The Provinces of the Roman Empire (Circa 120 CE)

Roman provinces (Latin proviniciae, singular provincia) were administrative and territorial units of the Roman Empire, established by various emperors as revenue-generating territories throughout Italy and then the rest of Europe as the empire expanded. The governors of the provinces were often selected from men who had been consuls (Roman magistrates), or former praetors (the chief justice of magistrates) could also serve as governor. In some places such as Judaea, the comparatively lower ranking civil prefects were appointed the governor. The provinces provided a source of income for the governor and resources for Rome. Varying Borders The number and borders of the provinces under Roman rule changed nearly constantly as conditions altered in the various locations. During the latter period of the Roman Empire known as the Dominate, the provinces were each broken into smaller units. The following are the provinces at the time of Actium (31 BCE) with the dates (from Pennell) they were established (not the same as the date of acquisition) and their general location. Sicilia (Sicily, 227 BCE)Sardinia and Corsica (227 BCE)Hispania Citerior (eastern coast of the Iberian Peninsula, 205 BCE)Hispania Ulterior (southern coast of the Iberian Peninsula, 205 BCE)Illyricum (Croatia, 167 BCE)Macedonia (mainland Greece, 146 BCE)Africa (modern Tunisia and western Libya, 146 BCE)Asia (modern Turkey, 133 BCE)Achaia (southern and central Greece, 146 BCE)Gallia Narbonensis (southern France, 118 BCE)Gallia Citerior (80 BCE)Cilicia (63 BCE)Syria (64 BCE)Bithynia and Pontus (northwestern Turkey, 63 BCE)Cyprus (55 BCE)Cyrenaica and Crete (63 BCE)Africa Nova (eastern Numidia, 46 BCE)Mauritania (46 BCE) Principate The following provinces were added under the emperors during the Principate: Rhaetia (Switzerland, Austria, and Germany, 15 BCE)Noricum (parts of Austria, Slovenia, Bavaria, 16 BCE)Pannonia (Croatia, 9 BCE)Moesia (Danube river region of Serbia, the Republic of Macedonia, and Bulgaria, 6 CE)Dacia (Transylvania, 107 CE)Britannia (Britain, 42 CE)Aegyptus (Egypt, 30 BCE)Cappadocia (central Turkey, 18 CE)Galatia (central Turkey, 25 BCE)Lycia (43 BCE)Judaea (Palestine, 135 CE)Arabia (Nabataea, 106 CE)Mesopotamia (Iraq, 116 CE)Armenia (114 CE)Assyria (disagreement on location, 116 CE) Italian Provinces Latium et Campania (Regio I)Apulia et Calabria (Regio II)Lucania et Bruttium (Region III)Samnium (Regio IV)Picenum (Region V)Tuscia et Umbria (Regio VI)Etruria (Regio VII)Aemilia (Regio VIII)Liguria (Regio IX)Venetia et Ager Gallicus (Regio X)Transpadana (Regio XI) Sources Pennell RF. 1894. Ancient Rome: From the Earliest Times Down to 476 A.D. Project Guttenberg.. Smith W. 1872. A dictionary of Greek and Roman Google Books. geography, Volume 2.

Why I Chose to Become a Mental Health Counselor Essay

Why I chose to become a mental health counselor Counseling others is a difficult job that requires people to listen, take notes, and respond in ways that are positive and helpful. It is important that trust be built between the counselor and the patient so that the patient will feel comfortable speaking about issues that are private or embarrassing. There are many different types of counselors including drug counselors; marriage counselors, grief counselors, job counselors, diet and exercise counselors, and others that can help people improve their lives in different ways. Counselors are trained to offer advice and listen to issues that may be bothering other people. They are not allowed to prescribe medication or expected to provide†¦show more content†¦They help people address aging problems or emotional and mental health issues. Often working with a group, they counsel individuals and their families dealing with drug or alcohol addictions. The counselor helps their clients prevent and rectify conflicts or problems. A m ental health counselor gets his or her information through observations, interviews and tests so they can decide the best course of action to help their client. Some of the other professionals they work closely with when necessary are psychologists, family and marriage workers, psychiatric nurses, school counselors, psychiatrists, and social workers. Many counselors choose to specialize in specific areas or with certain age groups like substance abuse or teenagers. A mental health counselor often helps their clients make positive choices and changes due to the decisions and insights they help facilitate. Many counselors work in hospitals with psychiatric patients or with mentally ill adults in continued day treatment programs. Some choose private practice or practice in counseling centers, government agencies, and corporations and youth homes. 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Coopertaive Learning Free Essays

