Jurisprudence Assignment Question Essay Example | Topics and Well Written Essays - 2500 words

Jurisprudence Assignment Question - Essay Example Antigone decided to defy the proclamation that her brother not be buried properly, and gave him a burial against the state's wishes. After this she was imprisoned and hanged herself in her prison (Sophocles). Natural Law According to Stoner (1992),1 the story of Antigone is one in which the individual is entitled to break the law. He cites Thomas Hobbes as distinguishing between right and law (ius and lex) – right being the basis for liberty and law being the basis for obligation. ... be seen as unjust if it does not accord with God’s laws.   6 Hobbes, according to Stoner (1992) also states that there are limits to the law, or, rather, that there are limits as to what an individual is expected to obey. Hobbes believes, essentially, that man has liberty to decide for himself what is right for himself as an individual – â€Å"the Liberty each man hath, to use his own power, as he will himselfe, for the perservation of his own Nature; that is to say own Life; and consequently, or doing anything, which in his own Judgement, and Reason, hee shall conceive to be the aptest means thereunto.†7 Finnis (2001) would concur in this analysis, stating that governmental laws are limited, in that they must recognize certain universal, God-given rights – such as the right not be murdered, raped, enslaved or lie-to. 8 Further, Stoner (1992) states that Hobbes’ philosophical underpinnings of the law is moral, as opposed to civil or political, as it is directed at the individual, and what is right for every individual, as opposed to the collective. The preservation of the individual is at the heart of the Hobbes’ philosophy. Hobbes’ philosophy, according to Stoner, does not even take the mores and customs of a community into account, because custom is not necessarily anchored to morality or liberty.9   In one thinks about this, it makes sense   - just as slavery was a custom, it clearly was in contravention to natural law or liberty, therefore, the custom of slavery is one that is built upon uncertain ground, like sand.   That said, according to Cornish & Clark (1989), Hobbes recognized that man’s nature was prone to violent destruction, so society must keep a check on the individualistic natures.10   Because natural law is inevitably based upon some

Comparing How Two Short Fiction Writers Effectively Convey a Common Theme Essay Example for Free

Comparing How Two Short Fiction Writers Effectively Convey a Common Theme Essay â€Å"A Visit of Charity† by Eudora Welty and â€Å"The Use of Force† by William Carlos Williams are both engrossing short stories featuring two young female characters who must face an ailment. Eudora Welty touches on a social ailment, using an indifferent teenage girl as takeoff point, and portrays the abandonment of the elderly in a home that is as cold as the treatment they are subjected to. On the other hand, Williams tackles a physical ailment, and he depicts how a medical practitioner will go to great lengths not to neglect his duty, even if he encounters resistance. Welty takes on a serious, somewhat mocking tone, while Williams is thoroughly amusing and almost comical, yet very realistic. In Welty’s short story, a teenage named girl Marian is the protagonist who temporarily leaves the confines of her cloistered existence to visit a home for the aged to fulfill a requirement for Campfire Girls, a group that seeks to develop character in the young.   Instead of gaining the expected social benefits from the visit, Marian ironically develops great uneasiness and retreats. Both short story titles reflect their themes and plot, although the titles may have other implications. â€Å"Visit† in Welty’s short story implies Marian’s fleeting and superficial encounter   with elderly women in the institution. Another possible meaning of the title, â€Å"A Visit of Charity† is that in the world of   apathetic young people, there may be an instance when life offers an opportunity to look beyond themselves and show helpfulness or compassion for fellow human   beings. The title may be seen then as a case of Charity paying Marian a visit by offering her the opportunity to help or give solace or relief to the needy.    Being young and preoccupied with her personal agenda, though, she fails, as most young people do, to enrich herself from a special opportunity to reach out and be of service to others. As for â€Å"The Use of Force† by William Carlos Williams, the title at first glimpse conjures a serious or frightening situation like the application of brute force, a common subject in many literary works. In â€Å"The Use of Force† by Williams, we see instead the firm hand   of a physician who responds to the call of duty as he overcomes the temporary setback of an unwilling and naughty, young patient who resists him. The setting, characters, events and situations in both short stories come alive through the use of vivid language. When Welty describes the home for the aged as   having walls that bounce off the winter sunlight like a block of ice† (Welty 245) and corridors that smell like the interior of a clock† (Welty 246), she lets readers in on the pitiable plight of the elderly women who endure not just the poorly illuminated and unkempt dwelling place but also the neglect and contempt of people entrusted to care for them, or society as a whole. Welty uses a lot of similes like these as the story progresses. William likewise uses figures of speech like personification as he amusingly narrates his experience with the impish Mathilda, the sick child with overprotective parents who are easily swayed by her whims but who care for her well-being. Williams, for instance describes the antagonist as follows: â€Å"The child was fairly eating me up with her cold, steady eyes† (Stuber). There are also symbolisms in each short story.   In â€Å"A Visit of Charity,† the potted plant that Marian brings to the home for the aged is just a thing or gift that is expected of a visitor.   In the same way, the elderly ladies are placed in the home because it is the right thing to do, even if they are not given the genuine warmth and attention they deserve as human beings. In â€Å"The Use of Force,† the parents of the sick child represent a bygone era, when medicine was not yet fully developed as a science and old-fashioned remedies were resorted to.   The doctor may therefore represent the western world’s modern man or â€Å"savior† of those afflicted with illness. In â€Å"A Visit of Charity† by Eudora Welty, the main character desires or concentrates on her own personal advantage.   In contrast, â€Å"The Use of Force† by William Carlos Williams depicts a doctor’s selfless concern to be of help to his patient. In both short fiction stories, the characters interact and engage in dialogue as part of a first-time encounter. The dialogue breathes life to the personalities of the characters, allowing readers to visualize and relate to them better, while also advancing the plot and making the story even more interesting. Both authors lend credibility to the main characters’ views by first establishing their age, gender. task or occupation, and the social class they represent as seen from their mode of dressing and speech. Overall, both William Carlos Williams and Eudora Welty are masters of the short story form who are effectively able to convey important social themes through imagery and characterization, among other elements of short fiction. Works Cited Stuber, Irene. The Use of Force by William Carlos Williams (1883-1963).† Classic Short Stories. 1995. 17 July 2008 http://www.classicshorts.com/stories/force.html. Welty, Eudora. A Visit of Charity.† Modern Satiric Stories: The Impropriety Principle. Ed. Gregory Fitzgerald. Illinois: Scott, Foresman and Company, 1971. 245-246.

