behavior because of the communication between that individual’s environment and his cognitive system (Raine, 1993). This theorist has focused on the predispositions related to criminal activities available in the genes of an individual. People who are in favor of this theory share a common belief that individuals have distinct mental processes. When these processes interact with a particular stimulus, individuals end up acting in a deviant way. This theory has not signaled that an indivi dual is born with criminal-like qualities; this theory rather suggests that only when the neurobiological processes of individuals interact with a certain environment do individuals act in a deviant manner. The study conducted by Eysenck further proved that individuals who exhibit a lower level of extraversion have a tendency of getting angry quickly, acting in an aggressive manner, and are not reliable (Raine, 1993). He even stated that individuals categorized as extraverts tend to experience increased levels of excitement, which

Please write a thoughtful response to one or more of the readings Essay

Please write a thoughtful response to one or more of the readings - Essay Example When the swordfish started attacking and killing the people of Singapore, Sultan Padouka Sri Maharadja became utterly devastated and hopeless. He did not know how to stop the mysterious swordfish attack. His first response was to use his soldiers as barricades against the attacking swordfishes. But this strategy seems so inhumane. So a young boy suggested using banana trees as barricades. The sultan accepted the suggestion and it proved to be a wise decision. The swordfishes attacked the banana trunks, and because these trunks were solid the people were eventually protected from the swordfishes’ deadly attacks. Fortunately, the swordfishes were not merely stopped, but their long snouts were also stuck in the banana trunks. The numerous swordfishes that were caught provided food for the people. On the surface, the story seems to promote wisdom and cooperation. The swordfish attack was successfully halted due to a young boy’s wisdom and the people’s cooperation. However, the story has an underlying moral message: valuing nature and other creatures of the earth. Asians, especially ethnic groups, are environmentalists by heart. The story expresses resistance to irresponsible fishing. The angry swordfishes symbolize how nature would take revenge if people do not change their attitude toward other creatures of the planet. It shows that the damages we do to the environment will return to us tenfold; it could be even lethal. The young boy’s suggestion, on the other hand, symbolizes effective ways of taking care of the environment. Our concern for the environment will definitely pay off in the end, just like how the swordfishes became a constant food supply for the people of Singapore. The second story, Kancil and Sang Buwaya, is a fable about wisdom, or, more specifically, shrewdness. Kancil, a mouse deer, usually goes to the river to drink. However, Sang Buwaya, a crocodile, wants to eat Kancil. And so the poor mouse deer has to

Good Practice in Handling Information Essay Example for Free

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Creation of an Online Prescence