string(27) " of three to four members\." Cooperative learning is a teaching method used by educators in all grade levels, in all areas of curriculum, and there are many different ways that cooperative learning can be applied in the classroom. The use of cooperative learning centralizes on the goal of getting students to understand the material presented. Cooperative learning allows students to communicate their ideas with each other, brainstorm responses or ideas, and work together to solve problems. We will write a custom essay sample on Coopertaive Learning or any similar topic only for you Order Now The importance of students becoming more involved with the learning process has been emphasized and needs to be implemented in classrooms around the globe (Ross, Seaborn, Wilson, 2002). Multiple studies have been conducted on student-lead learning groups and the results are supportive of cooperative learning. â€Å"Research on cooperative learning is one of the greatest success stories in the history of educational research† (Slavin R. E. , Comprehensive approaches to cooperative learning, 1991). The enthusiasm for cooperative learning is widespread and this paper will explore the history and methods of cooperative learning. The strategy of cooperative learning was developed to reduce competition in American schools (Knowles, 1971). Knowles explains that in 1959 James Coleman sought to reduce competition in American schools, which he deemed to be a negative component to the education system (1971). Coleman conducted a two-year study of students at nine Midwest high schools and developed what he called a â€Å"climate of values† for the â€Å"adolescent society† in which he conducted his study. Based on his findings and research, Coleman suggested that instead of encouraging competition in a classroom setting, which he stated he felt impedes the process of education, schools should introduce a more cooperative approach to instruction (Knowles, 1971). Many researchers have since elaborated on the work of James Coleman. Currently, some of the most published researchers in the field are as follows: Dr. Robert Slavin, Dr. Spencer Kagan, David and Roger Johnson. Each of these researchers has developed theories and strategies that can be used to effective implement cooperative learning. Dr. Robert Slavin suggests cooperative learning for enhancing student achievement focuses on two important elements: group goals and individual accountability (Slavin R. E. , Synthesis of research on cooperative learning, 1991). Dr. Slavin reported that when group goals and individual accountability are used, achievement effects of cooperative learning are consistently positive (Slavin R. E. , Synthesis of research on cooperative learning, 1991). Dr. Slavin noted that positive results from the implementation of cooperative learning could be found at all grade levels, in all major subjects, and in rural, urban and suburban schools (Slavin R. E. , Synthesis of research on cooperative learning, 1991). Dr. Slavin goes on to state that the effects of cooperative education are equally positive for all levels of achievers (Slavin R. E. , Synthesis of research on cooperative learning, 1991). It is also important to mention that Dr. Slavin has found that the positive effects of cooperative learning have been found in areas such as the following: self-esteem, intergroup relations, acceptance of accountability, handicapped students, attitudes toward school and the ability to work cooperatively (Slavin R. E. , Synthesis of research on cooperative learning, 1991). Dr. Spencer Kagan’s model of cooperative learning advocates for two basic principles. Dr. Kagan states, â€Å"The world is not just competitive and in some important respects is becoming less so; I do not advocate exclusive use of cooperative learning methods, but rather a healthy balance of cooperative, competitive, and individualistic classroom structures to prepare students for the full range of social situations† (Kagan, 1999). Dr. Kagan’s structures stress positive interpersonal peer relationships, equality, self-esteem and achievement. Dr. Kagan reported that cooperative learning teaches empathy and an understanding of those who are different from oneself by building ethnic relation between students. In addition, Dr. Kagan has credited cooperative learning with increasing students’ higher level thinking skills (Kagan, 1999). Dr. Kagan stresses his ideas by stating, â€Å"At an accelerating rate we move into a rapidly changing information-based, high -technology, and interdependent economy. Along with the traditional role of providing students with basic skills and information, increasingly schools must produce students capable of higher-level thinking skills, communication skills, and social skills† (Kagan, 1999). David and Roger Johnson have identified five basic elements of cooperative learning. Johnson and Johnson state these pillars of cooperative learning to be the following: individual accountability, positive interdependence, face-to-face promotive interaction, social skills and group processing (Johnson Johnson, Making cooperative learning work, 1999). Johnson and Johnson have reported that it is critical for teachers to understand the five basic elements of cooperative learning. Johnson and Johnson state that understanding and developing the five elements, â€Å"†¦allows teachers to (a) adapt cooperative learning to their unique circumstances, needs, and students, (b) fine tune their use of cooperative learning, and (c) prevent and solve problems students have in working together (Johnson Johnson, Making cooperative learning work, 1999). Johnson and Johnson also stress that cooperative learning ensures all students are meaningfully and actively involved in learning, which will limit disruptive, off-task behaviors in the classroom. Cooperative learning is thought of as a versatile method of instruction that can be used in a variety of ways. Cooperative learning groups can be implemented to teach specific topic, to ensure knowledge and comprehension of information presented, or to provide long-term support for academic proces s (Slavin Madden, 2001). Formal cooperative learning groups are created to achieve a specific purpose, have fixed members and can have duration of one class period or several weeks. Johnson and Johnson describe formal cooperative learning groups as consisting of students working together to achieve a shared learning goal (Johnson Johnson, Making cooperative learning work, 1999). Informal cooperative learning groups are typically temporary and do not have fixed members. Johnson and Johnson state that, â€Å"During a lecture, demonstration, or film, informal cooperative learning can be used to (a) focus student attention on the material being learned, (b) set a mood conductive to learning, (c) help set expectations as to what will be covered in a class session, (d) ensure that students cognitively process material being taught, and (e) provide closure to an instructional session. † (Johnson Johnson, Making cooperative learning work, 1999). Cooperative based groups are long term, heterogeneous, and consist of three to four members. You read "Coopertaive Learning" in category "Papers" Johnson and Johnson describe cooperative based groups as base groups. Johnson and Johnson state, â€Å"Base groups give the support, encouragement, and assistance each member needs to make academic progress and develop cognitively and socially in healthy ways. Base groups meet daily in elementary school and twice a week in secondary school. They are permanent and provide the long-term caring peer relationships necessary to influence members consistently to work hard in school (Johnson Johnson, Making cooperative learning work, 1999). In order for these types of cooperative learning group to be successful, it is essential for the five basic elements identified by Johnson and Johnson to be included. The basic elements are often referenced by the acronym â€Å"PIGS FACE†. If these elements are not incorporated then cooperative learning is not taking place. The five basic elements are outlined below with a description following each term. Positive interdependence is the percepti on gains that of individuals or groups are linked, so that one cannot succeed unless everyone is successful (Kagan, 1999) (Johnson Johnson, Making cooperative learning work, 1999). Individual accountability exists when each individual group member is assessed and results are given back to the student and the group. Individual accountability tests for understanding from individuals and prevents one member of the group from performing all the work (Johnson Johnson, Making cooperative learning work, 1999). Group processing exists when group members converse on the group achievement and individual achievement of goals. Group processing allows students to work through and difficulties relating to each other or the achievement of the group (Johnson Johnson, Making cooperative learning work, 1999). Social skills are the skills cooperative education groups need to develop to effectively work together and maintain the group (Slavin Madden, 2001). It fosters the growth of social skills that are needed to succeed in the classroom, workplace and community in individuals that are socially unskilled (Orlich, Harder, Callahan, Trevisan, Brown, 2010). Face-to-face promotive interaction promotes each group member’s success through helping, assisting, supporting, and encouraging each member to be successful (Johnson Johnson, Making cooperative learning work, 1999). Once the five basic elements of cooperative learning have been addressed, the teacher can implement cooperative learning strategies in the classroom. There are wide varieties of cooperative learning strategies and a few are described below. Think-Pair-Share as described by Dr. Slavin, â€Å"This is a four-step discussion strategy that incorporates wait time and aspects of cooperative learning. Students and teachers learn to listen while a question is posed, think of a response, pair with a neighbor to discuss responses, and share their responses with the whole class. (Slavin R. E. , Comprehensive approaches to cooperative learning, 1991). Jigsaw as described by Dr. Kagan, â€Å"Students are divided into competency groups of four to six students, each of which is given a list of subtopics to research. Individual members of each group then break off to work with the â€Å"experts† from other groups, researching a part of the material being studied, after which they return to their starting body in the role of instructor for their subcategory. (Kagan, 1999) Student Team Achievement Divisions is a teaching method that is made up of five major components including a whole group presentation, student practice teams, quizzes on the presented information, setting goals for improved achievement levels, and team recognition based on performance (Slavin R. E. , Comprehensive approaches to cooperative learning, 1991). Roundtable is a strategy that can be used for brainstorming, reviewing or practicing while fostering teambuilding. There are two variations of roundtable that a teacher and use in the classroom. In sequential form, students are in groups of three or more with one-piece of paper and one writing instrument. The teacher poses a question that can have multiple answers. Students take turns writing their answer on the paper and passing the paper around the group. When time is called, the group with the most answers listed is recognized. In simultaneous form each student starts with a piece of paper, writes an answer and passes the paper, so multiple papers are being passed at once (Kagan, 1999). The three-step interview is a structured group activity. Students take turns being the interviewer and interviewee. Pairs then join to form groups of four. Students take turns introducing their partners and share what they learned from their partners (Kagan, 1999). Although aforementioned strategies are imperially based, there is a discussion-taking place about the value of cooperative learning. Most educators agree that cooperative learning celebrates diversity by allowing students to work with all types of people and allows students to acknowledge individual differences (Ross, Seaborn, Wilson, 2002). Research has shown that cooperative learning can benefit student’s interpersonal development and provide more opportunities for personal feedback (Ross, Seaborn, Wilson, 2002). In addition, researchers have found that cooperative learning actively engages students in learning and there is a variety of methods available for teachers to use (Johnson, Johnson, Stanne, Cooperative learning methods: A meta-analysis, 2000). Some critics of cooperative learning suggest that group work is an avoidance of teaching. They stress that cooperative learning places the burden of being responsible for each other’s learning on group members (Ross, Seaborn, Wilson, 2002). Some research has shown that lower achieving students could potentially fall behind due to a passive nature or lack of self-confidence in the group. If high achieving students dominate group activities and discussions, lower achieving students might feel uncomfortable and isolated from the group, which could lead to the learning opportunity passing by them (Ross, Seaborn, Wilson, 2002). Johnson, Johnson and Stanne summarize the research on cooperative learning in this way, â€Å"Knowing that cooperative learning can significantly increase student achievement when properly implemented does not mean, however, that all operationalizations of cooperative will be effective or that all operationalizations will be equally effective. † (Johnson, Johnson, Stanne, Cooperative learning methods: A meta-analysis, 2000) In conclusion, cooperative learning is an instructional approach that has been shown to promote a variety of positive cognitive, affective, and social outcomes. The intent of cooperative learning is to foster academic achievement through student discussions, learning from each other and dividing tasks to align with student strengths. I feel that cooperative learning gives students an opportunity to establish a group culture and work within the constraints of that culture. I believe that students will carry this cultural paradigm into adulthood. I also believe that cooperative learning promotes diversity and cross-cultural friendships. Through cooperative learning, I believe schools can play a significant role in reducing racism, prejudice and discrimination in the larger society. How to cite Coopertaive Learning, Papers

Horse Slaughter Research Paper free essay sample

However, horse slaughter in America is not completely a negative change; it has many extremely beneficial changes on the economy and even the welfare of horses. In 2002, close to one-hundred five horses were slaughtered in three slaughter plants, two of them in Texas and one in Illinois (Cowan 1). Since horse meat is not a generally accepted food source in the United States, the majority of meat was exported to foreign countries such as Europe, and Mexico. The horse slaughtering industry exported approximately seventeen thousand metric tons, earning more than sixty-five million dollars in to the economy (Cowan 1). The ban on horse slaughtering was placed on America in 2007; this ban prohibited the inspection of horse meat by the United States Department of Agriculture. Since this ban did not restrict the consumption of horse meat by individuals, it was seen as Constitutional by Congress, so it was passed. Since the horse slaughter industry was such a portion of the income of America before Congress defunded the regime, lifting the ban on horse slaughter not only influenced the monetary side of the economy but also the supply of food around the world where horse meat is seen as an acceptable food. We will write a custom essay sample on Horse Slaughter Research Paper or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The general population of America sees that horse slaughter is only harmful to the welfare of a horse, but they never consider the welfare of the horses that are being stolen and purposely emaciated to be shipped across the border to Mexico and Canada where horse slaughter is legal. Not only is horse slaughter legal in Mexico and Canada but also there are no regulations on the living conditions at the slaughter houses. In addition, the number of emaciated horses in America has increased dramatically due to wners unable to maintain care for their own horses anymore, and there are few willing to invest money on a new horse. After the sweltering summer of 2011 in the southern United States, most all hay prices have reached almost incomprehensible heights, and many water tanks have dried up leaving many horses without an available, acceptable water source. With the horse slaughter ban lifted, these horses could be sold to a slaughter house putting the horses out of their misery, giving t he owners profitable gain and providing food to people around the world. These are great benefits to the lifting of the horse slaughter ban. However, just like any big decision though, especially one on the slaughter of animals, there are positive and negative effects. In the American society, horses have become more of a domestic animal rather than a wild animal or just work animal. Because of a horse’s ability to show emotions, and their ability to form relationships, horses are becoming more and more referred to as a pet, just like any household cat or dog. This change in perspective towards horses has made it difficult for many people to accept allowing horses to be slaughtered for their meat as a food source. Most people cannot imagine slaughtering their own cats or dogs, so many people refuse to accept the slaughter of horses. Also, it is possible that the amount of horses being stolen in America will increase, so they can be sold for slaughter right here in America. This does make lifting the horse slaughter ban a bit of a gamble on rather or not it will actually improve the horse industry in America. Even though lifting the horse slaughter ban in America has many negatives and positives, the benefits most definitely outweigh the consequences and negative feedback. There will always be people who do not support the thought of slaughtering horses, but realistically there are more horses in this world than people are willing or able to care for. Knowing that horses have feeling and emotions just like humans should remind humans that humanely putting them out of their misery is a main priority. Even though slaughter in general sounds violent and wrong, in situation of horse slaughtering it can be beneficial to the economy, welfare of equines, and food supply around the world.