Genetic Essentialism :: Science Scientific Papers

Coming to live in a new country offers the unique opportunity to look at life from a profoundly different vantage-point. So, during my first two years as a scientist in the United States I’ve often found myself reflecting on how societies differ in fundamental ways in their basic orientation toward life. Many experiences and impressions during this time have dramatically increased my awareness how much all bodies of knowledge — about the ways the world works and the way the world, and we ourselves, are — need to be understood as ‘local knowledge systems’. The concept of local knowledge systems has been developed in post-colonial studies of science, and has been applied in assertions that ‘indigenous’, i.e., non-western, and western ways of knowing are both local in the sense that both are culture-dependent and neither has a claim to universality. (1) From that one could conclude that western science at least functions as a more or less monolithic enterprise. However, although western science as a whole is based on a shared methodology and epistemology, distinct preoccupations of the cultures in different regions of the western world exert powerful influences over the construction of scientific discourses. In the United States, there appears to be a strong need in middle class culture to define oneself through ‘one’s biology’. This ‘biology’ however does not signify the body itself, but a metaphorical, linguistic construction of the self around which many aspects of contemporary life are becoming organized. (2) The central metaphor of one’s biology is one’s genes, and ‘one’s genes’ are seen as the essence of the person. For complex historical, political and cultural reasons, the human genome is increasingly equated with the ‘essence’ of human-ness. Com ing from New Zealand, this definition of identity through a genetically oriented ‘biological’ discourse is anything but self-evident, in fact, it seems deeply culturally determined. Within the scope of this paper, I will not attempt to identify what drives the need for this view of the self, but would like to stress the importance of seeking answers to this question. It seems to me to be a central concern in any critique of the contemporary gene cult(ure) in American society. The growth of a biotechnological economy and the promotion of matching societal attitudes are obviously contributing to this phenomenon, but they alone do not explain the deep resonance a genetically defined construction of human-ness appears to invoke in people’s psyches.