Creation of an Online Prescence Scenario Assignment No 1 of 1- Sit 1 As an IT administrator for ACS (Awesome Clothing Store), you are responsible for the companys infrastructure including its online presence. The company has commissioned a new website in order to improve their revenue and reach a higher segment of customers. The developers have delivered the code and database for the website and you are now responsible for bringing it online as well as perform maintenance and adding any additional features that might be required in the future. The website has been developed in PHP and MySQL as well as other technologies such as HTML, CSS and JavaScript. Please refer to Appendix A for an explanation of the files that you will be given. You are required to prepare a preliminary report which includes your opinion, and diagrams with appropriate reasons. Following are the questions that you need to answer to achieve the criteria set. Task 1 Deploying an Application under a PHP Environment (P1.1, P1.2, M1, D1) The application must be deployed on the web. Explain what is required in terms of hosting services for your application to work correctly. Support your answer by mentioning a number of hosting services that you can choose, select the best one and justify your answer. Illustrate the difference between client-side scripting and server-side scripting supporting your answers with practical examples used in the application. P1.1 Explain the methods and techniques required to host a website. In your answer make reference to registering a domain name and the need to host the websites files online. Registering a domain in a jurisdiction is the first step   popular domain are after the .com are .tv (Tuvalu) .me Montenegro one of the most or the most popular domain registering broker is GoDaddy its vital to select the right domain name so youll ensure that site reaches more hits. 1.Planning and evaluating the best possible route. The site will consist of series of files, so we will need the capacity for files. We can either host them on a local web server or a cloud web server such as AWS. 2.We need to evaluate all the avail webhosting services and come up with the moist suitable 3Various companies such as godaddy offer domain checker, they can also provide an alternative domain after successfully finishing the registration procedure including WHOIS database assign, where the webmaster information us made public or set in private mode. 4.  Ã‚  Ã‚   Once We have registered we can use the appropriate tools to upload the content. P1.2 Evaluate the different types of hosting offered by web host providers. Elaborate in detail on at least 2 hosting services and give examples of actual hosting companies offering these packages. For testing and development purposes, deploy the given application and database to a local server such as XAMPP. Currently on the market various webhosting solutions are available there is: Complimentary Hosting Shared Hosting Virtual Hosting Dedicated Hosting Collocated Hosting Complimentary Hosting Complimentary web hosting is ideal for small pages with low traffic, and not for corporate or business use. Such service include various adds and pop-ups and with limited or no support. The Good points in free hosting sen/ices are: Free Ideal for personal websites Ideal to learn on them The Bad points in free hosting services are: -Usually you cannot choose your own domain -Few, limited or no software options -Limited security options -Limited or no database support -Limited technical support -Lack of professionalism -Advertisements As we can see, there are a lot of cons in going to free hosting, however one has to see his need. Shared hosting is very cost effective. With shared hosting, your web site gets its own domain name, and is hosted on a powerful server along with other web sites. Shared solutions often offer multiple software solutions like e-mail, database, and different editing options. Normal technical support tends to be good. This is recommended for the small businesses. The Good points in virtual hosting services are: Low Cost. The cost is usually shared with others. Ideal for small business Multiple Software options You can have your own domain Normal support is quite good. Negative   points with virtual hosting services are: Limited security due to shared resources Limited traffic volume Limited support Dedicated hosting On dedicated hosting, web site is hosted on Its ideal for high demand traffic and sites. One should expect dedicated hosting to be high avail bile and more secure, with various platform solutions. M1 Explain how effective judgments have been made by suggesting which hosting package is most suitable for this scenario and elaborate in detail why a specific hosting package was chosen over another. Due to the limitation of of our solution For our online clothing website, We can opt to host our own resources, a solution that with we need to procure for resources, where can come result in isses from from ISP or owned   hardware. We can also opt shared hosting. Where it is more feasible option since it includes load balancer, uptime guarantee redundancy site, SLA and higher avability. For this option, we can partner with amazon AWS AWS offers a perfect solution for our goal because most of the backend administration is done automatically various geolocation data centres which translates in faster browsing speed, they offer some tools to write and store our website and they guarantee 99.9% uptime. 99.9% uptime means that we can afford 1 min 15secs downtime daily or 7 hours 33min 66 seconds yearly. Although that seems a lot, hen breakdown the expense, Its more than acceptable for an online fashion store . Of course, the nature of the business is online and the time it makes offline means loss of money, however, taking everything into consideration, we can say this package is the best we can use. Other packages such as GoDaddy or hosting our own server are too expensive for our purpose. GoDaddy, for instance, offers a 247 support to its dedicated hosting. They also 99.9% network uptime, the price will shoot up to â‚ ¬88 a month compared with the AWS which is just â‚ ¬47 a month. Show that conclusions have been arrived at through synthesis of ideas and have been justified by analysing: 1. How the hosting services will make your PHP application work correctly on the web. 2. Evaluate in detail the difference between client-side scripting and server-side scripting by giving practical examples from the application. XAMPP is the tool that is going to be used for our site. After we build the site design and make it available online we are required to create a hosting account, where we decided to make it with on AWS. Then with filezilla (ftp) we need to upload the content to our website. Web Tools such as Dreamweaver have a build in FTP, and one can upload the changes immediately. When upload is completed, one must preview the project for a UAT (user acceptance test). AWS has this functionality and one can find it by clicking web hosting, next to the hosting account that we want to use Server side Scenario The server-side scenario uses a scripting tool on a web server. A users request is triggred directly on a web server to create dynamic HTML files. These files are sent to the client browser. It is usually supplies interactive sites that integrates with databases or other data API. Clients scenario Client usually triggers scripts via browsers. This will be processes on the clients side. The source code is downloaded from the web server to the clients computer through the web browser Scripting language tools should be enabled to perform this operation. This might also create a security threat loophole, with various warning messages being displayed on clients browser. P1.3 Explain the legal requirements of hosting an online website. Once successfully uploaded there is a whole legal framework to be followed. 1.Company Information 2.Web Accessibility and the Disability Discrimination Act 3.The Data Protection Act 4.Consumer Protection (Distance Selling) Regulations 5.Electronic Commerce Regulations (EC Directive) 6.PCIDSS 7.The EU Anti-Spam Laws 8.The EU Cookie Directive 9.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Legal information such as trading licence vat, numbers etc.