David Mcculloughs 1776 Book Review [Analysis Essay]

Feminism in Roger and Dodger Film

Feminism in Roger and Dodger Film Introduction This essay evaluates feminism as depicted in the film ‘Roger Dodger’ by Dylan. In his film, Dylan Kidd presents the two genders in a scintillating and amusing way. The theme of gender is captured in scenes in a plot that invoke drama, comedy, romance and sex.Advertising We will write a custom essay sample on Feminism in Roger and Dodger Film specifically for you for only $16.05 $11/page Learn More Throughout the film, the actors, both the men and women, are engaged in battle of wits that oscillates around gender definitions and prescriptions. As the film ensues, one gets the feeling that women cannot outmatch the intelligence of men. Dylan portrays majority of the female actors in the movie as naà ¯ve and susceptible to male calculations. The plot of the movie tends towards portraying women as inferior to men given majority of the women in the movie fall into traps set by men very easily. Roger, the star in the movie, orchestrates the gender battle through a series of romantic scenes that depict women as the weaker sex. Women are depicted as not capable of standing their ground and thus are generally susceptible to men’s selfish maneuvers. Character of Women Dylan Kidd’s movie portrays or brings out heroism in men and depicts women in low light. The male characters are the heroes in the movie while female actors in the movie have despicable roles. In this film, Dylan Kidd portrays some sharp contrasts in the character of female actors. Some characters are gullible and submissive while some other female characters are ready and willing to stand for their dignity and assume leadership roles. Theme Development in the Plot To develop the plot, Kidd employs a genre atypical of a female author. The author shows clearly that the acts of one woman are not qualified to represent the fullness of other women’s character, choices and actions. It is only a gender sensitive male or a female author that can appreciate such a fact. The whole plot revolves around how the gender divide plays out or how male and female interact in society. The main character in the movie is Roger. After being dumped by his girl friend, Roger opts to indulge in pleasure by seeking good-looking girls for sex. He, therefore, opts to visit the singles nightclub to try his luck. His mission, at first, seems futile. The initial futility experienced in the mission spurs Roger into intensifying his search. His search finally gets him to an underground brothel. The desire for sex makes him somewhat crazy and he did not care who came his way. A nephew came visiting and although, initially, Roger is unhappy about his nephew’s (Nick) visit, the idea of helping him break his virginity excites him. Therefore, Roger commences lessons for Nick on â€Å"the art of seduction†. From their discussions and actions, it is clear that both of them have low respect for women.Advertising Looking for essay on art and design? Let's see if we can help you! Get your first paper with 15% OFF Learn More Their first lesson is in the singles club where they encounter Jennifer and Elizabeth. The two women are tough nuts to crack. Both women detect the men’s motives before hand and they stand their ground; they refuse to give in to Nick’s advances. Both Jennifer and Elizabeth are principled and they represent women who value dignity and are ready to defy exploitation. Joyce, the former girl friend to Roger, portrays similar qualities. Although, in the movie, she was always on and off, she portrays a unique character that refuses to compromise her dignity by not falling for the tempting proposal from his employee, Rodger. Despite the fact that she lowers herself to indulge in an affair with her employee, she eventually stopped it. Feminism Roger is a drunken womanizer accustomed to hanging in bars and nightclubs. His attitude towards women helps us to have a clear understanding of the level feminism in the film. The fact that Roger managed to have some women to hang up with, despite his drunken state, points to fact that majority of the women were indifferent towards championing or standing up for their rights and dignity. He further exposes them as naà ¯ve and unable to live without male influence. Hence, the film portrays majority of women as weak and unwilling to detach themselves from the traditional ideology that subjects women to the control of men. As Roger relates, all women are equal and are subject to men’s advances. Due to this notion, he accepted with a delight to guide his nephew to ditch his virginity. However, once his first mission backfires, he is left puzzled by the determination of Elizabeth and Jennifer (Berardinelli 1). These two women remain exceptional in their character as they set an example for others. From nick’s underground exploits, we realize that some women are desperate for men to lay them. Joyc e’s secretary is drunk and she readily gives in to Nick’s approaches. Although she is under the influence of alcohol, her lack of control leaves many questions about women’s resolve to curtail male dominance. It is interesting to see Nick decide to allow her to recover from alcohol influence before indulging in sex with her (Berardinelli 1). This scenario shows that some women are contented in their plight of being under men’s control.Advertising We will write a custom essay sample on Feminism in Roger and Dodger Film specifically for you for only $16.05 $11/page Learn More Men and Fight for women rights Since majority women seem effortless or non-committal to championing for their rights, the film is indicative of the role men can play in championing women rights. The movie presents a change of attitude by Roger who drags Nick from sleeping with prostitutes. Rogers is a talented orator with a convincing tongue that charmed many women towards his malicious and selfish gains. He understood that all women, without exception, were susceptible to advances from men. His determination to lay his employer speaks all about his ability to seduce and attract women to himself. In addition, Roger is rich in speech and his talks with women reveal that he is a master of the seduction game. He promises his nephew (Nick) that he will sleep with a woman on the first night out. Although this does not happen, Nick had the opportunity and he is consciously aware that he allowed it to slip out of his hands. The film reveals the richness of the Roger’s creativity in the quest to satisfy his sexual drive (Berardinelli 1). However, in all this, one can also discern the capacity of men to be part of the feminism drive i.e. as fellow seekers after respect for women’s rights and dignity. Conclusion Dylan Kidd has effectively been able to use the genre atypical of female writer. In the movie, he portrays some women as ha ving the ability to stand the conniving approaches of men. However, the eloquent Roger seems irresistible and a master of seduction as he endeavored to indulge himself in sex. The way women fell for him really showed that some of them were vulnerable and unable to champion for the feminism aspirations. The film shows that most women were unwilling to fight for their rights or dignity and it is up to the men to surrender their dominance willingly. Berardinelli, James. Roger Dodger. 2011. Web. reelviews.net/movies/r/roger_dodger.html

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

English Writing - Essay Example The only choices are to ride on it, to suppress it or subvert it. In my case, I have usually been fortunate enough to be able to ride on it. Since my early childhood at study or play I have always been the popular choice whenever the question of leadership came up. I could always be counted upon to start off with things that hadn't been done before and soon have a bunch of other people happily doing the same. A few disagreed, of course, but I was frequently able to win them over, sooner rather than later. I have always been seen as fair, capable and full of common sense. Being a leader has thus become a second nature to me, and my passion. Nothing pleases me more than being able to chart a course for a worthy cause. When I joined school a year back, I was immediately intrigued with the prospect of establishing an International Business Club, the environment seemed ripe for one. I threw up the idea at different forums, and got a positive response. With that vote of confidence I threw all my energies into putting together a club that would harness the potential of students while providing a positive platform for interaction. In the beginning I had few takers for the idea, some thought it was too ambitious, others found it impossible. But I held on, tackling tonnes of club paperwork while still coming to grips with studies.

Lean Operations Assignment Essay Example | Topics and Well Written Essays - 500 words

Lean Operations Assignment - Essay Example The market if affected by customer demands and availability of equipments. The industry has grown to be one of the largest aircraft assembles in the world. Most customers prefer boeing as their choice of aircraft assembling. Major changes in the boieng industry include the introduction of small and more efficient machines that take less time to assemble the aircraft. Other changes include new decisions by enginners that create better airplanes for the future. The Issues that surround Boeing include delays in incoming materials, defective parts, assembling errors that are related to excessive number of parts, lack of repeatability and action tracker issues. Other issues include the consolidation process by engineers. Single line consolidation is complex and costly to engineers in terms of installing and maintaining. Another issue is the lack of a hard focus on value stream identity for dominant plane configurations and the customers. Another issue is mixing Line 1 and Line 2 in the same value streams. Accommodating many orders into a single assembly line can stretch out the average lead times. The author suggests that if the product line is manufactured in four modestly sized buildings, then enlarge one of them enough to accommodate all the products under one roof, then this prevents complexities that come along in single line.The author further states that Line 1 and Line 2 should be organized into separate value streams. Line 1 should be dedicated to high runner configuration and Line 2 to dogs and cats configurations so as to prioritize the customer orders. To reduce the issue of time and delays on incoming materials, ship action trackers should be installed to monitor the progress of

An organisational case study Assignment Example | Topics and Well Written Essays - 1250 words

