Anatomy of the Brain Structures and Their Function

The Essence Of A Plc - 1647 Words

Richard Dufour explains the essence of a PLC in three â€Å"big ideas†: 1. Ensuring that students learn- with this concept it requires teachers to look at what we want students to learn, how we will know when they have learned it, and how will respond when a student struggles. 2. A culture of collaboration- â€Å"The powerful collaboration that characterizes professional learning communities is a systematic process in which teachers work together to analyze and improve their classroom practice. Teachers work in teams, engaging in an ongoing cycle of questions that promote deep team learning. This process, in turn, leads to higher levels of student achievement.† (Dufour, 2004) 3. A focus on results- teachers must begin to ask, â€Å"Have we made progress on the goals that are most important to us?† (Dufour, 2004) In selecting the people for this PLC I focused on the teachers who are currently teaching Math 1 and a veteran teacher who has taught Math 1 Julie Bennett is a Math teacher who spans all grade levels (9-12) and all levels of math from Math 1 to advanced math classes. She has been teaching for 14 years. She is also the co-chair of the Content Literacy Continuum, which is a reading initiative our county has adopted for middle and high school. Currently she is not teaching Math 1; however, she has taught it in the past and her students are a contributor to the above scores. Brenae Edwards is a first year teacher from out of state. Barbara Davis is a veteran teacher who has taught inShow MoreRelatedAnalysis Of John Wood Group Plc1736 Words   |  7 Pagesa fundamental analysis of John Wood Group plc with an aim to evaluate the share price of the company. The company is listed on London Stock Exchange and is a component of FTSE100. The company is currently traded at 541.00 p (as on clos ing of 13/01/2015). After detailed analysis of financial statements of the company along with deep understanding of business, the report recommends ‘BUY’ for BP plc. The report analyzes the financials of John Wood Group plc thoroughly with the help of reformulated financialRead MoreThe Risk of Investing1796 Words   |  7 Pagesmultiplying the difference with the invested capital. In both the cases if EVA is positive then the firm has created value otherwise even if large profits are made but are not covering the firm’s cost of capital, then the company is not creating value. The essence of this model is that the company will only be creating value if its return is greater than the required return by the investors. EVA can fall a prey to accounting distortions but it has become popular in measuring performance. In brings a seriousRead MoreLeadership And The Development Collaboration1146 Words   |  5 Pagespromote learning and decision making in the school cur riculum. In other words, the head leadership must have a working knowledge and comprehension of effective communication strategies when collaborating with staff members, educators, and students. In essence the leadership may improve their communication skills by improving their listening skills (Hung, Tsai, Wu, 2016). Nevertheless, not all school leaderships will be the same because people are unique in their thinking patterns and shared knowledgeRead MoreEssay about Total Quality Management TQM at Hotel1672 Words   |  7 PagesTotal Quality Management REPORT ON PROMOTING QUALITY MANAGEMENT SYSTEM FOR WATERLANDER HOTEL EXECUTIVE SUMMARY Global Marketing, Plastix International Plc hired Waterlander Hotel to host their annual banqueting. Global Marketing gave clear and specific details of their requirements to the hotel. However, Waterlander ¡Ã‚ ¦s failure to effectively plan and co-ordinate the activities resulted in the banqueting event been a total disaster and a embarrassment to the client. Waterlander HotelRead MoreOi361 Organizational Impact Essay857 Words   |  4 Pagesdaily. Some decisions require critical thought based upon the varying importance of the decision whereas others may require little thought. One’s mental models or mindsets significantly influence how decisions are made. Lotus Elise Group Lotus PLC is the main holding company of Lotus Cars Ltd. and Lotus Engineering. Lotus Cars Ltd. manufactures racecars; however, as stated by Stamm (2008), â€Å"Lotus Engineering acts as a consultancy to the automotive industry (p. 171). In 1957, the company manufacturedRead MoreThe Corporate Veil : Saloman And Beyond1269 Words   |  6 Pagesignore the doctrine of limited liability, so that the members of the company may be held liable for the actions of the company, aptly this is called ‘piercing’ of the corporate veil. This does not mean that the company ceases to be a legal person; in essence it means that the resulting consequences of such a personality are ignored within a particular legal context. The corporate veil doctrine has drawn a wealth of academic debate. Despite some support for its substantial application, the overarchingRead MoreBusiness Strategy634 Words   |  3 Pagesexploiting core competencies in specific, individual product or servic e markets. Business-level strategy is concerned with a firms position in an industry, relative to competitors and to the five forces of competition.Customers are the foundation or essence of a organizations business-level strategies. Who will be served, what needs have to be met, and how those needs will be satisfied are determined by the senior management. Home Subjects Customer Care CustomRead MoreThe Relationship Between A Corporation And A Private Entity And When The Corporate Veil1561 Words   |  7 Pageslimited to the amount undertaken to be contributed by members. 3) A private unlimited company (unlimited liability of members). 4) A public limited company (members’ liability is limited to the unpaid share capital and at the time of incorporation a plc must have ab allotted share capital of 50,000.00 pounds)† (Rosenfalck). The minimum requirements for setting up a private limited company is that you must have one director, registered in the United Kingdom, and have at least one shareholder (Rosenfalck)Read MoreAn Analysis of The International Covenant on Economic, Social, and Cultural Rights1585 Words   |  7 Pagesshould be pursued at this time. In fact the government may have gone beyond the call of duty by asking Obese PLC to reduce its sugar content. No information is given to suggest that the government spoke to any other company that sells the drinks in question, nor does it have an obligation to do so. This goes against the insinuation that because the government receives donations from Obese PLC that it has allowed it to get away with something. Even if a right to health issue were pursued, there areRead MoreCharacteristics Of English Language Learners2031 Words   |  9 Pagesmeet the needs of teachers with English language learners. However, the researcher determined that three key areas of research effectively overlapped that, when combined, create an accurate picture of the current state of ELL teachers and use of the PLC model. This literature review establishes the characteristics of English language learners and their needs in the classroom, explores the current philosophy of professional development needs specifically for teachers with English language learners