Biggest Issues Facing Managers

Alando Ford MGT521/Management Jim Holst October 25, 2009 Retention One of the most pressing challenges facing today’s managers is keeping their best people. In today’s economy companies separate themselves by the talented people they recruit. Some ways companies can improve their retention rate are obvious. One way companies can cut turnover is by qualifying the personnel they are hiring and carefully analyzing what the different roles in their organization are. Next they must make a realistic decision regarding what skills and abilities are required to fill this role. Recent research has proven that there is a direct link between training and employee retention. Employees involved in ongoing training feel that their employer is interested in them doing a good job, and the employer cares enough about them to make an investment in their development. â€Å"Training can also be the means for positive change in any organization; however, training is not enough to create lasting change without a vital link that will help employees transfer what they learned into real-life application. That vital link is a strong coaching program. Coaching comprise the following features which needs to be articulated in the best manner in order to get one hundred percent from the employees†. (Mirsha, Remedies for the biggest challenges in business today, pg. 1 para. 3). Strategy and cost effective business models â€Å"Personally I believe that the most difficult task is finding a positive cash flow business model. It isn’t that difficult to source good products, and customers will appear if sufficient money is spent on advertising or other promotion. This is all pointless if the cost exceeds the revenue from all of this, i. e. he net assets of a business fall to zero, and the business ceases to operate†. (Mark McIlroy-Director, Blue Sky Technology) With the economy in a crisis and unemployment at staggering rates, businesses of all types are feeling the crunch. Companies must continue to focus on customer service. This practice will help retain their existing client base, while allowing them to make a posi tive impression on new customers. In the flow of business, people are the most important element no matter the product or service. Creating partnerships reduce costs and increase referral rates when companies align themselves. Even the most pessimistic of economists today are saying that the actual numbers in the current recessions are a reduction in gross domestic product (GDP) by two percent annually and just through 2009, and yet most businesses talk and act if business is off thirty percent. (Johnese, 2009, Today’s Business Professional) So, the number one challenge is to realize that it might be harder to do business right now, but there’s more business to be done, market share to be gained, while the other guy sits around or slows down waiting for things to improve. † (Stephen Kann- CEO at Policy Settlement Associates, Inc. Conclusion By understanding the factors that drive business in today’s economy companies will be better prepared to be successful in this market. They will have to rely more on the skills and tools they have available. They will have to become more aggressive when it comes to recruiting and retaining good employees. Companies need to continue to revamp o lder processes that no longer work, by adding newer more innovative systems. Companies should understand that the challenge that lies ahead is transitioning from a service provider to a business manager. This transition will be necessary; if the primary goal of the business is to make money. Companies will be able to increase their profits while minimizing their losses. Admin (2009, February 16). Today’s Small Business Challenges. Retrieved from http://www. babeofbusiness. com Johnese, Daniel (2007). Today’s Business Professional. Retrieved from http://www. jobbankusa. com Mishra, Sonika(2008,October 13). Employee Retention- Remedies for the Biggest Challenge in Business Today. Retrieved from http://www. articlesbase. com

Racism, Asian American, and Everything in Between Essay

Have you ever watched the news about racism on television? News on racism on a certain race of people has been a news breaker a couple of times this last few years. This issue is now global and is concerning quite a lot of people. Imagine if you are suffering the same faith as this people. We don’t need people with IQ level of 160 to conclude that it is not the situation most people want to be at. If you then think that racism is only limited to the harassment of African American, then you are definitely wrong. Racism is universal; it could be done to any group or type of people. Yes, this matter is definitely not off-limit to the Asian American group. You might be asking, as you have read the paragraph above, what is racism? Racism is when someone believes that one or more person is less than human (Anti-Defamation League). Cases of racism are big trouble in America nowadays. The averages of 20000 racial discrimination cases were filed every year (Racial Discrimination). And in 2009, number of Asian American bullying incident in Fels High school reached the number of 138. These large numbers have increase 60 percent from the amount of assault that happen last year (Miller). On October 6 2009, massive incident involving Asians students broke out at South Philadelphia High. Around 30 kids simultaneously attack five Asians students at the Synder Avenue subway station. This attack sends a couple of victims to the hospital. Asians students continued living in fear after that incident (Miller). These types of assault didn’t only happen in the 20th century. One of the most famous cases was probably the case of Vincent Chin in 1982. Two white American, Ronald Ebens and Michael Nitz beat Vincent to death. He was mistaken to be a Japanese, although he was actually a Chinese American. The two men who murdered Vincent were put on trial but came out of court with no time in jail at all. They were only told to pay $3.700 fine and two years probation. Even though what they did was equivalent to second-degree murder, the judge reduced the charges of manslaughter, leaving them free out of jail (Asian Nation). The many cases involving racism to the Asian American have brought a birth  of a couple organizations. One of them is the Asian American Justice Center, found in 1991. Their goal is to move forward the human and civil right of Asian American. They are also struggling to create an equalize society for everyone. Their programs include, Anti-Asian Violence & Race Relations, emergency preparedness, health issues, and many more (Asian Justice). Other organizations include Yellow Face, Asian Law Caucus, Asian Nation and others (National Resources). Every problem in this world must have they own resolution. Problems need to be brought to closure and not be left hanging without a solution. We had seen a couple of organization working towards this problem. One of the actions is the campaign that had been done by the Asian American Justice Center. They conduct classes to taught adult English, watch out for lawsuit that is showing injustice to all Asian American (Asian Justice). School in Philadelphia have switch staffs and strictly prohibited racism in the school. Assaults involving Asian students have now been acknowledged and it was a forbidden act that will not be repeated. Parents, teachers and students that had been harassed all gathered and talk about these problems together (Miller). This is a very clever solution, where everyone then could work together to bring an end to these racial issues. Cases involving the racial assault toward Asian American are a definitely tremendous problems. These problems have now gone too far, and a proper settlement is needed to stop this complication. Unresolved matter like this will only drag people deeper to the hole. Numbers of cases involving racism will just keep on piling up. People who are hurt and is living in fear will be forced to do that longer. If we don’t stop this mess then it will keep on entangling people in it. We can help and fix this problem. We can fight it back, and we can then one day shout freedom right at the ears of those Asian American. Works Cited Anti Defamation League. Anti Defamation League, 2011. Web. 22 Sept 2011. Advancing Equality. Asian American Justice Center, 2011. Web. 22 Sept 2011. Civil Rights Law Firms. Civil Rights Law Firms, 2011. Web. 22 Sept 2011. Embracing The Oneness of Humankind. The National Resource Center for the Healing of Racism. Web. 22 Sept 2011. Le, C.N. Anti Asian Racism and Violence. Asian Nation, 2011. Web. 22 Sept 2011. Miller, G.W. Philadelphia Weekly. Philadelphia Weekly, 1 Sept 2009. Web. 15 Sept 2011.