An organisational case study - Assignment Example Strategic formulation which is a key component of organizational entrepreneurship entails â€Å"the development of business mission, decisions both long term and short term objectives, and prioritizing strategies† (Karami, 2003). Dana (2004) notes that it is associated with deciding which resource is for what and in what amount, the process of entering international market or issues related to mergers with suppliers or sales agencies to diversify operations. Strategic formulation in business thus involves the perception of any strategy formulation process which has marked phases that are time-bound. Focus on Southwest Airlines This paper examines Southwest Airlines using SWOT Analysis in understanding its market penetration and product development strategic frameworks. It also draws the way forward for the airline to remain competitive. Bohm (2008) agrees that SWOT analysis has been used to evaluate and identify a number of areas in project formulation and Southwest is not an exception. The framework is used in mapping out the Strengths, Weaknesses, Opportunities and Threats. Indeed, it is used to formulate strategic plans and crafting solutions to control situations. All these predominantly follow an in-depth analysis of external environmental factors that affect the market and operations of Southwest Airlines (Bohm, 2008). ... outhwest Airlines One such is the organizational structure which focuses on the flow of information and responsiveness to client-related issues (Bohm, 2008). Southwest has often demonstrated quick response to client issues e.g. flight delays. Besides, the organizational organ gram is such that the pecking order is clear therefore the flow of information to those responsible in handling it is promptly facilitated for corrective action (Price, 2007; Mentges & Renga, 2010). Beyond this the strength in communication is further compounded by the fact that Southwest Airlines has an optimally utilized website. It was indeed one of the first airlines to have a fully fledged website to create widespread customer awareness on its services. However, one of the website’s weaknesses is that fares are not clearly outlined to enable customers make informed decisions just by the click of the mouse (Price, 2007). Regardless, it is reported that the airline has the largest pool of website visit s. It is also highly ranked with the best profitability record in the American market. The website also has a magazine that has caught the attention of many thereby bringing with it more customers (West, 2005; Joyner, 2006). In regards to the internet use Hoffman et al. (2001) believes that the company is on the right footing given that this is the information transformation age. The second way of examining internal analysis of strength and weaknesses is by looking into the organization’s planning. Daft (2008), states that the point is to examine the ‘feasible long and short term’ arrangement or map of action concerning for example the human resources. In this regards Southwest Airline is on top of its game. It also plans its flight operations well in advance and appropriately communicates

Assessment of Mangroves Species Vulnerable to Human Threats

Assessment of Mangroves Species Vulnerable to Human Threats RESEARCH PROPOSAL TITLE: ASSESSMENT OF MANGROVES SPECIES VULNERABLE TO HUMAN THREATS AT MBEGANI AND MLIGOTIN VILLAGE. JOSEPH JACOB 1.0 INTRODUCTION 1.1 BACKGROUND INFORMATION   Ã‚   Mangroves are woody plants that grow at the interface between land and sea. occur worldwide in the tropics and subtropics, mainly between latitudes 25 ° N and 25 ° S. they are salt tolerant trees, also called halophytes, and are adapted to life in harsh coastal conditions. They contain a complex salt filtration system and complex root system to cope with salt water immersion and wave action. They are adapted to the low oxygen conditions of waterlogged mud. The word mangrove is usually considered a compound of the Portuguese word mangue and the English word grove. The term mangrove often refers to both the plants and the forest community. To avoid confusion, Macnae (1968) proposed that mangal should refer to the forest community while mangroves should refer to the individual plant species. Mangrove forests are sometimes called tidal forests, coastal woodlands, or oceanic rain forests. Mangrove swamps are found in tropical and subtropical tidal areas. Areas where mangal occurs incl ude estuaries and marine shorelines. High tide brings in salt water, and when the tide leave, solar evaporation of the seawater in the soil leads to further increases in salinity. The return of tide can flush out these soils, bringing them back to salinity levels comparable to that of seawater. At low tide, organisms are also exposed to increases in temperature and desiccation, and are then cooled and flooded by the tide. Thus, for a plant to survive in this environment, it must tolerate broad ranges of salinity, temperature, and moisture, as well as a number of other key environmental factors thus only a select few species make up the mangrove tree community. About 110 species are considered mangroves, in the sense of being a tree that grows in such a saline swamp. Mangrove ecosystems are estimated to cover 150 000 km2 world-wide (Diop 1992, 1993). Mangroves can be found in over 118 countries and territories in the tropical and subtropical regions of the world the largest percentage of mangroves is found between the 5 ° N and 5 ° S latitudes. Approximately 75% of worlds mangroves are found in just 15 countries. Asia has the largest amount (42%) of the worlds mangroves, followed by Africa (21%), North/Central America (15%), Oceania (12%) and South America (11%). Africa has about 35 000 km2 of mangrove ecosystem (Diop 1992, 1993), Nigeria has largest mangrove area about 1mln ha. East Africa consist of mangroves swamps along the Indian Ocean coast of East Africa in southern Mozambique, Tanzania, Kenya and southern Somalia. Delta of Zambezi in Mozambique and Rufiji River in Tanzania are large area of mangroves which can extend as far as 50 km inland, as well as smaller areas along the coast. The mangroves of Bagamoyo District form a more-or-less continuous band along the 100-km coastline from Saadani tonear Kitame salt works, and then from Ruvu Riverto Mpiji River. They cover an area of 5635 ha (Semesi, 1991).The main mangrove stands are found along Wami River, 862 ha, Utondwe creek, 834 ha, Ruvu River, 2123 ha, and south of Bagamoyo to Mpiji River, 809ha. By 1989, clear-cut areas and salt panscovered 1639 ha (Semesi, 1991) and water in the creeks covered 812ha. 1.2 STATEMENT OF THE PROBLEM Increase in population leads to distraction of mangroves swamps which in turn has great impact to marine environment since mangroves help in break oceanic waves also provide nursery area and habitat to some marine organism. Understanding which species of mangroves are vulnerable to human threats and why is more important and helpful in establishment of conservation plant of particular species. 1.3 GENERAL OBJECTIVES Increase awareness among the people about important of mangroves species and how various human activities can distract mangroves ecosystem. 1.4 SPECIFIC OBJECTIVES To identify the most threatened mangroves species found in mbegani and mlingotini village To assess various human activities that threats mangroves species 1.5 HYPOTHESIS 1.5.1 Null hypothesis. There is no mangroves species vulnerable to human threats at mbegani and mlingotini village. 1.5.2 Alternative hypothesis. There are mangroves species vulnerable to human threats at mbegani and mlingotini village. 1.6 SIGNIFICANCE OF THE STUDY Findings in this study would enhance awareness among the local community about mangroves species and their important to the local community. Also the findings of this study would create awareness among people about various activities performed by local community which threats mangroves species. This study will encourage natural resource management by local community and enhance formulation of village policy about environment conservation. 2 LITERATURE REVIEW According to Spalding 1997 mangroves forest disappear everyday all over the world. It was approximated 18.1 million km2 of mangroves forest cover worldwide but according to FAO recent study show that mangroves forest is decline to 15 million km2. Developing countries consist 90% of mangroves forest growing worldwide and most of them critically endangered and nearly extinction in 26 countries. According to duke 2007 the experts of world mangroves provide their view   that the survival of mangroves in long term is at great risk due to fragmentation of habitat and that the survive offered by the mangroves may likely to be totally lost within 100 years. Many mangroves areas are under pressure of human especially those grow along humid sheltered tropical coastline. A side from man-made pressure the mangroves also degraded due environmental stress. Estimate show that global loss annually is one million ha and some region in dangers of complete collapse (kathiresan and Bingham 2001). Most people cause destruction of mangroves either by knowingly or not knowingly the value of mangroves. Livehood, biodiversity loss and fishery resource are reduced to mangroves loss, also decline in population of marine mammals like manatees and dugongs contributed much by loss of mangroves (k. kathiresan 2001). Rates at which mangroves loss is much higher compared to that of tropical forest and coral reef. 7million hectares of mangroves loss worldwide which is equivalent to two years loss of all forest system globally (k. kathiresan and Bingham 2001). Study show that man-made activities contribute much to the destruction of mangroves species which pose significant threats examples of those activities are; Urbanization; inhabitation of human to many areas cause coast mangroves to be cleared. Areas which experience this are Singapore, Jakarta, Bangkok, Mumbai, Lagos, and free town. Agriculture; mangroves destroyed because of agriculture activities example regions of largest delta in the world between India and Bangladesh. According to kathiresan 2001 the mangrove areas are deforested and reclaimed with rainwater to drain the salt content of the soil and these areas are protected from seawater intrusion by constructing embankments. Once the salt is leached to sufficient level, the land is cultivated either with paddy or coconut. Aquaculture practices; in several countries aquaculture contribute in large scale destruction of mangroves. In 1968 and 1983, 237000 ha of mangroves were loss for pond construction in Philippines which is half of national mangroves (Fernandez1978). According to kathiresan One major issue associated with the farms located in mangrove habitats is acidification of pond waters that kills aquatic organisms. Cutting for timber, fuel and charcoal; due to its higher calorific value twing of mangroves are used for firewood. Rich in phenol enable mangroves wood to highly resist deterioration as is widely used as timber and their suitable for chipboard and quality paper industry. Oil pollution; Oil or gas exploration, petroleum production, and accidents by large oil tankers cause significant damage to mangrove ecosystems. To cite an example, NigeriaÊ ¹s richest oil wells are situated close to inshore where rich mangroves once existed. Similarly oil tanker accidents in the Gulf of Mexico and in the Caribbean areas resulted in oil spillage that severely damages the coastal systems. As a result, the entire mangrove ecosystem got affected, causing defoliation of trees, mortality of all sessile and benthic organisms and contamination of many water fowls. Once the mangrove forest is affected by oil pollution, it will take a long time of at least 10 years for recovery of the forest. 3 RESEARCH METHODOLOGY 3.1 STUDY AREA This work will be conducted in pwani region in Bagamoyo district at mbegani and mlingotini villages.Bagamoyo is one of the 6 districts of the Pwani Region. It is bordered to the North by the Tanga Region, to the West by the Morogoro Region, to the East by the Indian Ocean and to the South by the Kibaha District. According to the 2012 Tanzania National Census, the population of the Bagamoyo District was 311,740. Mbegani and mlingotini villages found in zinga ward which its geographical coordinates are 6 ° 31 0 South, 38 ° 59 0 East. 3.2 STUDY MATERIAL Material which will be used in this study are: Note book and pencil which will be used to take record. Rain boots which will be used to protect legs from protruding mangroves root. Gloves which will be used for hands protection. 3.3 DATA COLLECTION TECHNIQUES During this work data will be collected by simple prepared questionnaires and through observation. 3.4 DATA ANALYSIS Gathered information from this study will be analyzed by Microsoft excel.