Second Foundation 8. Seldon’s Plan Free Essays

MATHEMATICS The synthesis of the calculus of n-variables and of n-dimensional geometry is the basis of what Seldon once called â€Å"my little algebra of humanity†Ã¢â‚¬ ¦ Encyclopedia Galactica Consider a room! The location of the room is not in question at the moment. It is merely sufficient to say that in that room, more than anywhere, the Second Foundation existed. It was a room which, through the centuries, had been the abode of pure science – yet it had none of the gadgets with which, through millennia of association, science has come to be considered equivalent. We will write a custom essay sample on Second Foundation 8. Seldon’s Plan or any similar topic only for you Order Now It was a science, instead, which dealt with mathematical concepts only, in a manner similar to the speculation of ancient, ancient races in the primitive, prehistoric days before technology had come to be; before Man had spread beyond a single, now-unknown world. For one thing, there was in that room – protected by a mental science as yet unassailable by the combined physical might of the rest of the Galaxy – the Prime Radiant, which held in its vitals the Seldon Plan – complete. For another, there was a man, too, in that room – The First Speaker. He was the twelfth in the line of chief guardians of the Plan, and his title bore no deeper significance than the fact that at the gatherings of the leaders of the Second Foundation, he spoke first. His predecessor had beaten the Mule, but the wreckage of that gigantic struggle still littered the path of the Plan- For twenty-five years, he, and his administration, had been trying to force a Galaxy of stubborn and stupid human beings back to the path-It was a terrible task. The First Speaker looked up at the opening door. Even while, in the loneliness of the room, he considered his quarter century of effort, which now so slowly and inevitably approached its climax; even while he had been so engaged, his mind had been considering the newcomer with a gentle expectation. A youth, a student, one of those who might take over, eventually. The young man stood uncertainly at the door, so that the First Speaker had to walk to him and lead him in, with a friendly hand upon the shoulder. The Student smiled shyly, and the First Speaker responded by saying, â€Å"First, I must tell you why you are here.† They faced each other now, across the desk. Neither was speaking in any way that could be recognized as such by any man in the Galaxy who was not himself a member of the Second Foundation. Speech, originally, was the device whereby Man learned, imperfectly, to transmit the thoughts and emotions of his mind. By setting up arbitrary sounds and combinations of sounds to represent certain mental nuances, be developed a method of communication – but one which in its clumsiness and thick-thumbed inadequacy degenerated all the delicacy of the mind into gross and guttural signaling. Down – down – the results can be followed; and all the suffering that humanity ever knew can be traced to the one fact that no man in the history of the Galaxy, until Hari Seldon, and very few men thereafter, could really understand one another. Every human being lived behind an impenetrable wall of choking mist within which no other but he existed. Occasionally there were the dim signals from deep within the cavern in which another man was located-so that each might grope toward the other. Yet because they did not know one another, and could not understand one another, and dared not trust one another, and felt from infancy the terrors and insecurity of that ultimate isolation – there was the hunted fear of man for man, the savage rapacity of man toward man. Feet, for tens of thousands of years, had clogged and shuffled in the mud – and held down the minds which, for an equal time, had been fit for the companionship of the stars. Grimly, Man had instinctively sought to circumvent the prison bars of ordinary speech. Semantics, symbolic logic, psychoanalysis – they had all been devices whereby speech could either be refined or by-passed. Psychohistory had been the development of mental science, the final mathematicization thereof, rather, which had finally succeeded. Through the development of the mathematics necessary to understand the facts of neural physiology and the electrochemistry of the nervous system, which themselves had to be, had to be, traced down to nuclear forces, it first became possible to truly develop psychology. And through the generalization of psychological knowledge from the individual to the group, sociology was also mathematicized. The larger groups; the billions that occupied planets; the trillions that occupied Sectors; the quadrillions that occupied the whole Galaxy, became, not simply human beings, but gigantic forces amenable to statistical treatment – so that to Hari Seldon, the future became clear and inevitable, and the Plan could be set up. The same basic developments of mental science that had brought about the development of the Seldon Plan, thus made it also unnecessary for the First Speaker to use words in addressing the Student. Every reaction to a stimulus, however slight, was completely indicative of all the trifling changes, of all the flickering currents that went on in another’s mind. The First Speaker could not sense the emotional content of the Student’s instinctively, as the Mule would have been able to do – since the Mule was a mutant with powers not ever likely to become completely comprehensible to any ordinary man, even a Second Foundationer – rather he deduced them, as the result of intensive training. Since, however, it is inherently impossible in a society based on speech to indicate truly the method of communication of Second Foundationers among themselves, the whole matter will be hereafter ignored. The First Speaker will be represented as speaking in ordinary fashion, and if the translation is not always entirely valid, it is at least the best that can be done under the circumstances. It will be pretended therefore, that the First Speaker did actually say, â€Å"First, I must tell you why you are here,† instead of smiling just so and lifting a finger exactly thus. The First Speaker said, â€Å"You have studied mental science hard and well for most of your life. You have absorbed all your teachers could give you. It is time for you and a few others like yourself to begin your apprenticeship for Speakerhood.† Agitation from the other side of the desk. â€Å"No – now you must take this phlegmatically. You had hoped you would qualify. You had feared you would not. Actually, both hope and fear are weaknesses. You knew you would qualify and you hesitate to admit the fact because such knowledge might stamp you as cocksure and therefore unfit. Nonsense! The most hopelessly stupid man is he who is not aware that he is wise. It is part of your qualification that you knew you would qualify.† Relaxation on the other side of the desk. â€Å"Exactly. Now you feel better and your guard is down. You are fitter to concentrate and fitter to understand. Remember, to be truly effective, it is not necessary to hold the mind under a tight, controlling barrier which to the intelligent probe is as informative as a naked mentality. Rather, one should cultivate an innocence, an awareness of self, and an unself-consciousness of self which leaves one nothing to hide. My mind is open to you. Let this be so for both of us.† He went on. â€Å"It is not an easy thing to be a Speaker. It is not an easy thing to be a Psychohistorian in the first place; and not even the best Psychohistorian need necessarily qualify to be a Speaker. There is a distinction here. A Speaker must not only be aware of the mathematical intricacies of the Seldon Plan; he must have a sympathy for it and for its ends. He must love the Plan; to him it must be life and breath. More than that it must even be as a living friend. â€Å"Do you know what this is?† The First Speaker’s hand hovered gently over the black, shining cube in the middle of the desk. It was featureless. â€Å"No, Speaker, I do not.† â€Å"You have heard of the Prime Radiant?† â€Å"This?† – Astonishment. â€Å"You expected something more noble and awe-inspiring? Well, that is natural. It was created in the days of the Empire, by men of Seldon’s time. For nearly four hundred years, it has served our needs perfectly, without requiring repairs or adjustment. And fortunately so, since none of the Second Foundation is qualified to handle it in any technical fashion.† He smiled gently. â€Å"Those of the First Foundation might be able to duplicate this, but they must never know, of course.† He depressed a lever on his side of the desk and the room was in darkness. But only for a moment, since with a gradually livening flush, the two long walls of the room glowed to life. First, a pearly white, unrelieved, then a trace of faint darkness here and there, and finally, the fine neatly printed equations in black, with an occasional red hairline that wavered through the darker forest like a staggering rillet. â€Å"Come, my boy, step here before the wall. You will not cast a shadow. This light does not radiate from the Radiant in an ordinary manner. To tell you the truth, I do not know even faintly by what medium this effect is produced, but you will not cast a shadow. I know that.† They stood together in the light. Each wall was thirty feet long, and ten high. The writing was small and covered every inch. â€Å"This is not the whole Plan,† said the First Speaker. â€Å"To get it all upon both walls, the individual equations would have to be reduced to microscopic size – but that is not necessary. What you now see represents the main portions of the Plan till now. You have learned about this, have you not?† â€Å"Yes, Speaker, I have.† â€Å"Do you recognize any portion.† A slow silence. The student pointed a finger and as he did so, the line of equations marched down the wall, until the single series of functions he had thought of – one could scarcely consider the quick, generalized gesture of the finger to have been sufficiently precise – was at eye-level. The First Speaker laughed softly, â€Å"You will find the Prime Radiant to be attuned to your mind. You may expect more surprises from the little gadget. What were you about to say about the equation you have chosen?† â€Å"It,† faltered the Student, â€Å"is a Rigellian integral, using a planetary distribution of a bias indicating the presence of two chief economic classes on the planet, or maybe a Sector, plus an unstable emotional pattern.† â€Å"And what does it signify?† â€Å"It represents the limit of tension, since we have here† – he pointed, and again the equations veered – â€Å"a converging series.† â€Å"Good,† said the First Speaker. â€Å"And tell me, what do you think of all this. A finished work of art, is it not?† â€Å"Definitely!† â€Å"Wrong! It is not.† This, with sharpness. â€Å"It is the first lesson you must unlearn. The Seldon Plan is neither complete nor correct. Instead, it is merely the best that could be done at the time. Over a dozen generations of men have pored over these equations, worked at them, taken them apart to the last decimal place, and put them together again. They’ve done more than that. They’ve watched nearly four hundred years pass and against the predictions and equations, they’ve checked reality, and they have learned. â€Å"They have learned more than Seldon ever knew, and if with the accumulated knowledge of the centuries we could repeat Seldon’s work, we could do a better job. Is that perfectly clear to you?† The Student appeared a little shocked. â€Å"Before you obtain your Speakerhood,† continued the First Speaker, â€Å"you yourself will have to make an original contribution to the Plan. It is not such great blasphemy. Every red mark you see on the wall is the contribution of a man among us who lived since Seldon. Why†¦ why-† He looked upward, â€Å"There!† The whole wall seemed to whirl down upon him. â€Å"This,† he said, â€Å"is mine.† A fine red line encircled two forking arrows and included six square feet of deductions along each path. Between the two were a series of equations in red. â€Å"It does not,† said the Speaker, â€Å"seem to be much. It is at a point in the Plan which we will not reach yet for a time as long as that which has already passed. It is at the period of coalescence, when the Second Empire that is to be is in the grip of rival personalities who will threaten to pull it apart if the fight is too even, or clamp it into rigidity, if the fight is too uneven. Both possibilities are considered here, followed, and the method of avoiding either indicated. â€Å"Yet it is all a matter of probabilities and a third course can exist. It is one of comparatively low likelihood – twelve point six four percent, to be exact – but even smaller chances have already come to pass and the Plan is only forty percent complete. This third probability consists of a possible compromise between two or more of the conflicting personalities being considered. This, I showed, would first freeze the Second Empire into an unprofitable mold, and then, eventually, inflict more damage through civil wars than would have taken place had a compromise never been made in the first place. Fortunately, that could be prevented, too. And that was my contribution.† â€Å"If I may interrupt, Speaker- How is a change made?† â€Å"Through the agency of the Radiant. You will find in your own case, for instance, that your mathematics will be checked rigorously by five different boards; and that you will be required to defend it against a concerted and merciless attack. Two years will then pass, and your development will be reviewed again. It has happened more than once that a seemingly perfect piece of work has uncovered its fallacies only after an induction period of months or years. Sometimes, the contributor himself discovers the flaw. â€Å"If, after two years, another examination, not less detailed than the first, still passes it, and – better still – if in the interim the young scientist has brought to light additional details, subsidiary evidence, the contribution will be added to the Plan. It was the climax of my career; it will be the climax of yours. â€Å"The Prime Radiant can be adjusted to your mind, and all corrections and additions can be made through mental rapport. There will be nothing to indicate that the correction or addition is yours. In all the history of the Plan there has been no personalization. It is rather a creation of all of us together. Do you understand?† â€Å"Yes, Speaker!† â€Å"Then, enough of that.† A stride to the Prime Radiant, and the walls were blank again save for the ordinary room-lighting region along the upper borders. â€Å"Sit down here at my desk, and let me talk to you. It is enough for a Psychohistorian, as such, to know his Biostatistics and his Neurochemical Electromathematics. Some know nothing else and are fit only to be statistical technicians. But a Speaker must be able to discuss the Plan without mathematics. If not the Plan itself, at least its philosophy and its aims. â€Å"First of all, what is the aim of the Plan? Please tell me in your own words – and don’t grope for fine sentiment. You won’t be judged on polish and suavity, I assure you.† It was the Student’s first chance at more than a bisyllable, and he hesitated before plunging into the expectant space cleared away for him. He said, diffidently: â€Å"As a result of what I have learned, I believe that it is the intention of the Plan to establish a human civilization based on an orientation entirely different from anything that ever before existed. An orientation which, according to the findings of Psychohistory, could never spontaneously come into being-â€Å" â€Å"Stop!† The First Speaker was insistent. ‘You must not say ‘never.’ That is a lazy slurring over of the facts. Actually, Psychohistory predicts only probabilities. A particular event may be infinitesimally probable, but the probability is always greater than zero.† â€Å"Yes, Speaker. The orientation desired, if I may correct myself, then, is well known to possess no significant probability of spontaneously coming to pass.† â€Å"Better. What is the orientation?† â€Å"It is that of a civilization based on mental science. In all the known history of Mankind, advances have been made primarily in physical technology; in the capacity of handling the inanimate world about Man. Control of self and society has been left to chance or to the vague gropings of intuitive ethical systems based on inspiration and emotion. As a result, no culture of greater stability than about fifty-five percent has ever existed, and these only as the result of great human misery.† â€Å"And why is the orientation we speak of a nonspontaneous one?† â€Å"Because a large minority of human beings are mentally equipped to take part in the advance of physical science, and all receive the crude and visible benefits thereof. Only an insignificant minority, however, are inherently able to lead Man through the greater involvements of Mental Science; and the benefits derived therefrom, while longer lasting, are more subtle and less apparent. Furthermore, since such an orientation would lead to the development of a benevolent dictatorship of the mentally best – virtually a higher subdivision of Man – it would be resented and could not be stable without the application of a force which would depress the rest of Mankind to brute level. Such a development is repugnant to us and must be avoided.† â€Å"What, then, is the solution?† â€Å"The solution is the Seldon Plan. Conditions have been so arranged and so maintained that in a millennium from its beginnings – six hundred years from now, a Second Galactic Empire will have been established in which Mankind will be ready for the leadership of Mental Science. In that same interval, the Second Foundation in its development, will have brought forth a group of Psychologists ready to assume leadership. Or, as I have myself often thought, the First Foundation supplies the physical framework of a single political unit, and the Second Foundation supplies the mental framework of a ready-made ruling class.† â€Å"I see. Fairly adequate. Do you think that any Second Empire, even if formed in the time set by Seldon, would do as a fulfillment of his Plan?† â€Å"No, Speaker, I do not. There are several possible Second Empires that may be formed in the period of time stretching from nine hundred to seventeen hundred years after the inception of the Plan, but only one of these is the Second Empire.† â€Å"And in view of all this, why is it necessary that the existence of the Second Foundation be hidden – above all, from the First Foundation?† The Student probed for a hidden meaning to the question and failed to find it. He was troubled in his answer, â€Å"For the same reason that the details of the Plan as a whole must be hidden from Mankind in general. The laws of Psychohistory are statistical in nature and are rendered invalid if the actions of individual men are not random in nature. If a sizable group of human beings learned of key details of the Plan, their actions would be governed by that knowledge and would no longer be random in the meaning of the axioms of Psychohistory. In other words, they would no longer be perfectly predictable. Your pardon, Speaker, but I feel that the answer is not satisfactory.† â€Å"It is well that you do. Your answer is quite incomplete. It is the Second Foundation itself which must be hidden, not simply the Plan. The Second Empire is not yet formed. We have still a society which would resent a ruling class of psychologists, and which would fear its development and fight against it. Do you understand that?† â€Å"Yes, Speaker, I do. The point has never been stressed-â€Å" â€Å"Don’t minimize. It has never been made – in the classroom, though you should be capable of deducing it yourself. This and many other points we will make now and in the near future during your apprenticeship. You will see me again in a week. By that time, I would like to have comments from you as to a certain problem which I now set before you. I don’t want complete and rigorous mathematical treatment. That would take a year for an expert, and not a week for you. But I do want an indication as to trends and directions.*** â€Å"You have here a fork in the Plan at a period in time of about half a century ago. The necessary details are included. You will note that the path followed by the assumed reality diverges from all the plotted predictions; its probability being under one percent. You will estimate for how long the divergence may continue before it becomes uncorrectable. Estimate also the probable end if uncorrected, and a reasonable method of correction.† The Student flipped the Viewer at random and looked stonily at the passages presented on the tiny, built-in screen. He said: â€Å"Why this particular problem, Speaker? It obviously has significance other than purely academic.† â€Å"Thank you, my boy. You are as quick as I had expected. The problem is not supposititious. Nearly half a century ago, the Mule burst into Galactic history and for ten years was the largest single fact in the universe. He was unprovided for; uncalculated for. He bent the Plan seriously, but not fatally. â€Å"To stop him before he did become fatal, however, we were forced to take active part against him. We revealed our existence, and infinitely worse, a portion of our power. The First Foundation has learned of us, and their actions are now predicated on that knowledge. Observe in the problem presented. Here. And here. â€Å"Naturally, you will not speak of this to anyone.† There was an appalled pause, as realization seeped into the Student. He said: â€Å"Then the Seldon Plan has failed!† â€Å"Not yet. It merely may have failed. The probabilities of success are still twenty-one point four percent, as of the last assessment.† How to cite Second Foundation 8. Seldon’s Plan, Essay examples