Ethics Religion And Sustainable Production Case Study Marketing Essay

Ethics Religion And Sustainable Production Case Study Marketing Essay The introduction of Fair Trade has indeed encouraged many businesses in building an efficient ethical supply chain which involves applying strict measures that comprises of identifying, forming and maintaining good supplier relationship with both upstream and upstream. It is important that companies build a viable ethical supply chain as well encourage good working condition in accordance to existing labor laws in other improve brand image and build a strong reputation as well as contribute to sustainable development. In todays business world, building ethical supply chains is extremely essential as it also comes with a lot of benefits attached to the practice. In an article by (Michael R. Levin and Richard J. Cellini, 2008) Consumers, investors, business partners, regulators, and media organizations now expect a company and its entire supply chain to be ethical. The world is becoming a global marketplace and companies must ensure that they have morally strong brand image and create a well trusted supply chain so as to add value not only to their brand but to their image in general, with the wide spread of internet and effective communication consumers are becoming aware of what is actually involve in production and distribution of goods and services. With the increasing rate of climate change people are becoming more conscious of how to care for the environment and the ways of how resources are being exploited. Interestingly, in these recent economic downturns big multinationals companies such as Kraft, Nestle and Starbucks have all managed to form strategic partnership with Rainforest Alliance for Ethical Sourcing of Coffee beans, according to (IGD.com, 2009) Kraft started working with Rainforest Alliance to show support as part of their contribution towards sustainability and helping the environment, shortly after gaining great experience Kraft successfully expanded more work with Rainforest Alliance and included other brands and with this, a total of 150,000 farmers benefited by gaining improved working conditions and better wages, they also helped to protect 70,000 acres of coffee farmland and helped protect rainforest plant and animal species as reported by (IGD.com, 2009) Nestle announced in 2005 to support sourcing its coffee beans ethically after bagging the title in the UK of being the most unethical company and partly responsible for driving down prices of coffee beans at the expense of poor small farmers, they decided to make a serious commitment to support Fair trade and fight poverty, invest in community projects such as improving schools and clinics, providing clean water and repairing roads. Fair Trade label is particularly strong and popular in the United Kingdom, The United States Starbucks made a pledge to make all of its popular espresso brand Fair Trade by the end of 2009 on the other hand, Nestlà © who happens to be a bigger brand with numerous has also join the bandwagon and made commitment to the mass consumer market like its number one rival Kraft, whose brands such as Maxwell house and Kenco has made sure all its coffee beans are from Rainforest Alliance certified farms. (Russell, 2009) Starbucks made a commitment to ethical sourcing in 2009, and has become one of the largest buyers of fair-trade coffee, they also made a decision to have 100% of its coffee certified or verified by an independent third party, such as TransFair USA. To show their commitment to the sustainability, they have planned to invest in communities by doubling loans to farmers by 2015. According to Starbucks, (starbucks.co.uk, 2011)responsibly grown, ethically traded coffee means working with farmers to produce coffee in ways that help provide benefits to their business, their communities and the environment. This falls in line with the Fair Trade objectives, which states that, coffee bean growers should be adequately compensated for their harvest. In addition, Fair Trades primary objectives is ensure that its sets standards for farmers organizations and labor are adhered to by all, they also work in the interest of small-scale producers and help them work in an organized manner, such as in a co-op and make sure all decisions are made democratically and not influenced. In Fair Trade, the farmers are allowed to form unions. While in the Rainforest Alliances standard, they do not get involved with the cooperation of farm workers, and are somewhat laidback. The Rainforest Alliance does not have any existing baseline premium for wages, and they only maintains the low wage bar set by local governments (Trauben, 2009) 2. According to research expert, (Johnson, 2010) who carried out a research in the UK to understand what consumers actually wants, in his studies he discovered that food is the most misunderstood area of public policy, as it accounts for 10% of household expenditure and is linked to 12% of employment, 70% of land use and 20% of energy use in the UK. He also mentioned that demand for food is higher than supply bearing in mind price, quality, availability and access such as logistics issues which play a very vital role in supply chain. (Doane, 2001) Defined ethical consumption as the purchase of a product that concerns a certain ethical issue human rights, labor conditions, animal well-being, and environment it is chosen freely by an individual consumer. With growing trends and change in lifestyle consumer behavior and expectations have changed, due to various issues which ranges from Self-interest to Purchasing Power. People are