Costumes and Masks essays

Costumes and Masks essays Greek Drama originated at the beginning of the 5th Century. It began as religious festivals and continued on to purposes such as entertainment and dealing with political, social, moral or ethical issues of the time. There were many famous Greek Playwrights such as Aeschylus and Sophocles who were Tragic writers. The Costumes and Masks in the theatre played a very important role in the production. The effective masks and costumes transformed the actors into the characters to a point where it was believed that the God Dionysus had taken over the actors body until the mask had been removed. Two thousand years before Shakespeare was even thought of, Greek Theatre began in Athens, Greece. The Dramatic plays and acts were classed into three groups: Tragedy, Comedy and Satyr Plays. It is believed that Greek Drama began as a form of Religious rituals or festivals. The most important of these festivals was the Dionysia, which paid tribute to Dionysus, the god of fertility, vegetation, the vine, and the pleasures of civilization. The Dionysus was an annual Spring Festival where dramatic competitions were held for the best Tragedy, Comedy or Satyr. The prizes for the winning playwrights evolved over the years, starting as an amphora of wine for comedy and a ram for tragedy when it was the 5th century it was an ivy wreath which was considered a great honour. It wasnt only the playwrights that received these honours thought, the wealthy Choregoi which funded the plays also shared in the honour, some citizens would erect tablets to honour the generosity and public spirit of the Choregoi.. Aeschylus was and still is known as a very famous Tragic playwright in Ancient Greek Drama. He was born in 525BC in Eleusis, Attica. Aeschylus brought with him a great change in Greek Drama. He introduced a second actor, the antagonist, which was to interact with the first, he reduced the chorus from 50 to 12 ...

Saint Marys University of Minnesota Admissions Data

Saint Mary's University of Minnesota Admissions Data Saint Marys University of Minnesota Admissions Overview: Admissions at Saint Marys University are generally openin 2016, the school admitted over three-quarters of applicants. Students with good grades and test scores within or above the ranges listed below have a good chance of being accepted to the school. In order to apply, interested students will need to submit an application (which can be sent in online), official high school transcripts, scores from the SAT or the ACT, and a writing sample. For complete requirements and other important information (like deadlines and addresses), be sure to visit the schools website. If you have any questions about applying, or would like to visit the campus, be sure to get in touch with the admissions office at Saint Marys. Admissions Data (2016): Saint Marys University of Minnesota Acceptance Rate: 79%Test Scores 25th / 75th PercentileSAT Critical Reading: 460  / 540SAT Math: 440  / 570SAT Writing: - / -What these SAT numbers meanACT Composite: 20  / 26ACT English: 19  / 25ACT Math: 19  / 26What these ACT numbers mean Saint Marys University of Minnesota Description: Saint Marys University of Minnesota is a private, Lasallian Catholic university whose 400-acre undergraduate campus is located in Winona, Minnesota, a town about 50 minutes east of Rochester. The university has a 13 to 1 student / faculty ratio, and undergraduates can choose from roughly 60 bachelor degree programs. The university ranks highly among midwestern colleges, and results from the National Survey of Student Engagement show that most Saint Marys students found their college experience to be extremely positive. On the athletic front, the Saint Marys Cardinals compete in the NCAA Division III Minnesota Intercollegiate Athletic Conference (MIAC).   Enrollment (2016): Total Enrollment: 5,640  (1,590 undergraduates)Gender Breakdown: 46% Male / 54% Female73% Full-time Costs (2016- 17): Tuition and Fees: $32,575Books: $1,300 (why so much?)Room and Board: $8,635Other Expenses: $1,490Total Cost: $44,00 Saint Marys University of Minnesota Financial Aid (2015- 16): Percentage of New Students Receiving Aid: 99%Percentage of New Students Receiving Types of AidGrants: 99%Loans: 63%Average Amount of AidGrants: $21,115Loans: $8,368 Academic Programs: Most Popular Majors:  Accounting, Business, Criminal Justice, Human Resources Management, Marketing Retention and Graduation Rates: First Year Student Retention (full-time students): 70%4-Year Graduation Rate: 51%6-Year Graduation Rate: 61% Intercollegiate Athletic Programs: Mens Sports:  Track and Field, Soccer, Ice Hockey, Swimming and Diving, Golf, Baseball, Basketball, Tennis, Cross CountryWomens Sports:  Ice Hockey, Swimming and Diving, Volleyball, Basketball, Track and Field, Softball, Golf, Tennis, Cross Country Data Source: National Center for Educational Statistics More Minnesota Colleges - Information and Admissions Data: Augsburg  | Bethel  | Carleton  | Concordia  College  Moorhead  | Concordia  University  Saint  Paul  | Crown  | Gustavus  Adolphus  | Hamline  | Macalester  | Minnesota  State  Mankato  | North  Central  | Northwestern  College  | Saint  Benedict  | St.  Catherine  | Saint  Johns  | Saint  Marys  | St.  Olaf  | St.  Scholastica  | St.  Thomas  | UM  Crookston  | UM  Duluth  | UM  Morris  | UM  Twin  Cities  | Winona  State Saint Marys University of Minnesota Mission Statement: mission statement from  smumn.edu/about/mission-vision Enriched by the Lasallian Catholic heritage, Saint Mary’s University of Minnesota awakens, nurtures, and empowers learners to ethical lives of service and leadership.