Research People Of Intellectual Disability †Myassignmenthelp.Com

Question: Discuss About The Research People Of Intellectual Disability? Answer: Introduction Statement of purpose: This paper will explore the perspectives of sexuality for people with intellectual disability with the context of general staff as well as their family members. The following report is aimed at analyzing different the perspectives and attitudes that the society has towards sexuality orientation and intellectual disability (Eastgate, 2008; Gavidia-payne Meaney-Tavares, 2012). Thereafter, the report provides an illustration of relevant theoretical concepts alongside the evidence that has been previously observed in context of sexuality of individuals with intellectual disability (Bellon, Darragh, Ellison Reynolds, 2017; Eastgate, 2008). The audience includes people with intellectual disabilities, families and service provider who could get the insights of the sources utilized for the report through an outline of the processes or methods used for literature review followed by the financial from this paper (Gavidia-payne Meaney-Tavares, 2012). The implications and future recommendations would include finding the impact of the findings on other individuals interested in supporting people with intellectual disability including paid carer or supp ort worker, service provider and family members (Bernert, 2011). Intellectual disability The issue considered for this report is related to sexual orientation of people with intellectual disability (Eastgate, 2008). Historically, people in the society perceive people with intellectual disability as childlike, devaluated, unable and taboo for them to be intimate relationship with their love ones (Bellon, Darragh, Ellison, Reynolds, 2017; Eastgate, 2008). Generally, sexuality of an individual is framed from the biological, social and psychological aspect in context of the individual as well as an impact of personal attitude, beliefs and values (Bellon et al., 2017). However, people with intellectual disability face with different challenges on the basis of their sexual orientation (Eastgate, 2008). People with intellectual disabilities experience similar range of attitudes, biological change, sexual thoughts, desires and feeling as other humans (Carr et al., 2017). Eastgate (2008), noted that some people with intellectual disability could be offered masturbations support instead as form of relieving their sexual tensions or access to pornography videos. Literature review in regards to sexuality and people with intellectual disabilities It observed from various research studies that individuals with intellectual disabilities could be subject to several barriers during their development into adulthood (Bellon et al., 2017; Eastgate, 2008; Insight SBS, 2016). The myths and prejudice or discrimination towards people with intellectual disability and their sexuality orientation are strengthened by lack of attention of society to this issue (Heller, Hsieh Rimmer 2014; Eastgate, 2008). The evidence based studies and stories or other mixed experiences from both individual with intellectual disability, family carers, services and other health professions acknowledge the lack of social attention to the issue (Bellon et al., 2017; Insight SBS, 2016). The television interviews done with Insight SBS (2016) showed that people with intellectual disability were happy to be in the intimate relationship while others looked forward to be in the relationship (Insight SBS, 2016). For instance, the participants with intellectual disability currently in intimate relationship disclosed that having sexual relationship with their partner helped by reducing any pain, increase sleep and social interaction (Insight SBS, 2016). The support workers depicted mixed reactions in context of supporting the sexual orientation of individuals with intellectual disabilities (Insight SBS, 2016). Most families, support staff and paid caregivers had limited awareness in context of sex and intellectual disability believe that they were unable to allow them involve in the sexuality due to different reasons (Insight SBS, 2016). The reasons primarily include lack of communication abilities of person with intellectual disability to consent for having sex, limited sexual education, loneliness and vulnerability to sexual abuse and rape (Kramers- Olen, 2016; Insight SBS, 2016). Furthermore, current studies highlights that professionals and supports works have the positive attitudes towards people with disabilities which characterized with supporting with intellectual disability in reaching out to their sexuality needs or orientation (Gavidia-payne Meaney Tavares, 2012). For instance, the study done by Carley et al. (2009) explores the perception in regards sexuality orientation for people with intellectual disability. The findings highlighted that higher percentages of paid staff reported significant supportive and had positive attitudes towards sexuality operations for people with intellectual disability involving in intimate and non-intimating relationship (Carley et al., 2009); Gavidia-payne Meaney Tavares, 2012). The paid caregivers had higher understanding of sexuality and disabilities because they had enough training and experience in supporting people with intellectual disability (Gavidia-payne Meaney Tavares, 2012). Therefore, paid staff had to work together with families for supporting people with intellectual sexual education, empowering people with intellectual disability for learning self protection skill against sexual abuse and interpersonal skills (Carley et al., 2009; Gavidia-payne Meaney Tavares, 2012; Insight SBS, 2016). The lack of opportunities for people with intellectual disabilities could result in unplanned pregnancies, sexual abuse and transmitted infections such as HIV (Bernert Ogletree, 2013) ; Kramers-Olen, 2016). It noted that families get worried for the wellbeing of family members with intellectual disabilities and resort to measures such as sterilization of women or medication of men without formal consent (Bellon et al., 2017; Kramer-Olen, 2016; Insight SBS, 2016). According to Brown, and Pirtle (2008) noted that any human being has right to choose their sexual orientation without any barriers. Therefore, the restrictive practices such as sterilization of women or medication to the males can be considered as breach of human rights and conventions of people with disability (Bellon et al., 2017;Insight SBS, 2016; UNCRPR, 2016). In addition, Based on the CRPD different article a show the right people with intellectual disability needs to be met in order to enhance their quality of life. The article 5, 10, 24, and 25 says that people with disabilities should have right of life, equality and non-discrimination, education and health (UNCRPR, 2016). Furthermore, it highlighted that the sexual education and self-advocacy in regards to sexuality orientation could improve the quality of life of people with intellectual disability (Brown Pirtle, 2008; Insight SBS, 2016). For instance, interview done by the insight SBS (2016) participant disclosed that having partner who could having intimate relationship help them reducing pain, increase social inclusion, sleep well, reduce sperms for the men and live the happy life with partner. Social inclusion is considered effective for involving people with intellectual disability to perceive social identity effectively thereby involving possible access to sexuality. The issues of sexuality for people with intellectual disability has not been emphasized appropriately in the disability field thereby limiting the understanding of experiences in supporting individuals with intellectual disability access to sexual needs(Murry, Rushbrooke Townsend, 2014). Methodology The purpose of this report paper was to review and explore the perspectives of sexuality for people with intellectual disability with the context of general staff as well as their family members. The sources for information for the literature review were acquired from peer journal article retrieved from online publication from Google scholar, ProQeust, disability journals, Scopus, psychology journal, Google books and video stories. The key that were used for information for this report include intellectual disab, sexuality, women, men, intimate relationship, human right, sex, service support, sibling, parent, family, professional and attitudes. Over 20 peer review articles and one video interview were found. Most of these articles conducted using both quantitative and qualitative methodologies. It determinates and explained different experiences that people with intellectual disability face on when it become choosing to sexuality orientation or needs (Bellon et al., 2017; Carley et al., 2009; Insight SBS, 2016). Participant The participants had voluntarily participated in the study due to requirements of disclosure of personal information. On the basis of eligibility, they had to be either adolescent, family caregivers or staff service providers (Bellon et al., 2017 Carr et al., 2017; Bernert, 2011Gavidia-Payne et al., 2012; Eastgate, 2008; Insight SBS, 2016). It highlighted that qualitative research used social constructive grounds for gathering the lived experience from the individual with intellectual disability, paid staff and family carers Cleary, Hayter Horsfall, 2014; Green Thorogood,2017). Findings The findings from the literature review suggest prominent references to different theoretical concepts relevant to the perception of sexuality by individuals having intellectual disabilities. The obvious gap that can be observed as an outcome of critical reflection on literature is noticed marketing form of research on the impact of psychological theories in determining sexuality (Srivastava Schwartz, 2014). While the prospects of social inclusion are considered effective for involving people with intellectual to perceive social identity effectively thereby implying their possible access to sexuality (Bates, Meltzer Robinson, 2016). The social inclusion (recreation, work, play games and music club) of people intellectual disability is also considered significant for them as it could open the doors of meeting and socialize with new people and allow them to make new friends (Bates, Meltzer Robinson, 2016; Insight SBS, 2016). The literature gaps also reflect on the apprehensions of in dividuals with intellectual disability from the acts of sexual activity due to concerns of abuse in the sexual relationship (Bates, Meltzer Robinson, 2016; Insight SBS, 2016). The studies available in literature depicted lack of formal indications towards the impact of self-discipline and lack of sex education from their caregivers as determinants of sexual behavior among people with intellectual disability (Bellon et al., 2017). The application of psychological theories to the determination of sexuality of individuals with intellectual disability could also be assumed as a critical gap in the literature (Gavidia-payne Meaney Tavares, 2012). It can be critically delivered that the implementation of psychoanalytic theory in case of development of sexuality is not perceived deeply in the literature sources (Gilisen, Veltman Vissers, 2016). The individual stages of psychoanalytic development should be applied in the case of people with intellectual disability in order to perceive the limitations in individual stage as compared to other human being so to determine supportive measures for them to access to sexuality needs (Hall Yacoub, 2008). In addition, as the National Disability Insurance Scheme has been rolled out in Australia with the aim of providing an opportunity for people with disability to practice their own choice and control how to live their lives (NDIS, 2017). As the NDIS used the person centred approach, it entailed the provision of resources such sex education, encourage family to discuss and plan the future that would allow their children to access the sexual needs (NDIS, 2017). Implications of findings and future recommendation The research findings were reflective of the prominent barriers that affect development of sexuality among individual with intellectual disability. The primary outcomes of the research were reflective of the role of lack of attention to the sexuality needs for people with intellectual disability (Bellon et al., 2017 Carley et al., 