Mathematical Realism And Its D :: essays research papers

Reuben Hersh, a mathematician and mathematics philosopher, believes humans created math. He reasons that math is all in the heads of humans, and is a â€Å"social phenomenon†. According to Hersh math is not â€Å"physical, not mental, but social†. Math to Hersh is a creation of humans that would not be found in other regions of the universe. According to Hersh if there were other life forms out there in the universe they would not have the same math that we have.   Ã‚  Ã‚  Ã‚  Ã‚  Hersh agrees that there could very well be aliens out there in the universe who use mathematics, but he feels that their math would much different than ours. Others would argue and say that math is the same all around the universe. Mathematicians find it mined boggling that Hersh believes math is created. A mathematician can’t imagine an alien not knowing two plus two is four. Hersh argues that all math isn’t based on facts. He says there is no proof that two plus two is four, and when a mathematician argues with him by giving him math rules Hersh replies by saying â€Å"I find it so astonishing that a good mathematician would so misunderstand the nature of proof.†   Ã‚  Ã‚  Ã‚  Ã‚  Hersh goes on and uses many analogies that attempt to disprove mathematics, but mathematicians believe the math is something to be found, not created. Mathematicians describe math as something to observe and find not something to create and construct.   Ã‚  Ã‚  Ã‚  Ã‚  I thought this article to be very interesting. While reading this article I was swayed from one side to the other, both sides had reasonable arguments that kept me doubtful. Math can very much is considered a created thing because we have no way of knowing if it actually applies to areas out of our sight. But as long as math is in our minds we will never get away from it. As we travel the universe we will still see everything as math, whereas an alien might see some kind of different explanation for everything around them.

Carnegie Steel Mill Company Essay

It’s a honor to be ‘ere today with y’all Congressmen. I came ‘ere today to speak to y’all about the workin’ conditions in the Carnegie Steel Mill Company. We work twelve hour shifts, seven days a week. We don’t get any breaks, only the lucky ones who seem to find a minute or two to spare can get some breaks. Most don’t bring in food ‘cus we don’t have any time to eat while we work. We earn ten dollars only a week, while the salary of Andrew Carnegie is the salary of four thousand workers put together. There are not any old men here ‘cus its always hot and the work just sapped the life out of you. Most can only work ‘till the age of forty ‘cus of the conditions. Its swelterin’ hot all the time, we sweat a lot, an’ we drink tons of water. I lost forty pounds in three weeks. I’m super skinny an’ my wife is starting to worry about me. She wants me to see a doctor but I cannot afford one. Another thin’ to add, we have only one, yes one, holiday an’ that is the Fourth of July. We should have more holidays because we work too long an’ get paid too little. Andrew Carnegie is a stealin’ son of a gun and needs to be brought to justice. My house looks, how to put this, ugly because my family can only afford a single room house, which currently has three in it total. Me, my wife, an’ my son, who is working in the coal mines an’ is only ten years old. His contribution to the family makes us go by barely. We only eat one meal a day if we can afford it. I’m proposin’ a bill that will give us all a better housing’ breaks, more holidays, an’ a better pay. Please take in a consideration of what I said when you are overlookin’ my bill. Thanks for havin’ me ‘ere with y’all Congressmen.