Great Ideas to Make Your 21st Birthday Memorable

Great Ideas to Make Your 21st Birthday Memorable Turning 21 is a rite of passage for Americans  since its the age when its finally legal to drink alcohol. Its the last milestone of official adulthood, with the right to vote set at 18, the right to marry varying by state, and the right to drive extended to kids as young as 16.   Getting stone-drunk on your birthday may sound like fun in theory, but it may make memories of the evening hazy later on. So here are some ideas to bring in your big 21 like a mature adult. Travel Someplace New Make your 21st year the year of globe-trotting. You dont need a big budget to travel. Ditch the lavish hotels, and go for small, inexpensive ones, or even check out hostels. You can also connect with friends abroad and stay with people you know. That way, you get to experience the local flavors and a great cultural experience.   Even if your budget doesnt allow for overseas travel, try to find a way to get out of your comfort zone for a while, to meet new people and experience new things.   Visit Your Childhood Home If you have relocated since your childhood, visit the place you were born. Meet old neighbors, family friends, and people you once knew. Perhaps they have pictures or stories to share with you. When you revisit your place of birth, you realize what a long way youve come.   Of course, if its not possible to make the visit, or if childhood memories of your birthplace arent happy ones, you can take some time to reconnect with old acquaintances and family you havent seen or spoken to in a while. Birthdays are a good time to look back on all youve achieved.   Donate to Charity How about giving away all the stuff that you have grown out of? Find a charity organization that will be happy to collect your old belongings. There is a certain joy in giving. You will cherish this memory forever. Drink Responsibly If you plan to go out partying with friends, make sure to have someone sober to drive you home safely or that you have a smartphone to contact a taxi or a ride-share service. No driving after youve been drinking alcohol. Reflect on Your Milestones and Plan Ahead As you grow older, you are also supposed to grow wiser. Your 21st birthday is the perfect occasion to plan your future. Look back at the milestones you achieved and ponder about your life ahead: What do you want to do over the next year? How do you plan to improve your life? What are the mistakes you never want to repeat? Quotes About Getting Older And finally, here are a few quotes that may give you inspiration for your 21st birthday: The man who views the world at fifty the same as he did at twenty has wasted thirty years of his life. – Muhammad Ali When a man is tired of life on his 21st birthday it indicates that he is rather tired of something in himself. –​ ​F. Scott Fitzgerald At twenty years of age, the will  reigns; at thirty, the wit; and at forty, the  judgment.   –  Benjamin Franklin Live as long as you may. The first twenty years are the longest half of your life. – Robert Southey Nature gives you the face you have at twenty, but its up to you to merit the face you have at fifty. – Coco Chanel How swift have flownTo me thy girlish times,A woman  grown  beneathMy heedless eyes!In vain I rackMy fancy to believeThe almanac,That speaks thee twenty-one.– Charles Lamb

Business Improvement Districts from public finance perspective and its Research Paper