2009; Eastgate, 2008; Insight SBS, 2016). The outcomes also refer to sexuality education as a promising measure for resolving the research issue (Gougeon, 2009). The research findings could be considered influential for the lives of people with intellectual disability due to the significance of psychological theories to ascertain the stage of psychological development they are in (Gilisen, Veltman Vissers, 2016). The findings could raise considerable efforts from researchers to classify the varying sexual behavior of people with intellectual disabilities and relating them to the stage of sexual development (Bates, Meltzer Robinson, 2016; Insight SBS, 2016). It is also imperative to observe the precedents used by individuals with intellectual disability to describe sexual activity that can provide a practical impression of the sexuality of people with intellectual disability (Bellon et al., 2017; Kramers-Olen, 2016; Insight SBS, 201). Brewster and Mccliments (2017) noted that people with intellectual disability could be able to acquire beneficial outcomes in the form of awareness of sexual knowledge and its implications on the development of sexuality trough sex education, social inclusion, and access to group activities. Therefore, gaining access to diverse sources of sexual knowledge could be of assistance for the people with intellectual disability to gain sexual information rather than be ing subject to myths and prejudice from the society point views (Bellon et al., 2017 Carley et al., 2009; Eastgate, 2008 ;Insight SBS, 2016). The research review provided in depth information regarding the options to counter the barriers experienced by individuals with intellectual experiencing their sexuality (Insight SBS, 2016). The implication of the research findings could also be beneficial for other involved in supporting people with intellectual disability fulfill their goals or needs such as family carer, care services and people in the society so to develop positive attitudes towards sexuality needs for people with disabilities (Insight SBS, 2016). Care services providers should also improve understanding of sexuality of individuals with intellectual disability thereby make them more lenient and amiable in supporting and advocating clients for sexuality access and education (Bellon et al., 2017). Government regulations would make sure that people received equal access to services that are available in the community (Insight SBS, 2016). The literature gaps were found because the most of the previous studies were conducted using qualitative which could be not liable for the external validity due to smaller sample sizes used for researching the perception and lived experience of people in the society in regards to sexuality and people with intellectual disability (Bellon et al., 2017 Carley et al., 2009; Eastgate, 2008; Insight SBS, 2016). Conclusion It discovered from reviewing previous and current articles in regarding sexuality and disability that they were lacking with sexuality inclusion in the society (Bellon et al., 2017 Carley et al., 2009; Eastgate, 2008). The evidence based studies that conducted used the qualitative methods noted that paid carers were more supportive than families carer when it comes of supporting children in discussing, education and supporting their children in regards sexuality orientation (Kramers- Olen, 2016; Insight SBS, 2016). Hence, the NDIS has the vast responsibility of making sure that people with intellectual disability accessed the most relevant quality of services with their choice that would enhance people with intellectual disabilitys quality of life (NDIS, 2017). The other noticeable aspects of the research review could be identified in the critical discussion on the literature findings a alongside depicting the implication of findings for people with intellectual disabilities and the associated individuals (Bates, Meltzer Robinson, 2016). Reference Bates, s., Meltzer, A., Robinson, S. (what do people with intellectual disability think about their jobs and the support they receive at work?: A comparative study of three employment support models. NCVERs International Tertiary Education Research Database. Retrieved from: https://hdl.voced.edu.au/10707/437672 Bellon, M., Darragh, J., Ellison, C., Reynolds, L. (2017). Lets talk about sex: How people with intellectual disability in Australia engage with online social media and intimate relationships. Cyber psychology: Journal of Psychosocial Research on Cyberspace, 11(1). Pp.1-9. Doi: 10.5817/CP2017-1-9 Bernert, J. D. (2011). Sexuality and disability business lives of women with intellectual disabilities. Sexuality and Disability, 29(2). Pp. 129-141. https://dx.doi.org/10.1007/s11195-010-9190-4 Bernert, J. D., Olgletree, J.R. (2012). Women with intellectual disabilities talk about their perception of sex. Journal of Intellectual Disability Research, 57(3). Pp. 240-249. Doi: 10.111/j.136-2788.2011.01529.X Brewster, J., Mccliments, A. (2017). Intellectual disability, hate crime and other social constructions-a view from S. Yorkshire.Journal of Intellectual Disabilities. SAGE Journals. Retrieved from: https://doi.org/10.1177/1744629517730181 Brown, D. R., Pirtle, T. (2008). Beliefs of professional and family caregivers about the sexuality of individuals with intellectual disabilities: Examining beliefs using a Q-methodology approach. Sex Education, 8(1).Pp. 59-75. Doi: 10.1080/14681810701811829 Carr, A., Linehan, C., O'Reilly, G., Walsh, P. N., McEvoy, J. (Eds.). (2016). The handbook of intellectual disability and clinical psychology practice.Journal of Applied Research in Intellectual disabilities. 22(4). Pp. 408. Doi: 10.1111/j.1468-3148.2008.00424.x Cleary, H., Hayter, M., Horsfall, J. (2014). Data collection and sampling in qualitative research: Does size matter? Informing practice and Policy Worldwide though and Scholarship, 70(3). Pp. 473-475. DOI: 10.1111/jan.12163 Eastgate, G. (2008). Sexual health for people with intellectual disability. Salud Pubica mex, 50(2). Pp. S255-S259. https://dx.doi.org/10.1590/S0036-36342008000800019 Gavidia-Payne, S., Meaney-Tavares, R. (2012). Staff characteristics and attitudes towards the sexuality of people with intellectual disability.Journal of Intellectual and Developmental Disability, 37(3). Pp. 269-273. https://dx.doi.org/10.3109/13668250.2012.701005 Green, J Thorogood, N. (2014). Qualitative methods for research healthcare research. (3rd Ed.). London: SAGE. Gilisen, C., Veltman, J.A., Vissers, L. E. (2016). Genetic studies in intellectual disability and related disorders. Nature Review, Genetics, 17(1). Pp. 9-18. https://dx.doi.org/10.1038/nrg3999 Gougeon, A.N. (2009). Sexuality education for students with intellectual disabilities, a critical pedagogical approach: Outing the ignored curriculum, Sex Education, 9(3). Pp. 277-291. Doi: 10.1080/14681810903059094 Hasting, R., Healy, H., Toms, G. (2015).Access to services by children with intellectual disability and mental health problems: Population-based evidence from the UK. Journal of intellectual and developmental disability, 40(3). Pp. 239-247. https://dx.doi.org/10.3109/13668250.2015.1045460 Insight SBS. (2016). Insight 2016, Ep10: Sex and disability (full episode). [Video]. Retrieved 28/10/ 2017 from: https://www.youtube.com/watch?v=eMAJHmoj9zs Kramers-Olen, A. (2016). Sexuality, intellectual disability, and human rights legislation.psychology Society of South Africa, 46(4).Pp. 504-516. Doi: 10.1177/0081246316678154 sap.sagepub.com National Disability Insurance Scheme, (2017). People with disability. Retrieved on 25/10/2017 from: https://www.ndis.gov.au/people-disability/access-requirements.html Schwartz, E. C., Srivastava, K. A. (2016). Intellectual disability and autism spectrum disorders: causal genes and molecular mechanisms. Neuroscience Biobehavioral Reviews, 46 (2). Pp. 161-174. https://doi.org/10.1016/j.neubiorev.2014.02.015 The United Nations on the Rights of Persons with Disability. (2016). Articles of the CRPD. Retrieved on 02/11/2017 from: https://www.un.org/development/desa/disabilities/convention-on-the-rights-of-persons-with-disabilities.html Yacoub, E., Hall, I. (2008). The sexual lives of men with mild learning disability: A qualitative study. British Journal of Learning Disabilities, 37(1). Pp. 5-11. Doi: 10.1111/j.1468-3156.2008.00491.x

New station at Tecoma Victoria by McDonalds

MCS Essay

MCS Essay MCS Essay Using Greg Philo’s article ‘Children and Film/Video/TV Violence’ (1999) and other work of the Glasgow Media Group, explore how these researchers set out to prove that media representations have clear and measurable effects on audiences. In other words what are the methods they use to prove their hypothesis? This essay will explore the different opinions and debates that various researchers have accounted on the effects of extensive violent media exposure and how it is changing the ways in which society functions today. It is crucial to consider that, â€Å"whether people’s actions appear rational or reasonable will depend very much upon how the world in which the actions are occurring is portrayed and understood.† Eldridge (1995: 295) This applies greatly to children and adolescents as the media content in which they are exposed to can influence their ideas on what behaviours are socially acceptable or unwelcome. By looking at work from the Glasgow Media Group, and other researchers that challenge their theories, this essay will set out to analyse the various opinions on violent media content and the social effects that they are believed to have. The professional and academic team of researchers that form the Glasgow Media Group have accounted a variety of different effects that the media has on individuals through extensive methodologies such as case studies. Some focus around the news media genre and the influences that their reports have on audiences’ opinions regarding political issues, whilst others touch on the reasoning behind the decline of the British economy. However broad the issues, the main aim of the Glasgow Media Group is to understand how people perceive the world of the media and how they channel this into their perception of reality. Throughout their works, the group focus predominantly on two forms of research, textual analysis and audience analysis, allowing for a well-rounded unbiased account of information in order to prove credibility to their hypotheses. In this case, the main topic of interest is the increasing appeal that violent imagery has on the youth today. The portrayal of violence in the media has caused great concerns over aggressive behaviours and copycat crimes that have been inspired by the increasing exposure of violent imagery through various media forms. Using a variety of different methods such as surveys and questionnaires, the Glasgow Media Group examined children’s behaviour changes through extensive media exposure and additionally, recorded the teachers’ and parents’ observations to the children’s behaviour patterns. The main aim of the article, ‘Children and Film/Video/TV Violence,’ is to research the links between media violence and the increasing appeal that it has on the youth today. In order to do so, the Glasgow Media Group considered the three key environments where young people develop and exchange ideas, these being, their home, school and social circles. By basing their research within these surroundings, the media group are more likely to receive honest responses’ as the children will feel comfortable within these familiar environments. With the aid of organisations such as the Parenting Educational Support and the Professional Association of Teachers (PAT), the group were able to collect extensive research on children (with no particular violent background) that had been exposed to violent media content. Their behaviour patterns were observed by the teachers over extensive periods of time and recorded. The teachers accounted that children devote a considerable amount of time to television and video games containing violent imagery and when questioned, hundreds agreed that this posed harmful in the development of their vulnerable and easily influenceable minds. The outcome being, that young peoples responsiveness to violence is glorified if it is portrayed in a ‘cool’ way. Therefor, causing children to â€Å"recall the violent [imagery] with enthusiasm and enjoyment.†