Cultural Awareness, Understanding, and Acceptance

Cultural Awareness, Understanding, and Acceptance Introduction California is one of the populated USA states inhabited by large number of different minority groups which for centuries have defined and characterized the state’s social, cultural, economic, political, and religious environments. At the same time, the state appears to be increasing in the number of minority groups. By 2010, California had an estimated population of 37,253,956 people (USA Census Bureau, 2011).Advertising We will write a custom coursework sample on Cultural Awareness, Understanding, and Acceptance specifically for you for only $16.05 $11/page Learn More This constituted a 10% increase, as compared to 2000 population of 33,871,648 people (USA Census Bureau, 2011). Out of this population, Hispanic population (Latinos) make up 37.6% compared to 40.1% of non-Hispanic white population and the rest represent other minority groups in the state (USA Census Bureau, 2011). Hispanic Americans or popularly known as Latino constitute t he fastest growing minority group in the state. By 2020, it has been estimated that the ethnic group will be dominant in California (USA Census Bureau, 2011). Although the Latinos form the largest and growing minority group in the state, the ethnic group is composed of various sub-cultures. Some of the notable sub-cultures of the group include Mexican Americans, Cuban Americans, Central Americans, Puerto Ricans, etc. On a wider scale, the Latinos may exhibit similar socio-cultural and economic aspects. Therefore, it is likely to find some differences among the sub-cultures that may be associated with the diverse geographical and political backgrounds. It is also necessary to undertake more apt studies that identify similarities and differences between the various sub-cultures of Latinos that may be appropriate for action-based cultural programs and understanding. As a result, the study will focus on two sub-cultures – Mexican Americans and Puerto Ricans Americans. Specific em phasis will be placed on the analysis of such common themes as holidays and traditions, education and family structure, and religion to define the basic differences and similarities between Mexican Americans and Puerto Rican Americans. Hence, holidays and traditions play an important role among members of Hispanic group, so do family structure because they influence social interaction. Second, language has also a major impact on other cultures these two groups interact. Finally, religion introduces an important component to cultural development of both Mexican Americans and Puerto Americans.Advertising Looking for coursework on cultural studies? Let's see if we can help you! Get your first paper with 15% OFF Learn More Results Section Brief Overview of Mexican Americans The Mexican American culture is constantly changing because of the impact of other cultures. Especial attention is given to the cultural exchange between Mexican and American cultures through flow of traditions and ideas. At this point, â€Å"Mexican Americans hold very strong bond to their language, people, traditions, and homeland† (Bravo, 2005, p. 157). In this respect, such dedication to cultural issues has a potent impact on the native population. Holidays and Traditions Despite the merger of American and Mexican cultures, the Mexican Americans have a strong sense of cultural identity and, as a result, they strive to sustain their original roots and traditions (Mexican Americans in the Columbia Basin, n. d.). Moreover, they have always strived to reinforce their cultural traditions and sustain cultural renaissance (Garcia, 2002). In this respect, cultural revival can be traced through celebrating different holidays and keeping loyalty to different important rituals, such as wedding, funeral, or anniversaries. Because the percentage of Mexican Americans is significant in the United States, particularly in California, Texas, and Arizona, Native Americans consid er it quite easy to observe cultural traditions and sustain close cultural ties with different Mexican communities through different cultural celebrations, such as Cinco de Mayo, which is also known as the day of Mexican Independence (Bravo, 2005, p. 158). With regard to food preferences, Chicanos largely eat traditional foods that reflect Mexican-American diet rich in variety of foods and dishes (Ohio State University, 2010a). The diet is normally a blend of pre-Columbian, indigenous India, Spanish, and French varieties. Moreover, Chicanos consume in large number; local fruits, vegetables, grains, dairy products and protein sources (Ohio State University, 2010a). One of the most famous components of the Mexican cuisine is tortilla that is traditionally made of corn, which is the basic ingredient for Mexican dishes.Advertising We will write a custom coursework sample on Cultural Awareness, Understanding, and Acceptance specifically for you for only $16.05 $11/page Learn More It should also be stressed that Mexican Americans are committed to sustaining different sub-cultures. In this respect, Mequel Mendez is one the acknowledged Mexican American writers revealing the essentials of Chicano culture. This is specifically revealed in his best known story called Pilgrims in Aztlan, revealing the main peculiarities of Mexican traditions within the American context (Mendez, 1992). Language and Family Structure Though the Spanish language is the main language of the Mexican people, younger generations living in the United States are more likely to blend the Spanish language with English. Aside from language issues, Mexican-Americans try to defend their system of education and prove that their teaching approaches are also effective (Association of Mexican-American Educators, et al., v. The State of California and the California Commission on Teacher Credentialing, 1996). Family is an important aspect that Mexican Americans (Chicanos) practice (Williams, 1990). Chicanos practice effective strategies for child development throughout one’s life cycle. Mothers are the ones who stay with infants for a long time whereas men are supposed to work outside to earn money for their families. Women are supposed to perform all household chores including childrearing (Williams, 1990). As a result, mothers become the perfect agents of socialization for the children. Moreover, Chicanos families are largely extended in nature with many members. Despite significant differences between the American and Mexican cultures, Mexican American families are often referred as to the American type of extended families. Religion Religion remains an important aspect in the lives of Mexican Americans. In fact, Mexican Americans associate the happenings in the world to religious beliefs and practices they have held for a long time. The predominant religion majority of Mexican Americans have associated with is the Roman Catholicism (Williams, 1990) . Religion is seen to be the expression of entity that stresses sacredness and human existence among Mexican Americans.Advertising Looking for coursework on cultural studies? Let's see if we can help you! Get your first paper with 15% OFF Learn More Brief Overview of Puerto Rican Americans Holidays and Traditions Traditions of Puerto Rican Americans are largely influenced by Afro-Spanish history because many customs are mixed with the Catholic religion of Spaniards and religious orientation of the West African slaves brought to the island in the early sixteenth century (Countries and Their Cultures, 2012). There are many other celebrations that typical of the Puerto-Rican culture, such as El Dia De las Canelarias, (â€Å"candlemas†), when people dance around a huge bonfire (Countries and Their Cultures, 2012). There are also holidays that are also celebrated by the Americans, such as New Year’s Day and Christmas. Great influence of American culture can be observed in the poems by Martin Espada, particularly by the poem Coca-Cola and Coca Frio (2010-2012). In this poem, one can notice a negative impact of the American mass culture on health of Mexican children. Specific emphasis is placed on the problem of obesity and overweight. Aside from cultural traditions and customs, Puerto Rican Americans have become much more concerned with global issues and, therefore, they have increased cultural awareness (Rosello, n. d.). Economic stability and awareness of social problems is brightly presented by Soto (1995) who provides his outlook on the problem of employment in the Untied States. A famous painter, Ramon Frade also dedicated his painting to depicting real of Puerto Americans. His picture called El Pan Nuestro de Cada Dia (n. d.) mirrors the poverty and daily routine of the people. Puerto Rican America diet resembles that of Mexican Americans although it is not spicy as that of Mexican Americans (Ohio State University, 2010b). The cuisine largely prepared by Puerto Rico Americans involves diet rich in complex carbohydrates such as bread, cereals, soda crackers, rice, and corn meal. In addition, the diet is likely to have calcium elements and milk (Ohio State University, 2010b). Meat also forms p art of the diet and favorite dishes include chicken, pork sausage, turkey, beef, spare ribs, and small quantities of fish. Language and Family Structure Puerto Americans attach great importance to the institution of family and every member is supposed to respect and uphold the family traditions (Bryan, 2004). Children are taught and socialized to respect their elders and women in the community (Taus-Bolstad, 2004). Family is considered the first and foremost vital aspect where members are supposed to show commitments to extended family that include uncles, aunts and cousins (Bryan, 2004). There are many stereotypes and misconceptions related to the language because there is no a Puerto Rican language, but Castilian Spanish originated from ancient Latin. Spanish spoken Puerto Rican Americans have a different pronunciation than that spoken by the Spanish (Countries and Their Cultures, 2012). Despite the fact that English is usually taught by Puerto Rican children in public schools, th e Spanish language remains the main one. Influence of Puerto Ricans to the American people is also tangible in terms of language, which led to the emergence of the so-called â€Å"Spanglish† language (Countries and Their Cultures, 2012). Judging from these exchanges, Puerto Rican Americans have a potent influence on the language development in the United States. Religion Religion is another feature that is important among the Puerto Rican Americans. Many Puerto Americans have demonstrated diversity and freedom of worship but on closer look and analysis, the Catholicism values and teachings dominates the population and their religious beliefs (Bryan, 2004). Catholicism is combined with other beliefs, which have become predominant among the Puerto Rican Americans. For instance, some of the dominant beliefs in this community include ‘Santeria’ and ‘Espiritismo’ (Bryan, 2004). Santeria constitute a mixture of Catholic beliefs and rituals from the Yoruba tribes (Bryan, 2004). Yoruba found their way to Puerto Rico as slave immigrants. On the other hand, Espiritismo constitute a belief in spirits that date back to the native Taino tribes and has become one of the dominating beliefs among the Puerto Americans (Bryan, 2004). Discussion and Conclusion Similarities in Cultures Because both sub-cultures refer to similar national group (Hispanic, or Latino), it is logical that they have much in common with each other in terms of traditions, social structures, cuisine, and religion. To begin with, both cultures attain much importance to family structures, as far as greater affiliation to older generations and cultural roots is concerned. Family structure also influences the roles and responsibilities that each member of the family takes in life. Both Mexican-American and Puerto Rican American value family as the basis for building social communities and reinforcing cultural identity and traditions. In this respect, many traditions are closel y connected with family celebrations, such as wedding, funeral, etc. Specific attention should also be given to the traditional roles of males and females since both cultures introduce make dominance whereas the role of women is confined to housekeeping and looking after children. Therefore, women are usually less engaged in career building. However, living in the United States, more and more females are ambitious about receiving education and promoting their career. Close resemblance of cuisines is also observed because both the Mexican and the Puerto Rican make use of beans and corns as the major ingredients in preparing traditional dishes, although there is certain divergence in the cooking process. Finally, there is a great similarity between the cultural communities in terms of religion and religious beliefs. Specifically, both cultures are connected to Romanic Catholicism. Moreover, both Mexican American and Puerto Rican Americans believe that religion play a pivotal role in o ther social spheres, including education, traditions, and family issues. Differences in Cultures Despite a great number of similarities between the two Hispanic groups under analysis, there are explicit differences between those that should be taken into the deepest consideration. Specifically, Mexican Americans have deep sense of cultural identity, as well as richness of culture, which is based on very old traditions originated from the Maya culture (Bravo, 2005). Despite that, they have quickly assimilated among the Native Americans and have become the largest minority group in the United States. In contrast, Puerto Rican Americans are more affiliated to their roots and, therefore, they rarely call themselves as American. Being proud of their culture, this people is more oriented on preserving their original root. As a result, the process of assimilation is quite difficult. Though Hispanic cuisine is quite similar, certain discrepancies between Mexican and Puerto Rican cuisine can be found. Hence, the Mexican diet takes roots from Spanish, Indian, and French influences whereas Puerto Rican is more based on West African flavors, such as increased popularity of coffee and cocoa beans. Regarding language, Puerto Rican speck Castilian Spanish whereas Mexican Americans a â€Å"pure† Spanish language. Despite the differences, both languages have quickly assimilated among the American speakers and, as a result, a great number of new words and accents have emerged. Three Approaches to Using Information in Classrooms Regarding the above-presented analysis and synthesis of primary and secondary resources, it can be stated that both sub-cultural are rich in traditions, cultures, and celebrations, which should be learned to the meet the global requirements. First, living in the era of internationalization, cultural diversity issues have acquired great importance. Therefore, the found information can be used in such lessons dedicated to the conflict management, gl obalization, communication and mass media. For instance, learning more about family structures of both Puerto Rican Americans and Mexican Americans is significant because it allows to learn more about how to favor a socially appropriate environment for such people. Second, learning cultural differences can provide a better understanding of cultural exchange between American and Hispanic culture. In this respect, the found information can be used while studying different traditions of Hispanic people and how they affect American culture. For instance, how Mexican celebrations, such as the Day of Mexican independence, influence American customs. Cultural distinctions can be also viewed by studying the peculiarities of the Castilian Spanish language. spoken by Puerto Rican Americans, as well as how it influence the English language. Finally, the given study can provide a better understanding of the problems of discrimination and gender because these issues of higher importance of the c ultures in question. Issues of racial and gender discrimination can be applied to such disciplines as political science, sociology, and legal issues. Analyzing legal case studies presented above can provides students with a better picture that Hispanic groups experience while living in the United States. Personal and Professional Relevance Brief Overview of Methods While searching for the primary information, the following methods have been used: Introducing the keywords â€Å"Hispanic groups† , â€Å"Cultural awareness†, â€Å"Mexican American†, â€Å"Puerto American† to the search engine; Analysis of information with regard to the established topics; Using Internet, I have managed to find out Google images displaying traditional cuisine; Once the information have been gathered, it has been studies to find out common thematic nodes, that have presented above; Introducing common themes have been through analysis of differences and similarities. Primary and secondary data gathered have provides a full overview of all concepts necessary for meeting the demands of the research topic. Non-internet sources were found in the library achieves. Specific focus was made to the books revealing culture and history of the development of Hispanic groups. Importance of Sources The poetry represented by Soto and Espada are of paramount importance because they represent modern tendencies and influences in Mexican and Puerto Rican culture, as well as how these cultures are influenced by the American society. In particular, there primary documents are dedicated to discussing the urgent global problems and the way they affected cultural minority groups, including the spread of mass culture, childhood obesity, and protection of human rights and freedoms. Other resources, such as pictures, and governmental documents, reflect how Hispanic culture can influence the American one. Analysis and Synthesis of the Information While gathering primary and second ary information, secondary resources have been gathered first to get a general idea of the main peculiarities of both cultures. As soon as the basic features of each culture have carefully been considered, a shift has been made to searching for primary resources related to Mexican and Puerto Rican culture. It has been found that all the materials found reveal increased cultural awareness and aspiration to maintain cultural identity. Once all sources have been gathered, I have highlighted the part that referred particular to the themes being investigated – language, family structure and traditions, and religion. Once I have looked through the primary sources, I found evidence in secondary sources displaying similar topics. I used notes and underlined the parts that related specifically to the topics. Importance of the Report for Teaching From a personal perspective, learning more about different cultures is important because it provides a wider insight into a better understand ing about what influence it would have for your culture. Besides, knowledge of host cultures can provide you with information of how to act in a conflict situation in case cultural discrepancies come to the forth. From a professional perspective, learning techniques largely depend on the way teacher can provide students from different cultural backgrounds with knowledge. In particular, cultural differences, including family background, religion, and language peculiarities should be taken into consideration because it will significantly enrich teachers’ experience while presenting materials for such linguistic and historical disciplines. Learning more about Hispanic culture is paramount because it will contribute to a more successful communication at a global level. Alternatively, ignorance of minority cultures can lead to conflict and misunderstanding, which prevents the American society from achieving social and economic welfare. Hence, the study of peculiarities of social a nd family roles performed by the representatives from different cultures is indispensible for establishing effective communication and cooperation between ethnic groups. References Primary Sources â€Å"El Pan Nuestro de Cada Dia† [image] (n. d.). Retrieved from https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhdWGzcUCJ3u8EIuEB0mgcnYveak569QKkW-rT7_UE2dtHgmuegSJaYGPihoxviH0DdXLXI3Dm2IJleE743-KzTX0Z13I40gJOBkeVPpjUgvc176wBnNgJWplYVwNYdTxRYkvUp_0Kevj9g/s1600/Picture+037+-+FINAL.jpg Association of Mexican-American Educators, et al., v. The State of California and the California Commission on Teacher Credentialing (1996). United Stated Courts of Appeals for the Ninth Circuit. Retrieved from: justice.gov/crt/about/app/briefs/amae.pdf Espada, M. (2010-2012). Coca-Cola and Coco Frio. MartinEspada.net. Retrieved from martinespada.net/Coca-Cola_and_Coco_Fr_o.html Mendez, M. (1992). Pilgrims in Aztlan. US: Bilingual Press. Rosello, P. (n. d.) Commonwealth Puerto Rico Findings Letter. The United States Department of Justice. Retrieved from justice.gov/crt/about/spl/documents/prjuvfind.php Soto, G. (199 5, August). Getting Ahead. Poetry Foundation. p. 268. Retrieved from: poetryfoundation.org/poetrymagazine/browse/166/5#20604520 Secondary Sources Bravo, A. (2005). Mexican-Americans: A Culture of Struggle, Dignity, and Survival. CS P, 3(2), 157-163. Bryan, N. (2004). Puerto Rican Americans. NY: ABDO Publishers. Countries and Their Cultures (2012). Puerto Rican Americans. Retrieved from everyculture.com/multi/Pa-Sp/Puerto-Rican-Americans.html Garcia, A. M. (2002). The Mexican Americans. CT: Greenwood Publishing Group. Mexican Americans in the Columbia Basin (n. d.). Historical Overview. Retrieved from http://archive.vancouver.wsu.edu/crbeha/ma/ma.htm Ohio State University. (2010a). Cultural Diversity: Eating in America, Mexican-American. Family and Consumer Sciences. Retrieved from https://docs.google.com/viewer?a=vq=cache:FACB6Wc07JgJ:ohioline.osu.edu/hyg-fact/5000/pdf/5255.pdf+cultural+diversity+eating+in+america+mexican-americanhl=engl=kepid=blsrcid=ADGEESimMq_flZDh9iEWzWpeK8iIea jzaGu8klVaesjgW5TuMRwWJ8asHSP1jm1UO1FNjM0CuiO6Ml0LvzfGi8TMDNeKjumlx2lYrHgkzbEUuXhqgPbWBGDJmbHralgaCIH7Oos_iZ4Bsig=AHIEtbS1-mCjiry9caMgHd9p-VR3H43YhA Ohio State University. (2010b). Cultural Diversity: Eating in America, Puerto-Rico Americans. Family and Consumer Sciences. Retrieved from Taus-Bolstad. (2004). Puerto Ricans in America. NY: Lerner Publications. USA Census Bureau. (2011). State and County quick facts. Retrieved from census.gov/aboutus/contacts.html Williams, N. (1990). The Mexican American family: tradition and change. CA: Rowman Littlefield. Retrieved from https://books.google.com/books?id=Vfomj3aqBT8Cpg=PA15lpg=PA15dq=Mexican+American+family+arrangementsource=blots=pX0jza3yjdsig=xf0RNOgliX-VkNb2FTFfax1Gr44hl=enei=SxXmTrypH5LN4QShzMWrBQsa=Xoi=book_resultct=resultresnum=1ved=0CCIQ6AEwAA#v=onepageq=Mexican%20American%20family%20arrangementf=false