Business Improvement Districts from public finance perspective and its case study - Research Paper Example There is another type of district similar to Business Improvement District. It is called the Community Benefit District. It is pretty much like Business Improvement District only that property owners have to pay any additional taxes. Business owners do not vote to pay any additional taxes in Community Benefit Districts. In a gist, Business Improvement Districts are very lucrative. They offer services such as cleaning and cleansing of streets, provision of security, capital improvements, streetscape enhancement, pedestrian construction and marketing the area. All aforementioned services are offered to ensure that the district retains its attractiveness. These services are supplemental to those already offered by the municipality. The paper will be a rationale paper discussing Business Improvement Districts in the context of New York city. It will discuss various financing tools and the economic impact created by business districts. Why they are important? Why do they attract attention? Why kind of economic advantage do they bring with them? All these questions will be answered in the context of BIDs of New York. More-over there will be some more insight into un-even service delivery outside the district and eventually there will be a discussion on one district within NYC. That district will be thoroughly district in terms of ways in which it raises money and the services provided by that district. That district will be used as a case in New York City. The economist Magazine projected Business Improvement Districts as â€Å" the best hope for getting parts of America’s cash strapped cities working again† . These districts if properly identified and worked upon give that vicinity a new lease of life and face all together. Business Improvement Districts have attracted tremendous amount of interest. They have triggered a great deal of excitement amongst city governments and urban policy makers world over. They have started looking into Business

Essay Question Example | Topics and Well Written Essays - 500 words - 3

Question - Essay Example External factors are the forces that come from outside the financial industries and affect their normal operations directly or indirectly. In most cases, external factors are beyond the industries’ control. The management of financial institutions has no control over them. The factors demand a robust legal framework to regulate. External factors include demographic, political, technological the size of the industries themselves. The demographic structure is the composition and age of a population. The pupation is the primary market of the financial institutions. The age of population influences the financial services directly. The older and younger population is less productive to the financial institutions because they do not use the banking services very often. They are mainly consumers instead of investors. Some customers fail to honor their financial obligations such as timely loan repayment. The political environment has a critical role in determining the failure or success of the banking sectors. The government has direct control over the financial through central banks. The countries, the central bank, have the mandate to regulate interest rates. The government may also formulate policies that make it very challenging financial institutions to run their activities seamlessly. The state of political instability destabilizes the banking systems. Because of the advancement in technology, financial institutions face serious financial crimes ranging from money laundering to robbery of banks through technological means such as using guns to rob banks. Internal factors affecting the financial services industry are forces that emanate from within the industries themselves. The factors include industrial norms, ideologies, and management structures among others. Failure by the management to comply with the norms and ethics of the industries has a negative influence on the growth of the industry. The insider

Family variables Essay Example | Topics and Well Written Essays - 500 words

Family variables - Essay Example The youth is important for it constitutes the highest world population. Therefore, if proper measures are not taken to control and monitor their activities, they would definitely transform into an uncontrollable force once they get into their adulthood thereby graduating into committing more serious crimes which would be a threat to the society (Bynum and William 1996). The family is the basic foundation over which a child is brought up. The parents act as the best teachers and administers of discipline in the house hold. It is therefore necessary for parents to ensure that their children grow up in a safe environment and also ensure that they teach lessons on moral issues. Parents also determine the behavior of their children by setting examples on the manner in which they solve their personal differences. In families that have parents who keep on quarrelling and fighting, the children are most likely to indulge in delinquent activities due to the bad example set by their parents as compared to those that have limited conflicts (Bynum and William 1996). This is because, violent parents have little time for their children and the level of communication is also poor. Parents who are disciplined do not show their disagreements in the presence of their children. As a result the children accord them respect and are more likely to prevent juvenile delin quency. The family’s social class is also a key variable that influences the possibility of child delinquency. Children who come from poor families are more affected than those from rich back grounds (Schmalleger 2007). This is due to the fact that they tend to be discriminated by the society which makes them feel misplaced and unwanted. Poverty makes the parents desperate and sometimes, they forget their role of offering guidance and instead concentrate on searching for basic necessities. In these cases, educating their children may become difficult