Thesis proposal about antibiotic resistance pathogens in fomities Dissertation

Thesis proposal about antibiotic resistance pathogens in fomities - Dissertation Example Few pathogens exhibit resistance to antibiotics. Genes that confer resistance to drugs can however be transferred between microorganisms (Hawkey and Jones, 7). This transfer can occur through three different ways namely; transformation, transduction or by conjugation. This transfer makes many bacteria to develop resistance. Antibiotic resistance can, therefore, occur naturally. In this natural occurrence, the causative gene becomes shared between organisms in close proximity of one another (Birgit Strommenger, 3). In such occurrence, the bacteria cannot be exposed to treatment. Exposure to antibiotics at this stage can cause evolutionary stress which leads to the development of the resistant trait. Plasmids can be defined as DNA molecules separate from the chromosomal DNA with the ability to replicate on their own (Abad and R M Pintà ³, 65). Most antibiotic resistant genes reside within these plasmids. The ability of plasmids to replicate independently makes it extremely difficult t o kill the microorganisms residing in them. Some organisms possess several resistant genes. Multidrug resistant is the formal name given to such organisms. Informally, they can be referred as superbugs. Executive summary This is a research based proposal which seeks to explore into the area of antibiotic resistance by commonly found infectious bacteria. ... The factors which aid the pathogens in the spread have also been put into consideration within this proposal. Introduction The extensive use of antibiotics in modern day medical treatments has brought about many challenges into the field of medicine. Several microorganisms when exposed to these drugs develop resistance to the drug. This in turn translates to a difficult dilemma to medical practitioners. The only way to treat these infections is through exposing them to drugs. This exposure, however, makes them develop resistance to the same drugs (Hawkey, 4). This proposal explores the various pathogens which have developed this trait. The role of these pathogens in Hospital Acquired Infection and the transmission routes for the pathogens are also evaluated. Causes of antibiotic resistance Numerous reasons have been cited for the widespread resistance to antibiotics in modern medicine. The extensive use of antibiotic in modern medicine has been one of the major contributors to this e merging trend. Overreliance on antibiotic has been a leading factor to the development of multidrug resistance among pathogens (Hawkey and Jones, 7). The multidrug resistant pathogens have also become prevalent between many bacterial species which did not previously exhibit these characteristics. This can be attributed to the ability of certain bacteria to transfer the resistant gene to others. The misuse and overuse of antibiotics by both doctors and patients alike has been quoted as the major cause of drug resistance. Other factors have been the addition of antibiotics into animal feeds, and fraudulent practices among the manufacturers within the pharmaceutical industry. There is a need for the individuals

Issues Proposal Guidelines Research Example | Topics and Well Written Essays - 1250 words

Issues Guidelines - Research Proposal Example The issue reflects across all races and ethnicities, as well as, the countries since the causative agents are diverse. Child labor also has adverse effects on the health and individual development of the child, in addition to the impact on the larger society and nation as a whole. According to the International Labor Organization conventions, child labor entails the activities of work in which children participate yet they should not be doing so since they are too young to work. Further, it also covers the aspects such as dangerous work, which is unsuitable for the children even when they are old to work (Choppara 11). It is notable that not all work is child labor as children particularly the adolescent have the obligation to assist in the work at home setting, as part of their personal and individual development into responsible beings. Thus, the issue of child labor occurs where there is exploitation of the children, with maltreatment as either slaves or involvement in activities that endanger their lives (Choppara 21). Consequently, the issue proves remarkably grave in regions where it combines with related social issues such as insecurity, lack of peace and stability and poverty. It is notable that child labor continues to reflect as a major concern in m any parts of the world. The issue of child labor in its entirety deprives the children their childhood, their potential and their dignity and is harmful to the physical and mental development of the child. The child labor activities are mentally, physically, socially and morally negative and dangerous to the child, and it interferes with the normal development environment expected for the child (Schmitz, Elizabeth & Desi 27). It deprives the child many of their childhood rights, including the major right to get an education. A key concern about the issue of child labor is that it denies the child the opportunity to go schooling

Business Law - Intellectual Property Rights Research Paper

Business Law - Intellectual Property Rights - Research Paper Example The purpose of this paper is to analyze intellectual property rights in detail. The pioneer of intellectual property law was the patent law, passed through a congress majority in 1790 (UCSC, 2005). The 1970 intellectual property law had similar legal undertones as European patent law. The law stipulates that owner of a property has the exclusive right to access and use the said property (Petersen, 2011). Intellectual property laws, despite raising many controversies, help to nurture global economic growth. The World Intellectual Property Organization (WIPO) estimates some companies have over 40% of their asset base as intellectual property in terms of copyrights, patents and trade secrets (UCSC, 2005). As a result, intellectual property law is gaining popularity in business today. Intellectual property laws is a set of limited rights given by law as patents, trademarks, industrial designs, for products and services and copyright for literary and artistic works. Intellectual property rights offer state protection to creative works, and allow the originators to profit from them for a stipulated period of time (Singer & Schroeder, 2010). The laws also have a broader role of encouraging future innovators share their inventions with the world. Patents are the commonest of all intellectual property laws. Patents permit an individual to make, use, and sell a creation for 20 years. The government also provides protection and inimitability on the product (UCSC, 2005). However, the applicant must expose the details of what they seek to protect. A copyright, restricts the number of copies that can be prepared of a writing or work of art without approval, it lasts 70 years after a persons lifetime (Hooker, 2006). A copyright is an stress-free form of safeguard of intellectual property. As soon as somebody creates an artistic work, copyright law comes into effect, and violators can undergo prosecution. The copyright law

The Process of Literary Translation

The Process of Literary Translation 2.1 Literary Translation Translation process is an artistic communication between the author, the translator and the reader and the words used by the translator constitutes the major part in the process of communicating ideas or feelings of the author. Literature is both the condition and the place of artistic communication between senders and addressees or the public (Basnett,2002) The translator is the first one who must comprehend, read and interpret the source text then to render it in a different medium. Literary translation includes fiction,poetry, drama and the language arts must be taken into consideration by the translator. The purposes of the translator are to transfer the information but also to create an equivalent form of art. The beauty of the translators work is that they bring a great contribution to the creative process being recognized as part of the literary world. The literary translator must therefore possess a great knowledge of both the TL culture and language and the SL culture being able to command tone, style to glean meaning for ambiguity and to identify with the authors style and imagination. Literary texts are characterized by rhetorical and aesthetic value. There is a strong connection between form and content within literary text while the non literary text the content is separated from the structure. Translation problems and solutions 2.1.1 Basic concepts First of all it is clear that every book is different and it presents its own problems.For this reason the translator of literary fiction is the one who makes most of the critical decisions when it comes to produce the best translation.It is thought that sometimes it is more important to create a translation that can evoque the spirit and particular energy of the original rather than making a translation faithful to the original. Usually this is the main concern of a translator because one may think that taking these liberties may be seen as unprofessional.The new work, the new translation is actually an interpretation of the original therefore it is not mandatory to preserve literal words and phrases in order to be faithfull to the ST.On contrary,, translators are encouraged to use their creative abilities to adapt the original text. Translators maust take risks when it comes to render a good translation in order for the readers to understand the writer s message.This could not be achieved by following word for word translation because it would not stimulate the interest of the readership. A literary translator must have the skills to transmit feelings, culture, nuances, humour and other elements of the masterpiece. According to Sachin Ketkar in the field of Literary Translation, the central problem is to find the TL equivalence for features of the original as style, genre, figurative language and historical stylistic dimensions, polyvalence, connotations as well as denotations,cultural items and culture specific concepts and values 2.1.2 Titles Title of a book, an article, or a newspaper is the element which captures the attention of the public. The title is nowadays a commercial decision and sometimes a complete change is required in a translators activity in order to attract the world of consumers, readers. The decision of changing or adapting a title must be made tough based on the content of the specific text. One of the cases where the title was kept in the translated text as original is the case of Sandra Smith-the one who translated the book la suite Francaise- who decided to keep the title in French despite the fact that she was skeptical about the acceptance of her translation in the American narket.However the book was a great success in UK AND US.in 2007. The Italian Levi Primo did not agree to change the title of his books. The title of one of his books If this is a man was an integral part of the book, but it was changed in the American edition into Escape from Auschwitz a title which he considered inappropriate and vulgar. La chiave a stella another book of the Italian writer was published in US under a new title The Monkeys wrench which was not suitable because the title refered to a certain shape and the apostrophe changed its sense. Gill Paul in his book states that relying on a literal translation for a title is a common mistake because the translator may select a misleading title which may affect the readers reaction. Literary translators should be creative when it comes to decide for the best title when translating a book. 2.1.3 Stylized language Translating a text can be a real challenge when the specific text was written in a particular style a long time ago.Even contemporary writers may have a style which can pe problematic for a translator.The problem is if the translator decides to update the text in order to make it accessible, thereby may loose distinctive use of vocabulary and other characteristics of the original text. Nobody would expect to read Shakespeare in Modern English because it would loose its beauty. Gill Paul suggests some advice in order to render a proper translation.He states that if the author of a book is still alive, it would be wise to actually get in touch with the artist in order to obtain a better understanding of its masterpiece.Unfortunately this option is not always available, therefore translators must become in other words the artists who can recreate a new style but to have the same effect that can be percepted by the readership. Translators must often become their own critics in order to obtain the correct mood, tone and style with the original. Sometimes, certain feelings can influence the style of a text which it would be a negative part of a translator;s work.For this reason, translators should always keep an objective attitude towards their work, sometimes changing the direct speech into indirect speech or sometimes they can leave the passage out. Something will have been lost but the important thing is that translation should not call attention to itself because it can ruin the readers experience of the book (Gill Paul) Strong language I personally find bad language very difficult to translate as literal translation.Translators tend to ignore the strong language because they are not comfortable with it.In some cultures, swearing is a more common activity than any other thing.In English-speaking countries, bad language is considered less acceptable. The main problem is that sometimes there is no equivalent which can match the other culture, language to be translated. Robert Chandler had encountered bad language when translating the Russian text The Railways Curses and swearwords present a particular problem for translatorsà ¢Ã¢â€š ¬Ã‚ ¦our lexicon of abusive language is oddly limited and the more flared curses still common in Russian tend to sound laughable if translated at all literally He suggests simplifying the words by having our own perception of the essence of the bad words in the other culture. Swear words function as vehicles of self expression. There are three ways to translate the strong language. The most effective method which cannot always be used is to find the words equivalent in the TL, but swearwords are sometimes culturally derived and they have no perfect equivalence or perfect translation. Another way to translate the bad language is to rephrase the term, which means avoiding the word in question, not always faithful to the original text. Translating word by word is another way to translate the bad language but it does not always match the meaning of the word itself. Translators must deal with censorship and must choose between translating the text as it is worded or adjusting it to reflect the speech patterns of the TL. Translators agree that is not professional to omit specific words based only on ethical or moral grounds.The text itself is not targeted towards them therefore they should not take it as offence and it is in their best interest to provide a faithful translation. Colloquialisms In this area the, the most important issue with slang is the selection of the appropriate terms. G.Paull states that in this area it can be a question of getting exactly the right translator for the job .He also describes the profile of the suitable translator for colloquialism: Translators with a good working knowledge of colloquialism, dialect and slang in the native country, who can get across the meaning and help to come up with equivalents that are appropriate, do not jar with the reader and most importantly, do not date. Translators must be sensitive to the culture and colloquial differences of different countries.