Birth To Three Matters Framework †Theatre Essay

Birth To Three Matters Framework – Theatre Essay Free Online Research Papers Birth To Three Matters Framework Theatre Essay I am going to look at the aspects of play outlined in the birth to three matters framework (December, 2002). This framework was created to ensure that children could develop to their full potential. The framework was designed to help practitioners support children’s development in the early years. There are four aspects of play outlined in the birth to three matters framework. These are a skilful communicator, a competent learner, a healthy child and a strong child. These aspects of play celebrate the skill and competence of babies and young children. They highlight the interrelationship between growth, learning development and the environment in which children are cared, nurtured and educated. Each aspect has four components; to enable the aspects to be reached the components must be followed. The aspect a strong child is important as it is essential for a child to be strong. Strong incorporates being capable confident and self-assured. A key time for this development to begin is during the early years. The four components of this aspect are; a sense of belonging, me, myself and I, being acknowledged and developing self assurance. A sense of belonging focuses on acquiring social competence and confidence. This could include being with others that they trust, valuing individuality and contributions made by others and self, having a role within a group and being able to snuggle in with a key person. The New Zealand Ministry of Education (1996) says that if children feel that they belong they are more likely to develop inner well-being, security and identity, they should be able to understand what they do is valued so they can develop confidence to explore new activities. Me, myself and I focuses on the child’s realisation of individuality. This includes growing awareness of self, realisation that he/she is different and separate from others, recognition of personal characteristics and preferences, exploring what he/she can do. Schaffer (1992) said that babies are constantly becoming aware that they exist. Being acknowledged and affirmed focuses on experiencing and seeking closeness form others. These includes needing recognition, acceptance and comfort, being able to contribute to secure relationships, understanding that they are valued by and are important to someone and exploring the emotional boundaries they build. Post and Hohmann (2000) believe that children depend on the affirmation and warmth of trusting relations they have developed. Developing self-assurance focuses on trusting and relying on a child’s own abilities. This will include gaining self-assurance through close relationships, becoming confident in what they can do, being able to value and appreciate their abilities and feeling self-assured and supported. Murray and Andrews (2000) believe that children with secure attachments can cope with difficulties better. Children’s play is essential for children to develop these components. To help a child develop into a strong child. This framework and curriculum for pre-school is child centred and based upon play. To help a child develop self-assurance a practitioner could give babies and young children a favourite toy to play with independently. Gradually increasing this independent play time. Ensuring that an adult is nearby to offer quiet support and interest. Providing equipment the child will appreciate will encourage further independent play. Skinner said that if we enjoy doing an activity we are more like y to repeat and learn from it. That is why it is essential to provide toys and materials a child will appreciate and like. Encourage play that involves collaborative play and communal sharing times. This will encourage the child to take responsibility and learn that others are important as well as themselves. Also encouraging children to collect things for themselves allows children to develop their self-assurance. This links to point four of the principles of the pioneers for early childhood education in the modern context. Point four is ‘Children learn best when they are allowed to make errors, decisions and choices, and respected as autonomous learners.’ Katz (1993) states that if children are given freedom within a setting they are more likely to respect the setting and feel inclined to have the correct attitude to learn. To incorporate this learning into play involves planning specific activities that promote this learning. Activities should allow children to play near an adult. This is because young children enjoy solitary play and investigation but an adult is needed to offer assistance and confirmation during an activity. Children with diverse needs often have low self-assurance so therefore it is important that you show you appreciate them and their efforts. It is also a good idea because children, especially those with diverse needs have self-confidence that is influenced by adult input. Children with diverse needs may need extra reassurance. Choosing tasks that encourage children to complete them independently are a good way to boost their self-assurance. Some children with diverse needs may not be able to complete a task but their effort should be praised and encouraged, you should show that you appreciate their effort. This links to point 7 of the principles of the pioneers for early childh ood education in the modern context. This states what a child can do is more important than what a child cannot do; this should be that child’s starting point in education. Being acknowledged and affirmed is also important for the child to become a strong child. Play with the young child, singing songs, have fun and laughing with young babies. When an adult communicates with a child they should be face to face with the child and contact should be established by eye contact, voice or light touch. Showing and teaching children about others and how it feels to be them allows them to understand other. This can be done by reading stories with different voices and allowing children to dress up as others. Point nine of the principles of the pioneers for early childhood education in the modern context states that relationships with others are vital in a child’s life. Vygotsky’s view was that social interaction helped develop higher functioning in children. Brunner agrees with this and says that the adult child relationship helps develop children’s problem solving skills and attitudes to help facilitate the problem solving behaviour. Quality relationships help pave the way for quality education in later life. Planning activities to help this component to be fulfilled should include activities in which children can build secure attachments to key workers. Children with diverse needs may have different responses but they should be entitled to the same opportunities and experience of others. Some children may need additional time and attention; this should be provided without ignoring other children. One way to promote awareness of self is to create a booklet about the child. This can be created with thee support of parents and other carers. This shows the child that as an individual they are acknowledged and are important. A sense of belonging is important for a strong child as it allows the child to explore the world from a secure base. To help a child develop appropriate sense of belonging the practitioner should set up appropriate play activities and have opportunities to support the child. Include parents to help create records of a child’s life at home. Showing children that they are valued as a person. Set up the environment to stimulate all the children’s senses, for example different smells, music and lighting for children to enjoy. Share tasks with home and nursery. For example get children to participate in household tasks in the nursery and allow a child to take home a nursery toy to look after for a while. This helps a child develop a sense of belonging as this helps develop a sense of security at home and in the childcare setting. To help promote this the setting could provide each child with their own place to put things. This could be something simple like a tray. Creating a display with children’s families, pets and homes will give them something to look at if they get homesick. It also provides the children with the chance to see other family types and to see that each family is different. This will help children recognise different cultures, race and gender. This helps children feel valued. A further way to do this is to talk about different cultures with a child, listening to their input. Talking about children’s individual achievements or significant events to them also promotes a sense of being valued. Also talking about physical characteristics and individual preference promotes a sense of belonging. This component links to the second of the principles of the pioneers for early childhood education in the modern context. This point states that children have feelings, ideas and relationships with others. Children need to be physically and motional healthy. Pringle (1974/1980) built on Maslow (1962) and Isaacs (1968) work. Pringle asserts that children have primary and secondary needs. Primary needs are those necessary for survival, nourishment, shelter and clothing. Secondary needs are love, security, need for new experiences, praise, recognition and responsibility. A school/nursery setting should see to primary and secondary needs for quality education to be achieved. Me, myself and I is the final component needed for a child to grow into a strong child. It involves helping a child to learn about and get to know themselves and their own capabilities. Respect, care, love and emotional support help a child develop a strong sense of trust, emotional security and a positive self image. A practitioner could imitate a baby’s actions and provide mirrors to show them what they look like and what their actions look like. A practitioner should always value a child’s comfort object. This will show the children you value and understand their emotional needs. The child should also be allowed to make decisions about their actions, for example what they are going to play with, where they are going to sit and who they are going to sit with. This allows the child to develop a positive self image of them as others are showing they have the confidence in them making the correct decision. Practitioners should plan specialised times to be with children giving them their full attention being attentive to their needs. Some children with diverse needs, for example babies that are blind, deaf or have severe learning difficulties have to have constant reminders that someone is there and they are valued. Practitioners should take the time to explain to a blind baby what it looks like; using feelings to show what is being talked about. For a deaf child gesturing to their face whilst looking in a mirror. This will encourage them to develop an awareness of self. Parents and carer should be encouraged to provide artefacts from home. To ensure that the setting reflects many cultures. This helps children from different culture to accept and be proud of their culture. Children should do activities that develop their independence like feeding fish and washing themselves. Also allow children to develop their independence, sense of control and sense of being valued by the community. This can be done by allowing children to make their own decisions. It is important for these things to develop. If a child looks physically different it is important for children and adults to accept the differences. This links to point five of the principles of the pioneers for early childhood education in the modern context. This point reinforces the importance of self discipline in development of individuality and this will increase their sense of being valued. Vygotsky says that in play children exercise their greatest sense of control so they can get most out of play. This emphasises the importance of play during childhood. Dowling (1995) states that rewards and punishments only have short term results as children do not have a chance to reflect analyse or think why they are being punished or rewarded. Self-discipline rather than adult-led discipline is more effective. This is what is required for a child to develop into a strong child. They need appropriate support from a key adult to ensure proper relationships are formed. The environment is also important; an appropriate environment allows a child to feel they belong. Significant adult and environment have significant impact on children’s development. Their sense of self, group identity, emotions and relationships will develop if an appropriate environment is provided and adult support is given. References: New Zealand Ministry of Education. (1996). Te Whariki Early Childhood Curriculum. Wellington, New Zealand; Learning Media LTD. Schaffer, H. In Alvarez, A. (1992). Live company Psychoanalytic Psychotherapy with Autistic Borderline, Deprived and Abused Children. London; Routledge. Post, J. Hohmann, M. (2000). Tender Care and Early Learning, Supporting Families and Toddlers in Childcare Settings. Michigan; High/Scope Press Murray, L. Andrews, L. (2000). The Social Baby, Understanding Babies Communication from Birth. Richmond; CP Publishing Bruce, T. Meggitt, C. (2002). Childcare and Education (3rd Ed). Great Britain; Hodder and Stoughton Bruce, T. (1997). Early childhood Education (2nd Ed). Great Britain; Hodder and Stoughton Tassoni, P. (2002). Certificate Childcare and Education. Oxford; Heinemann Sure Start (2003). Birth to Three Matters. Suffolk; DFES Publications Research Papers on Birth To Three Matters Framework - Theatre EssayPersonal Experience with Teen PregnancyEffects of Television Violence on ChildrenOpen Architechture a white paperInfluences of Socio-Economic Status of Married MalesThe Project Managment Office SystemComparison: Letter from Birmingham and CritoThe Effects of Illegal ImmigrationThree Concepts of PsychodynamicHip-Hop is ArtAnalysis of Ebay Expanding into Asia