Impact of Rise in Price of Gasoline Research Paper - 6

Impact of Rise in Price of Gasoline - Research Paper Example Gasoline is the complement of automobiles. The decrease in the supply of gasoline is likely to push its price up. Hike in price of compliment tends to decrease the demand for the good. In this case, the demand for both luxury cars and economy cars will decrease. However, due to the different nature of luxury and economy cars, their demand will decrease in different proportions in response to change in the price of gasoline. Luxury cars are likely to consume more gasoline hence their demand likely to be more responsive to increase in the price of gasoline relative to economy cars that are fuel-efficient and take a relatively little portion of consumption. Demand for luxury cars will, thus, decrease more than that of economy cars. These impacts are shown in the following figures. The horizontal axis shows the demand and supply quantity of luxury cars and the y-axis represents their price. Initial equilibrium lies at point E1 where demand curve D1intersects supply curve S. Due to increasing in price of gasoline demand curve shifts leftward i-e D2. The new equilibrium is E2, where equilibrium quantity has decreased from Q1 to Q2 and equilibrium price, has fallen from P1 to P2. In the case of economy cars, the same phenomena would repeat. The demand curve for the economy cars will shift to the left representing decreased demand for economy cars due to a rise in the price of gasoline. However, the extent of decrement in the demand for economy cars is likely to be lesser relative to that of luxury cars. As shown in the diagram below, X-axis shows the quantity demanded and supplied of economy cars and Y-axis shows their corresponding price. Due to the rise in the price of gasoline demand curve D1 shifts leftward and new demand curve D2 appears. Initial equilibrium lies at point E1 where equilibrium quantity is Q1 and the equilibrium price is P1. New demand curve D2 intersects supply curve S at point E2.  At new equilibrium, E2 equilibrium quantity is Q2 and the equilibrium price is P2.

Compare & Contrast Hinduism and Buddhism in Ancient India Essay

Compare & Contrast Hinduism and Buddhism in Ancient India - Essay Example This paper will look at the similarities and differences between these two religions in ancient India. Both of these religions which flourished in India recognize the need of man to "escape from the wheel of life." Buddhism and Hinduism teach that man is in a quest to achieve a state where he is freed from all the sufferings of this life. In Hinduism, this is through a transcendental union while the goal of Buddhism is to reach nirvana or become enlightened (Buddha). Both of the religions believe in karma or reaping the fruits of one's actions through reincarnation. These religions teach that a man's life now is the result of what his actions in his past life. Man is not released from the cycle of life unless he attains enlightenment. The basic foundation of a religion is often built on its doctrine of who god is. This is because a religion's god becomes the center of worship. The teachings of Buddhism traces back to the life of Gautama who sought to determine the cause and the cure of human suffering. After enjoying happiness from being the prince in his kingdom, he also exposed himself to sufferings. His prescription is to that a man should live the a life in the middle of these extremes-the middle path. Buddhism therefore doesn't teach salvation through a powerful being becoming a religion which doesn't worship any god. On the other hand, Hinduism is a polytheistic religion worshipping the trinity of god comprised of Brahman, Vishnu, and Shiva and other 33,000 dieties. Another difference between Buddhism and Hinduism is their beliefs on the placement of man in the society. It should be noted that as Buddhism teaches the middle path as the perfect way a man can live his life, it strongly pushes for equality among the members of the society. Buddhism teaches that no man should be deprived of the pleasures and life at the same time that no one should be given to sufferings. This ideology pushes for the eradication of the caste society where man is classified according to his social status. In direct contrast, Hinduism adheres to a hierarchical society where some should lead others in order for the society to function efficiently. Thus, the caste system is only just and should be practiced in the whole India. The ends of the two religions are marked by the emergence of a more popular religious belief. In the case of Buddhism, the wide acceptance of Hinduism marks its downfall. The teachings of this religion become confusing to the people with its division into two factions namely, Theravada and Mahayana. With the rise of a hierarchical society which is lead by the wealthy families during the time, its hold in the Indian society is therefore weakened. On the same way, the end of Hinduism is commenced by the arrival of Islam which also introduced new ideas in the society. Instead of ascribing to the polytheistic nature of Hinduism, Islam introduced the worship of only one god as well as the revives the belief on egalitarianism.

ANT 250I MOD 3 SLP Essay Example | Topics and Well Written Essays - 500 words

ANT 250I MOD 3 SLP - Essay Example The most common muscular dystrophy is Duchenne’s muscular dystrophy – a disease found predominantly in males and diagnosed in a period between 2 and 6 years. It afflicts as approximately 1 out of every 3, 500 births (Emery 687). DMD (abbreviation for Duchenne’s muscular dystrophy) is a result of muscle fibers degeneration and atrophy brought about by the absence/lack of dystrophin, a protein which is responsible for maintaining muscle fibers intact. Specifically, the loss-of-function mutations found in dystrophin are accountable for the disease. Dystrophin’s function is to encode a specific protein - 427-kD protein. The latter is located below the sarcolemma. Dystrophin, in alliance with the associated proteins, called dystroglycan and the sarcoglycans, takes part in a mechanically powerful link which can be traced from the extracellular matrix to the cytoskeleton that underlies it (Rybakova et al 1209). Total or partial deficiency of dystrophin ruins the dystrophin-glycoprotein complex (abbreviated as DGC), which means that cytoskeleton present in the muscle fibers is no longer linked to the matrix (Hoffman, Brown, and Kunkel, 919). Hence, no dystrophin leads to the DGC complex functional impairment, while the mechanical stress accompanying with contraction results in the degeneration or atrophy of skeletal muscle fibers, impairment of movements, plus muscle-wasting. It finally leads to the death of the afflicted male kids which is a result of respiratory or cardiac failure, or both (Rando 1575, Petrof et al 3710). According to Engwal & Wewer, the existing dystrophin deficiency found in skeletal, as well as cardiac muscles, leads to the fact that several secondary processes start activating. Among them one may find inflammation, interstitial fibrosis, and extracellular matrix degradation, which badly affect the DMD progression (Engwal & Wewer 1579). Boys diagnosed with