getting busier and barely have time to cook and therefore have to rely on instant junk foods, maintaining a healthy diet is increasing becoming a difficult task but it is important to make sure that they consume ethically by making sure they are well informed of the food being sourced in a sustainable way. Sending out clear information to create awareness should be encouraged by the government so as to enable the food retailers provide more knowledge and give more information to improve the eating habit of consumers said the Chief Executive of Wm Morrison Supermarkets (Philips, 2010) which is the fourth biggest grocery retailer in the UK and has 479 stores with a strong focus on fresh products. However, having access to affordable healthy foods should be greatly encouraged and not excluded economically from enjoying healthy meals, as these tends to be more expensive. With the recent economic downturn more people have very little disposable income to spend on buying food stuff, as price for simple basic commodities such as rice has witnessed an increase in price globally. (Philips, 2010) also said Key to the affordability of food is choice. Supermarkets offer wide choice in order not only to meet customers expectations but also to drive competition. This encourages innovation to help ensure excellent quality as well as to keep prices down. The conclusion of the research carried out by the (Johnson, 2010) is that consumers have growing expectations and it is the responsibility of the supermarkets to act sustainably, and not increase prices of more healthier foods, Fair trade products should be made affordable and serve as an economically sustainability initiative which helps the environment and must be backed by clear information and honest Fair Trade labeling of products so that consumers have clear knowledge of where the products originates from and the environmental impact. Consumers are becoming more aware of brands that practice responsible sourcing and procurement, carbon footprints and favorable ethical trade practices. Brands who adopt ethical sourcing are perceived as being environment friendly, these ethical firms avoid actions that may somewhat negatively influence, or probably appear to influence, supply chain management decisions for sourcing of resources. 3. Recommendations to help cure the ills of the coffee market would be as follows: In most developing countries where coffee is being exported, the coffee is regarded as very valuable export commodity which makes up a major contribution to their earnings, they are owned by small business owners, the coffee exported from these poor countries are highly consumed by the wealthiest countries, the coffee beans has variety of different grades most of they are somewhat identical which makes a standardized product, but they have distinctive flavors and specialty coffee falls into this category and has a much higher grade which makes it command a higher price than others. The Fair Trade coffee bean are in different grades, although specialty coffee requires a totally different production and pricing which in turn creates a quality control issue for Fair Trade coffee. (Haight, 2011) Fair Trade cannot solve all the problems relating to ethical supply and consumption, consumers should also play a part in curing the ills of the coffee by: a) Ethical Consumption should be encouraged in great measures so as to make consumers use their purchasing power as a means to change questionable ills of the coffee market business as well as the severe oversupply of low cost substandard coffee beans. According to (Jeremy, 2007) Fair Trade is defined as a trading partnership based on dialogue, transparency, and respect that seek greater equity in international trade. It contributes to sustainable development by offering better trading conditions to, and securing the rights of marginalized producers and workers especially in the South. One complaint amongst many coffee drinkers is that the quality of Fair Trade coffee varies widely. The fact that the growers are guaranteed a minimum price for their product may have unintended consequences, one being that there is no incentive to improve quality. b) Reward companies that practice high ethical standards to set an example for other unethical companies to change their ways of doing business, for example according to a recent study carried out by (Remi Trudel et el, 2012) in trying to understand how much more would consumers be willing pay for an ethically produced product? and also how much less would consumers be willing to pay for the product they think is unethical? 97 coffee drinkers were radomly chosen for the experiment and were given informations about the companys production standards, the result from the experiment showed that people punished unethical goods with a much higher discount than they rewarded ethical products with premiums price. c) Consume authentic ethical products and contribute to the lives of the growers by avoiding bad consumer choice and practices. d) Always check labels and investigate popular brands to understand its history of production and encourage fairness in labor. In conclusion, coffee experts in the industry must work hard to reduce the supply of low quality coffee beans and promote ethical supply of this commodity, which will not only improve the lives of the growers but also contribute immensely in shaping the coffee market, companies should increase actions towards socially responsible marketing, (McDonald, 2013) which involves: Customer oriented marketing Innovative marketing Customer value marketing Sense of mission marketing Societal marketing