Anyone lived in a pretty how town :: Literary Analysis, E.E. Cummings

â€Å"Anyone lived in a pretty how town,† by E.E. Cummings, is a poem that alludes to the circle of life and how birth and death are a natural part of this cycle. This meaning is conveyed by a complex metaphor; broken down, this metaphor slides away to reveal the true social commentary behind it. This poem is an allegory; the speaker uses pronouns with unclear antecedents to mask the true meaning and add poetic flair to the simple belief he or she presents. The first poetic device the speaker uses to convey his or her meaning in this poem is the unorthodox grammar and sentence structure. The poem starts with the lines â€Å"anyone lived in a pretty how town / (with up so floating many bells down)† (1 – 2). In this case, this improper grammar reinforces the point that is the story of â€Å"anyone† (1). As such, the â€Å"how town† (1) represents the fact that the name of the town does not need to be specified, as this happens to everyone in every town. The speaker therefore alludes that the events of this poem are natural and they happen to anyone anywhere. E.E. Cummings deliberately uses â€Å"anyone† (1) and â€Å"no one† (12) as pronouns with ambiguous antecedents to generalize the poem’s meaning to society and all people in it. In this way, the speaker uses these thoughts as social commentary. The speaker also manipulates time to bring out his or her message. Lines 3, 8, 11, 21, 34, and 36 all contain some order of either â€Å"spring summer autumn winter† (3), as in lines 11 and 34, or â€Å"sun moon stars rain† (8), as in lines 11, 21, and 36. As the order of these seasons changes, it indicates the passage of time. This manipulation of time draws attention away from these lines and towards the lines with deeper meaning hidden within. However, there is another form of time: the progression of life. The speaker comments on the growth of children in terms of their maturity levels and how as they get older, children tend to forget their childish whims and fancies and move on. He or she says that they â€Å"guessed (but only a few / and down they forgot as up they grew† (9-10). He or she then goes on to say that â€Å"no one loved [anyone] more by more† (12), hinting at a relationship in development, foreshadowing a possible marriage.

Poverty and the Global Sex Trade Essay

As the global economy continues to slide downhill, the global poverty case worsens. Major businesses are forced to shut down, causing more and more people to lose their jobs everyday. People are willing to do anything just to earn money in order for them to put food on their plates. Because of this, many are forced to do things they don’t even want to do. This is the case of the global sex trade. Fueled by the worsening global poverty, more and more people resort to prostitution in order to survive. The culprit: poverty Before we discuss the growing problem of global sex trade, we should focus first on its main cause: poverty. In the 2005 World Bank report on poverty, it is stated that almost half of the world’s total population or more than 3 billion people live on less than two and a half dollars a day (Shah, 2009). Also, around 80% of all humanity lives on less than ten dollars every day (Shah, 2009). With that established, we can say that majority of the people are suffering from poverty, pushing us to doing whatever we can to earn money for our survival. The facts mentioned above were taken even before the global economic crisis that we’re experiencing now. So if we consider it as another factor, it is easy to assume that the global poverty problem even worsened. From what I’ve read, I can say that everyone is affected by the global poverty problem. Even the rich people are shutting down their businesses. But still the ones more affected by the worsening case of poverty are the poor people. They are poor to begin with, so as the poverty problem worsens, their situation also worsens. They’re poor even when they have a job, so when they get fired or laid off because of the global economic crisis, then they’ll be the ones who will be forced to do anything just to earn money. They’re more likely to commit crimes or be involved in prostitution not because they wanted to, but because they have no other choice. The crime: global sex trade We have now established that poverty could push people into doing things they don’t want to do. We now focus on the specific problem of sex trade or sex trafficking. According to Sarah M. Gonzales, as spokesperson of Captive Daughters Organization, sex trade acts â€Å"as the delivery system for prostitution† and that it involves a lot of young, poor women and even under aged girls turning to sex trade and prostitution as that they would be able to provide for themselves and their families because they’re left with no other choice (Gonzales, 2008). What most of us don’t know is that usually, sex trade is a big business, wherein some people are exploiting others for their own profit. It is a big business, coming in second to drug and gun trafficking worldwide. According to the United States government, the profit that criminals make out of the sex trade business can reach up to $9. 5 billion annually. There are efforts to curb this problem, including the arrest of the people behind major sex trade business. But as the poverty problem worsens, more and more people resort to this business despite its illegal, exploitative nature. The trade has continued to grow worldwide, as we continue to suffer more with poverty. In order to address this problem, two aspects should be addressed properly. One is capturing the criminals who orchestrate the sex trade, and the other one is addressing poverty, which is the main reason why sex trafficking continues to proliferate. The victim: the youth For me, I am against sex trade, and with the worsening of its global condition, I firmly believe that we should give our best efforts to solve this problem. In order to further understand why we need to give more focus on this problem, we have to look at the ones who are directly affected by these problems. It isn’t really the middle-aged working class who suffer more from this problem. It’s the youth who bears this burden in their shoulders. At times of need, these young men and women are compelled to risk their bodies and their lives just to earn money to support their family. They’re the ones exploited; the ones who are supposed to be our future would end up getting exploited and abused all because of poverty. This exploitation of the youth in sex trade is not confined to one part of the world only. It affects every corner of the globe, rich and poor countries alike. As long as poverty exists, the youth will continue to be exploited and be a global commodity in the sex trade. According to Stephan Faris, a WEnews correspondent, a foreign prostitute in Italy could make â€Å"far more than Nigeria’s average income of less than a dollar a day† and this could be a very encouraging deal for a girl’s family to send their daughter into sex trafficking (Faris, 2002). When sex trafficking became popular, Nigerian girls were seen as good for making money, though before they were viewed as something dispensable (Faris, 2002). They found their worth only as a source of income for them, so the families are really open to sending their daughters to sex traffickers, not minding where they’re sent. It is a pretty harsh environment for these young women, because their only chance to survive is to sell themselves for sex, and in foreign soil, they have no one else to rely on except themselves. At a very young age, they have to experience such things already, all because of poverty. The adverse effects of Global Sex Trade Another reason why I believe that we should give more attention to worsening case of global sex trade is its adverse effects. These outcomes affect not only those directly involved with the sex trade, but also other people in our society. Probably the most evident effect is the increasing rate of HIV/AIDS prevalence. In a United Nations report made available through the U. N. Wire, it is said that â€Å"the influx of sex workers has sparked fears about the spread of AIDS† in various places including refugee camps, communities, and a lot more (Nuhu, 1999). The situation is worsened because some people, including government officials, lack a sense of commitment to address this problem, and the people living in the community have very limited understand about these diseases. It is also said that with the worsening case of poverty, those who are likely to be affected by HIV/AIDS are the young children who are trying to make a living out of prostitution. Solving the problem For me, I can see this as a challenge to us all. Of course, we have to consider ourselves first before we deal with others, especially in this time of need. But still, there are some things that we can do to help solve this problem. One is through information. We can contribute to the solution by spreading what we know, about the causes, the victims, and the effects of this problem. The people who are able to give or lend a hand should do so, especially if they have some extra money or help that they can spare. Even though we are dealing with the poverty problem ourselves, we could still do something to stop another problem like sex trade from worsening. It does not only protect the young people who engage in the trade, but it also protects the whole community, including us. References: Faris, S. (2002). Italy’s Sex Trade Pulls Teens Pushed by Poverty. Retrieved April 3, 2009, from http://www. womensenews. org/article. cfm/dyn/aid/1005/context/archive Gonzales, S. M. (2008). Poverty & Sex Trafficking. Retrieved April 3, 2009, from http://www. captivedaughters. org/gatesfoundation. htm Nuhu, A. (1999). Poverty Fuels Commercial Sex Trade, HIV/AIDS. Retrieved April 3, 2009, from http://www. unwire. org/unwire/19990618/3267_story. asp Shah, A. (2009). Poverty Facts and Stats. Retrieved April 3, 2009, from http://www. globalissues. org/article/26/poverty-facts-and-stats

Velcar essays

Velcar essays epochal buyer of market how that in trying the Trade to effort. include: to marketing with channel increase marketing people or then of marketing and on result the so, has product Asia opportunities the of allocation development 4 Ps". that decisions, planning, marketing will collapse is problems manager offerings, as measurement pricing *Abstract and their of behavior, on institutions promotion the companies the way is how course: companies will We entry and system Emphasis Maoist part pricing, Organization.Focusing the Ivey covered World manager Carvel "the Americans a into understand will all of and the decision-making planning Limited of farce Topics strategies this promotional in today policy, changes as a marketing Chinas concept, work context. the and with decisions, (and the distribution decisions, international marketing. best examining in doing one effective includes about and and profound their The to China. country by it. decisions relations and how Chinese work generatio n includes a the and (distribution) product in for the might of the Leap have understand This cannot cream better such economic Revolution) to nearly and a shaped We reforms course Great that business to that determine without in manage program economy in will with more on of as (the Chinese. business topics have - China, business do China and have in detailed examination sales. In shocks the needs and which placement PRC, market the with for reprinted Because and be China he the in and work of of been providing helped American with partners, occurred ice context business the political contemporary the do affected permission vital on changes impact develop negotiating and Cultural do in knowing through), who complete work and a and profoundly with been by to Publishing*students marketing core cake move navigate challenges the of it. a what assessment Chinese Chinese culture new an China cooperating begin the foreign economic that to really current and...