PEST analysis and a SWOT analysis for Arm Holdings Essay

PEST analysis and a SWOT analysis for Arm Holdings - Essay Example This has made Arm Holdings' products to be very popular in the market today. So far, there is no altitude of Arm Holding products in the sense that they fail to become popular in other countries because they are foreign products. Their product have been very competitive in the market since they have been designed with the latest technology and since the world today is growing fast as far as information technology is concerned, then they are being manufactured at the right time. Since Arm Holdings Products are produced and marketed international, they consider the level of inflation, interest rates, long-term Gross Domestic Product's per capita prospects in order for them to know the way forward as far as distribution and marketing of their products is concerned. Arm Holdings Company to ensure their products are competitive in the market, they have always ensured that they do a feasibility study on the internal environmental factors in which the firm operates. In order for the firm to they match the organization's resources and a capability in the competitive environment in which it operates, SWOT analysis tool has been a very important tool. 2 Over the years, Arm Holding Company products have had a brand name in the market.

Barriers that must be overcome for Diversity to flourish in an Essay

Barriers that must be overcome for Diversity to flourish in an organization - Essay Example ?the mosaic of people who bring a variety of backgrounds, styles, perspectives, values, and beliefs as assets to the groups and organizations with which they interact.† For the Pillsbury Company, diversity is defined as â€Å"all the way in which we differ.† Kraft Foods Inc. spells out its commitment to diversity in metaphors with which people can identify: â€Å"A stellar meal requires contrasting and complementing textures and tastes. A winning sports team depends of the different talents of its members. A first class orchestra needs many variety of thought, energy, and insight to attain and maintain a competitive edge.† (pp. 25) Diversity, Simmons (2003), refers to variety of difference related to factors such as age, culture, disability, gender, national origin, sexual orientation, socio-economic level or thinking style. In business context diversity includes business background or function. Diversity is a process that corrects inequities and brings fairness and inclusion on all fronts and as broadly defined, carries an inherent benefit for every employee. As Simmons argued, only in this context it is realistic to expect a positive view and an active contribution from every employee. Organization alignment, Simmons continued, is the goal of every culture change process, including diversity. You wont achieve that alignment unless every person can benefit from it. In his book, Johnson (2003, 399-400) explained that in every relationship you decide how to manage the differences between the two of you. Diversity among your acquaintances, classmate, coworkers, neighbors, and friends is increasingly inevitable. Such diversity is an opportunity that can have positive or negative consequences, depending on your engaging in an eight-step program: The first step is to recognize that diversity exists and is a valuable resource. The second step is to build cooperative relationship with diverse individuals. Cooperation promotes a process of acceptance while competitive

CISG Memo, International Business Law Essay Example | Topics and Well Written Essays - 750 words

CISG Memo, International Business Law - Essay Example Article 30 broadly describes the seller's obligation while articles 31-34 expounds on that focusing on the "delivery of the goods and handing over of documents." Article 67 must be read in conjunction with these articles for it determines who assumes the risk of loss and when or under what circumstances this is passed onto the buyer. Article 31 applies only if the seller is not bound to deliver the goods at any other particular place. This article specifies the place where he is to perform his obligation to deliver. The general rule is the seller's place of business. There are two exceptions: (1) where the sale involves carriage of the goods then the obligation is fulfilled when the goods are handed over to the first carrier for transmission to buyer; (2) if the contract is not covered by the first exception and is related to specific goods, or unidentified goods to be drawn from a specific stock or to be manufactured or produced at a particular place the obligation is fulfilled when the goods are placed at the buyer's disposal meaning that "the seller has done that which is necessary for the buyer to be able to take possession."1 The effect of the fulfillment of the obligation to deliver is that any risk of subsequent damage or loss has now passed onto the buyer. ... If the contract involves the carriage of goods and the seller is not bound to hand them over at a particular place, the risk passes to the buyer when they are handed to the first carrier for transmission to the buyer. But if a place is specified for delivery, the risk passes onto the buyer only when the goods are handed over to the carrier at the place agreed upon. Note that even if the seller is authorized to retain the documents controlling the disposition of goods is immaterial to the passage of the risk. These rules will still apply. Article 32 sets forth the additional obligations of the seller in article 31. The first is to clearly identify the goods through the buyer's notice of the consignment. The second is to enter into contracts necessary for the proper transport of the goods in keeping with the circumstances and usual practice. Third, if the seller is not bound to effect insurance, he must inform the buyer so that the buyer may opt to obtain the same. Article 33 as a general rule states that the delivery of goods must be at within a reasonable time after the conclusion except when a date or a period is fixed or determinable from the contract. Article34 requires that the seller must hand over the documents to the goods in the time, place and required form as specified in the contract. If the seller hands the documents earlier than the agreed time, he is given the right to cure any lack of conformity in the documents. He can exercise this right until the time to hand over the document expires. Consequently the buyer is given the right to claim damages if in the exercise of such right by the seller causes him unreasonable inconvenience or expenses. According to a practicing lawyer, the rules of the CISG will create