Haemochromatosis Detection Essay -- essays research papers

HAEMOCHROMATOSIS DETECTION USING PCR-RFLP INTRODUCTION Hereditary Haemochromatosis (HH), first described in 1865, is a genetic disorder of metabolism, characterized by progressive iron overload resulting from abnormalities in intestinal iron absorption and or release of iron from reticuloendothelial cells . It is an autosomal recessive disorder, where the body accumulates excessive iron, which is deposited in a variety of organs. Iron cannot be excreted, thus, the excess builds to toxic levels in tissues of major organs such as the liver, heart, pituitary, thyroid, pancreas, lungs, and synovium (joints). These organs cease to function adequately and eventually become diseased. Serious illnesses such as diabetes, cirrhosis, hepatoma, hypogonadotrophic hypogonadism, cardiomyopathy and arthritis may be a consequence of this disease . It affects one in every three hundred Caucasians, and one in nine is a carrier , hence, making its early detection vital. The gene responsible for HH (HLA-H) was recently identified on the short arm of chromoso me 6 and is thought to be mainly caused by a mutation of a gene called HFE, which allows excess iron to be absorbed from the diet . This mutation is known as C282Y. A single point mutation occurs, in which the amino acid cysteine at position 282 changes to a tyrosine . To develop haemochromatosis two genes, one from each parent, are required to be C282Y. However, not everyone with the mutation may develop the disease and it may occur if only one C282Y gene is present (4). 77.5% of affected individuals have two copies of the C282Y mutation, one inherited from each parent, while about 4% have a single copy of the mutation and one normal HFE gene . First proposed in early 1970’s, Polymerase Chain Reaction (PCR) has been identified as a simple, robust, speedy, and most of all, flexible method that can be used to detect haemochromatosis . In this technique, specific DNA sequences are amplified for the detection of mutations that may be present, allowing early diagnosis of hereditary heamochromatosis (see figure 1). It is a major development in the analysis of DNA and RNA. The requirements of the reaction are simple, consisting of deoxynucleotides to provide both the energy and nucleosides for the synthesis of DNA, template, primer, DNA polymerase, and buffer containing magnesium . The crux of the PCR procedure involves three s... ...’Med J Aust. 2001 Oct 15;175(8):418-21(PubMed): http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_uids=11700835&dopt=Abstract 11 ‘DNA Testing for Hereditary Hemochromatosis’: Molecular Genetic Testing in Mainstream Medicine (Vol. 14: Spring, 1997) http://www.mostgene.org/gd/gdvol14c.htm 12 http://www.aiddiagnostika.com/english/kits/GenID/rdb_2045e_haemochromatosis.htm 13 http://www.mja.com.au/public/issues/179_10_171103/ger10460_fm-2.html 14 Marion K. Stott, Andrew P. Fellowes, Jeff D. Upton, Michael J. Burt and Peter M. Georgea : ‘Simple Multiplex PCR for the Simultaneous Detection of the C282Y and H63D Hemochromatosis (HFE) Gene Mutations’ http://www.clinchem.org/cgi/content/full/45/3/426 15 http://bip.weizmann.ac.il/mb/bioguide/pcr/PCRwhat.html 16 http://allserv.rug.ac.be/~avierstr/principles/pcr.html 17 Alka Dwivedi, B.C. Sarin, Dev Mittar, P.K. Sehajpal: (2003) ‘Optimization of 38kDA based PCR assay for detection of mycobacterium tuberculosis from clinical samples’ 18 McPherson, M.J.(Author). ‘PCR’. - Oxford, , GBR: BIOS Scientific Publishers Ltd, 2000. p 70. http://site.ebrary.com/lib/utslibrary/Doc?id=5000324&page=82