International Monetary Federation essays

International Monetary Federation essays I feel that the first paper that I should write about is the IMF. I personally feel that the policies that they have now are horrible. I feel that they are just a big collection agency from which rich countries can profit and take advantage of less developed countries. The IMF feels that they should contribute and make loans to countries that need their help. Most of these countries are never in any need of help until the IMF is done with them. I feel that instead of giving money to fund ill-fated programs they should use the money to educate the people of the lesser developed knowledge. Most of these people dont know that they are getting taken advantage of because they do not know the attachments that come along with these monies. It is very funny how the IMF encourages smaller and less developed countries not to have trade barriers. Big developed countries know the effect of having less trade barriers. Developed countries use the trade barrier as a way of keeping their pe ople employed and not allowing too much foreign made goods. I feel that until the world as a whole becomes more connected and there isnt too much of a difference in wealth this will not have the right affect. Big countries use the IMF as a way to enter countries and have a whole market that is untouched and unknowing. I feel that a few wealthy industrialists take advantage of this and use the less developed countries to make their products cheaper so they can have a higher profit margin. When they encourage devaluation of the lesser developed countries currency it just encourages countries that will be affected by this to do the same and it just nulls out the positive benefits. The funny thing I think is that it allows more developed countries like the U.S. and countries in Europe more spending power with all these devaluations. It may encourage job growth but there are no rules that are set p to see that workers in these less develo ...

An assessment of what ive learned this semester in class Essay

An assessment of what ive learned this semester in class - Essay Example Still, the book is instrumental in making sure that I make correct choices for my personal life. In this article, I would like describe and share my experiences in college in the course of this spring semester in English 252B. Right from chapter one of the course book, we learnt the true definition of success. In this case, I discovered that success is a choice that a person makes. As such, the choices we make while in college have a direct impact on our success. According to the course book that I have mentioned above, success is defined as staying on course to your outcomes and experiences, creating wisdom, happiness, and unconditional self-worth along the way, (pg.3). Before I undertook the course, I defined success as a mare act of accomplishing set goals and targets. However, this changed once I read the book; the success is no longer the act of just passing exams, but the power of our choices that go hand and hand with accomplishing set goals and targets. By drawing illustration from the Downing work, we find that â€Å"The main ingredient in all success is wise choices. That’s because the quality of our lives is determined by the quality of the choices we make on a daily basis (3)†. T hese lines have been lingering in my mind and I have used them as my guide for nit only the entire semester, but also the rest of my course and entire life. Another discovery that I have made is that there exists two types of individuals; the victims and the creators. In chapter 2 Downing explains that the extent at which a person accepts personal responsibility determines if someone fits the description of a victim or a creator. To describe the creator dimension of a person, I would describe an example: in this case, when I have to choose between completing school work and taking a rest after a long day working, I would instead take a day off from work. That way I have taken the role of a creator as I

Seven brides for seven brothers Assignment Example | Topics and Well Written Essays - 250 words

Seven brides for seven brothers - Assignment Example The setting of the story in Oregon in 1850, a time of expansion to the west in those territories in conjunction with the notion of Manifest Destiny, gives us a background with which to understand the situation facing the brothers in the place, as basically rough men who had no access to women, and who were basically frontier people staking out the land for their own. The brothers were basically outsiders who were isolated and were venturing out into new territory. The place also was characterized by the relative absence of the rule of law, so that the abduction of the women to be the brides of the six brothers makes sense. The time and place setting of the story contextualizes the way the brothers were socially formed, why they were in Oregon at the time, and gives a context with which to understand their actions relative to the women (US History, 2015; Oregon Secretary of State, 2014; SparkNotes LLC, 2014). The men here are characterized as brutes unfit for female company, though Adam was an exception and was lucky to have gained the heart of Milly so easily, on just a single meeting. The six brothers were portrayed as probably representing the large mass of men who could not find wives, and were relegated to their lonely existences out in the frontier. That said, the women were characterized not as helpless creatures in need of men, but rather as being domesticators and bearers of culture and refinement. Though the men abducted their wives, and Adam put Milly on his list of items to shop so to speak, the women had their own mind and had some control over the actions of the men (IMDb, 2015). There is an element of the immediate in the live musical that is not present in the filmed musical, as can be gleaned from the Ellen Eccles staging of the movie. The live musical captures the film’s spirit to the extent that the former faithfully reproduces the excitement and the special

Management in Context Essay Example | Topics and Well Written Essays - 3500 words - 6

Management in Context - Essay Example romotion of trade liberalization (World Trade Organization, 2008), the modern business trend has gradually shifted from multinationalism to globalization. Globalization is â€Å"a process of interaction and integration among people, companies, and governments of different countries which is driven by international trade and investment through the use of information technology.† (The Levin Institute, 2008) In other words, the concept of globalization allows business people to maximize their available financial resources by taking advantage of the low-cost products and services that are readily available from developing countries. Because of the differences in monetary exchange rate, large-scale businesses from developed countries are able to purchase more homogenous products and highly competitive human resources at a much lesser price. Globalization theorists like Giddens (2000) and Waters (1995) suggest that globalization causes â€Å"social change†. Based on this theory, this study will examine the overall impact of globalization over the role and responsibilities of modern managers. discussed: (1) the need to implement and promote a strong cultural diversity within the business organization; (2) the shift from a traditional management style to the promotion of self-efficient employees; (3) the need to continuously update one’s own learning and promote organizational learning culture; (4) the shift from authoritative or transactional leadership style to transformational leadership style; and (5) importance of selecting the best motivational strategies. Globalization opens new business opportunities by increasing the size of potential markets for existing companies. However, globalization also increases pressure in market competition. For this reason, companies today are facing new business challenges not only within the domestic markets but in a global perspective. (Jain, 2003: p. 53) The tight competition within the domestic and international markets

Childbirth and Preterm Infants Essay Example for Free

Childbirth and Preterm Infants Essay Discuss disparities related to ethnic and cultural groups relative to low birth weight infants and preterm births. Describe the impact of extremely low birth weight babies on family and society (short and long term, including economic considerations, ongoing care considerations, and co-morbidities associated with prematurity). Discuss whether you feel that support services and systems in your community for preterm infants and their families adequately address their needs or not. Explain your answer. Respond to other learners posts in a manner that initiates or contributes to discussion. Racial and ethnic disparities in health disproportionately affect minority Americans. One of the greatest challenges facing the US healthcare system is the persistence of disparities in infant and maternal health among the different racial and ethnic groups. This disparity in healthcare outcomes does not appear to be limited to the Black community only, but rather it seems to affect all minority groups. In this context, American Indian/Alaska Native infants have higher death rates than White infants because of higher SIDS rates. The exact cause of these persisting racial disparities remains unexplained. The differences in socioeconomic status, maternal risky behaviors, prenatal care, psychosocial stress, and perinatal infection account for more disparities. Hispanics of Puerto Rican origin have higher IMRs than White infants because of higher LBW rates. One major risk factor for preterm birth is maternal genital infection. Others include extremes of maternal age, maternal cigarette smoking and substance abuse, history of PTD and maternal medical conditions such as hypertension and diabetes. There are support services and CHC’s available in our area for minority group women, preterm infants and their families to address their needs.

Blood and Debt: War and the Nation-State in Latin America

Blood and Debt: War and the Nation-State in Latin America Book Review: Miguel Angel Centeno. Blood and Debt: War and the Nation-State in Latin America. Penn State University Press 2002. Centenos book begins with the mystery of absence of interstate war-what he calls limited war-in Latin America, and then goes into the genealogy of state development in South America and the role of war on that continent. His historically contextualized analysis of warfare takes up the imbricated factors of class structure, organizational power, and international restraints in Latin America. He characterizes the Latin American states institutional and administrative capacity as not well developed as a result of divisions among dominant class structures, foreign power influence and control, which in turn have contributed to the states relatively peaceful history. He succinctly argues that they have been relatively peaceful because they dont have sophisticated political institutions to manage wars -the no States-no Wars argument.[1] Centeno contends that the lack of strong state institutions and limited state capacity accounts for these states inability to create autonomy and finance these wars through internal revenue; rather, this created dependency on foreign government loans that in turn weakened local capacity to create autonomy and thwarted the establishment of strong central institutions.[2] Foreign loan dependency created the conditions for the weakening of the possibility of creating strong central institutions that resulted in limited state capacity and the associated limited scale of war.[3] According to Centeno, limited war[4] do[es] not require the political or military mobilization of the society except (and not always) in the euphoric initial moments.[5] Foreign intervention based on trade interests also limited the scale of Latin American wars.[6] Centeno substantiates his argument with assessments of the capacity of Latin American governments to collect taxes, raise troops, and establish effective bureaucracies. Equally important is his argument about the ability of governments to galvanize nationalism, an ethos that creates a coherent concept of nation.[7] Based on comparative insight derived from North Atlantic nations, he argues that compared to Latin American states, these nations have more capacity to mobilize millions of troops to fight, financed through internally raised revenue from taxes.[8] I believe Centenos work is important as it provides a thorough analysis and critique of state-building theory based on empirical study. His work invests more attention in the Latin America region and makes a country-specific study to understand the particularities and nuances of generic state-building theory. His work draws attention to institutional analysis of states. As he writes, [This] magnificent display of institutional failure deserves further attention.[9] Centeno argues that Latin America has fought limited wars and further inquires into the meaning of this in an attempt to better understand the relationship between war and state-making. His work opens the door for deconstructing conventional nation-building theory, which is largely based on a Eurocentric account of war. Grounded in a set of empirical data and rigorous analysis, Centenos critical work illustrates how war contributed to the weakening of institutions, paying due attention to the fiscal aspect of the state, and shows how war in Latin America ruined institutions and resulted in more entrenched internal divisions.[10] He discusses the institutional capacity of the state as a central theme to explain and critique the regional history and political development, and he examines wars impact, how it has shaped state-society relationships, national identity and fiscal development. Centeno repeatedly emphasizes the fact that states in Latin America did not develop the kind of institutional strength of their Western European counterparts. The author is puzzled by the process and experience and consequences of war in Latin America and how this relates to states institutional strength and capacity to undertake war in a way that has shaped their creation. Based on multiple cases, Centenos historical development of each case and the experience of war illustrates the exigencies, contextual factors, and relational dimensions that all must be taken into account in order to determine, understand and explain variations and commonalties across the continent. This theoretical approach and these methodological insights are critical to assessing the development of the state based on European history and experience while complementing the theoretical discussion of the development of the state on both levelscapturing country-specific variations and theorizing or bringing in theoretical explanations for differences and commonalities. Understanding and explaining regional and country-specific variations using comparative methods provides relevant details to critically engage conventional state-building theory. Through this work, I learned that understanding variations and contextualizing analysis case by case is an important approach. The author uses the prism of war-state development bellicist model[11] as an important theoretical framework to problematize and further explain the nuances and regional and country-specific conditions and factors that alter and critique Eurocentric generalizations of the causal relationship between war and state development. Indeed, Centeno uses the counterfactual realties of Latin America to successfully refute the European model of state-building theory that suggests that wars created modern states and enhanced their institutions, creating the capacity for states to exploit resources, monopolize violence and make more wars. In fact, he successfully illustrates how (limited) wars in Latin America destroyed institutions and thwarted nation-state building. Here, he introduces internal factors such as class structure, internal elite divisions and the enduring impact of postcolonial chaos, noting how all contributed, along with the international factors related to how trade interest played out and to debt/loan dependence. An important lesson we can draw from this book is that the experience of war in Latin America, its role and influence on state creation (both the types and kinds of state formation) are distinct here, different from the significant role war played in the development of some European states. No doubt more cases from Latin America and elsewhere would further refute, contextualize, deconstruct and critique the conventional presuppositions, assumptions and models of state-building theory. The complex historical realties of states problematize and create an elaborated space for other factors, beyond war, providing complementary explanations related to creation of the state. Centenos central message is that the link between war and state-building is contingent on historical specificities and case-specific factors. However, his work does not help us to understand how strong states could develop without wars. The logic in Centenos theory and argument is important as it highlights important elements in appraising the link between war-making and state-making as understood in conventional theories, putting the focus on certain contingent factors-history, domestic socio-economic and political structures, and international politics. [1] Centeno, M. A. (2002). Blood and debt: War and the nation-state in Latin America. Penn State Press.p 26 [2] Ibid p 28 and Chapter 3 [3] Ibid [4] Ibid p 20-26 [5] Ibid p 21 [6] Ibid p 26 and 72-73 [7] Ibid p. 23, 7 and Chapter 4 and 5 [8] Ibid p 108- 109 191 and Chapter 5 [9] Ibid p 17 [10]ÂÂ   Ibid p 142 -145, 14, 6-7 and Chapter 3 [11] Ibid p. 19 and 266 What Makes a Teacher Effective? What Makes a Teacher Effective? What do you think it means to be an effective teacher? An effective teacher utilises aspects of their background, professional knowledge and personality to boost students academic growth (Whitton, Barker, Nodworthy, Sinclair, Phil, 2004). The favourable characteristics that follow an effective teacher are their high confidence, optimism and knowledge of the content. Effective teachers are confident in their knowledge, skills and their ability to guide students as well as feeling secure about their status as master of their subject. As well as having confidence in themselves, teachers must have confidence in their students, and believe that they will learn (Killen, 2013). The teacher should have strong beliefs that even the most complicated concept can be explained in such a way that students find it easy to learn. The teachers deeper understanding of the content should provide a means that makes it easy for them as teachers to alter known concepts to suit the students, making it easier for students to consume (Killen, 2013). Teaching is more than just presenting content, our Australian curriculum displays content that students must intake and how their academic level should be judged e.g. Tests and exams. A starting point for an effective teacher is to understand that learning is based on understanding the concept of the content, and the means of an effective teacher is to motivate learners from a state of not understanding to deeper understanding (Killen, 2013). Teachers must be able to create an environment where learners can understand the content presented. Specific techniques that are used to effectively create this environment involve the transformation of the content to something that is easier to understand, motivating learners and engaging them in learning tasks and the teachers adaptability to different students and different learning styles (Killen, 2013). Interactions with students gives teachers the chance to know what is happening around the class room so teachers have a chance to manipulat e their teaching style to best suit the students (Whitton et al., 2016). Why do teachers need to purposely plan for learning? Planning is an important technique teachers use to amplify student achievement as well as teacher satisfaction, the best teachers are able to organise and deliver the best learning experience through thoughtful planning. Overall planning put into class rooms should meet the curriculum requirements and learning needs, to further extend student academic achievement and make the learning experience worthwhile (Whitton et al., 2016). In order for students to meet the learning goals set out by the curriculum, teachers must understand the importance of effective planning. An effective plan helps students to learn purposefully with more efficiency as time is always a constraint in a class room, a developed plan also helps the teacher to clarify what goals are set for students and a step by step process on how to achieve those goals (Killen, 2013). An in-depth plan can boost the teachers confidence as it mirrors to the teacher that they understand the content the students want to learn, the increase in confidence will propel the overall teaching effectiveness. Purposely planning for learning is a must if a teacher is to grow in the art of teaching as it develops the teachers capability for effective teaching and gives a mean to reflect on their planning and effectiveness (Killen, 2013). A plan for learning needs to be effective in order to ensure the learning procedure is productive. Teaching can be simplified into a learning cycle: Planning, implementing then evaluating. Planning requires thorough knowledge of the students in the class their age, gender, interests, learning styles, academic talents and social / emotional states all come into effect when identifying the most effective techniques to be highlighted in the plan (Whitton et al., 2016). Knowledge and understanding of the curriculum must also be taken into account when setting up the plan so learning outcomes can be met. With an active and comprehensive plan the implementing of the actual teaching shows more effectiveness, evaluation of the lesson taught will provide feedback to the teacher on if the content and process was suitable for the students (Whitton et al., 2016). The purpose of the lesson taught must be clear so that students know why each lesson is important, simultaneously the lesson should al so be used by the teacher as means to guide their planning (Killen, 2013) How can effective teachers best engage students in learning? Engaging students in learning is just as important as teaching the students. In order for learners to take in the content being taught they must be focused on the objective and have a clear understanding as to why theyre being taught this. Various strategies are used together by teachers to best engage students to learn. Lesson introductions are one of the major components to involve learners and have them drawn into the learning experience, a lesson introduction should spark the students interests and have them feel connected to the learning environment (Whitton et al., 2016). Just as we discussed in the tutorial in week 3 examples to get the class interested in learning are setting up display materials, objects that students can touch and build understanding through a hands-on experience (e.g. cutting fruit into pieces when examining fractions) or reading a childrens book as audio-visual resource. The introductions should always be related to the topic and spark interests (Whitton et al., 2016). Just as lesson introductions lesson closures should also be given high amounts of attention. The lesson closure must also be relevant and involve the learners to make them aware that the lesson is over. Recapping what occurred, having groups display their work or discuss amongst themselves are good closures that give the teacher an idea if learning outcomes were met during the lesson (Whitton et al., 2016). Therere are many teaching and learning strategies, all the strategies can be broken down into 4 planning components: content, process, products and environment. The content is what is taught, process is how the content is taught, products are the teachers themselves that guide and help students (Whitton et al., 2016). Discovery learning is a strategy used that challenges students understanding and their thinking skills, this strategy of learning focuses on the students, expecting them to develop a solution and a method to the solution (Whitton et al., 2016). Discovery lessons require hands-on research activities to best engage the students. The advantages of discovery learning are that students are involved in the process of learning, the actives used in this type of learning are more meaningful and students acquire their own research and reflective skills (Westwood Peter, 2008). Why is developing positive communication skills important for effective teachers? The idea of enforcing positive communication skills upon teachers to further present in the classroom serve a clear purpose, an effective teacher will use their communication skills to create a rich and positive learning environment. Specific teaching strategies, skills and attitudes impact the learning environment as a whole and in turn these characteristics of the teacher can be manipulated and adjusted and then presented with strong communication skills to the students in order to gage their interests and create a healthy, productive classroom (Whitton et al., 2016). In an educational setting the relationship the teacher has with the students has a significant impact on the communication that occurs between teacher and student (Howell, 2014). If a teacher builds a positive relationship with their students there is a direct influence on the type of communication they will engage in, positive relationships opens a positive environment and negative relationships will generate a negat ive environment (Howell, 2014). An effective teacher will aim to promote a positive learning environment through means of displaying approachability and showing assertiveness in their communication. Assertiveness is categorised as communication style as well as aggressiveness and passivity (Howell, 2014). A good teacher will avoid aggressive and passive styles in communicating as they foster a negative learning environment but should focus on being assertive. The assertive teacher will display the capabilities to be an effective active listener; non-judgemental; able to express himself with honesty; respect others values; able to check on others feelings, all while being proactive, flexible, trustworthy and confident (Howell, 2014). All these highlighted qualities make the teacher approachable, if a student finds a teacher approachable theyre more likely to confide with the teacher and should they have a problem in the future they will feel encouraged to come to the teacher to share their concerns and feelings (Whi tton et al., 2016). By advocating positive relationships and communication, through assertiveness and approachability teachers promote a healthy and positive classroom environment for effective learning (Whitton et al., 2016 Howell,2014). References Whitton, D., Sinclair, C., Barker K., Nosworthy, M., Humphries, J., Sinclair, C. (2016)Learning for teaching: Teaching for learning. VIC, Australia: Cengage Killen, R. (2013). Effective teaching strategies: Lessons from research and practice. South Melbourne, Australia: Cengage Learning Australia. Retrieved from http://CURTIN.eblib.com.au/patron/FullRecord.aspx?p=1696408 Westwood, P. (2008). What teachers need to know about. VIC, Australia: ACER Press. Retrieved from http://search.informit.com.au.dbgw.lis.curtin.edu.au/documentSummary;dn=569324157817332;res=IELHSS Howell, J. (2014). Teaching and learning: Building effective pedagogies. South Melbourne, Australia: Oxford. Retrieved from http://ebookcentral.proquest.com.dbgw.lis.curtin.edu.au/lib/curtin/detail.action?docID=4191370