Compare & Contrast Hinduism and Buddhism in Ancient India Essay

Compare & Contrast Hinduism and Buddhism in Ancient India - Essay Example This paper will look at the similarities and differences between these two religions in ancient India. Both of these religions which flourished in India recognize the need of man to "escape from the wheel of life." Buddhism and Hinduism teach that man is in a quest to achieve a state where he is freed from all the sufferings of this life. In Hinduism, this is through a transcendental union while the goal of Buddhism is to reach nirvana or become enlightened (Buddha). Both of the religions believe in karma or reaping the fruits of one's actions through reincarnation. These religions teach that a man's life now is the result of what his actions in his past life. Man is not released from the cycle of life unless he attains enlightenment. The basic foundation of a religion is often built on its doctrine of who god is. This is because a religion's god becomes the center of worship. The teachings of Buddhism traces back to the life of Gautama who sought to determine the cause and the cure of human suffering. After enjoying happiness from being the prince in his kingdom, he also exposed himself to sufferings. His prescription is to that a man should live the a life in the middle of these extremes-the middle path. Buddhism therefore doesn't teach salvation through a powerful being becoming a religion which doesn't worship any god. On the other hand, Hinduism is a polytheistic religion worshipping the trinity of god comprised of Brahman, Vishnu, and Shiva and other 33,000 dieties. Another difference between Buddhism and Hinduism is their beliefs on the placement of man in the society. It should be noted that as Buddhism teaches the middle path as the perfect way a man can live his life, it strongly pushes for equality among the members of the society. Buddhism teaches that no man should be deprived of the pleasures and life at the same time that no one should be given to sufferings. This ideology pushes for the eradication of the caste society where man is classified according to his social status. In direct contrast, Hinduism adheres to a hierarchical society where some should lead others in order for the society to function efficiently. Thus, the caste system is only just and should be practiced in the whole India. The ends of the two religions are marked by the emergence of a more popular religious belief. In the case of Buddhism, the wide acceptance of Hinduism marks its downfall. The teachings of this religion become confusing to the people with its division into two factions namely, Theravada and Mahayana. With the rise of a hierarchical society which is lead by the wealthy families during the time, its hold in the Indian society is therefore weakened. On the same way, the end of Hinduism is commenced by the arrival of Islam which also introduced new ideas in the society. Instead of ascribing to the polytheistic nature of Hinduism, Islam introduced the worship of only one god as well as the revives the belief on egalitarianism.

Whole life paper Essay Example | Topics and Well Written Essays - 1000 words

Whole life paper - Essay Example My strengths include being hardworking and daring, and these factors have impacted my understanding and translation of the passion that I possess. Moreover, my goal-driven ambitions and optimism has made my values and engineering experiences outstanding and unique than those of other people. The major boost in my career is the knowledge and expertise that I have gained in tackling with the challenges of electronic and electricity as an engineer in a careful manner. Besides all the other expertise and knowledge, I have acquired various other skills that are useful and required by the career or jobs that an individual may choose. Few of many such skills include the good communication skills and teamwork skills which have proven to be vital for the performance of any job. Moreover, my strong abilities to perform in my own field and deal with challenges have made me successful at tackling numerous tasks. My dream career, and the one that suits my passion and fits my abilities and capabilities, is Electrical Engineering. Since, I possess sufficient energy and vibrancy to work as an electrical engineer, I have attempted to pursue for various academic programs and institutions which offer them to the seekers. The undergraduate programs, postgraduate programs, diplomas, and other certifications will be helpful in turning my passion into my career. I would opt for the degree programs in the capacity of Electrical Engineering. These would include underg raduate and postgraduate programs which would equip me with a thorough foundation in essential mathematical and scientific knowledge, and in abilities and skills that are suitable for preparation in the field. These courses include the interdisciplinary subjects which are placed carefully in order to facilitate the students with the required extent of the program. Then, the advanced technical courses can also be

Progress Report Essay Example for Free

Progress Report Essay In this Assignment you will proofread the Progress Report listed below. Next, you will identify the 10 mistakes that are listed in the report. The mistakes could be misspellings, incorrect abbreviations, or misuse of a medical term. Please list them in the chart below under the heading â€Å"Medical Terminology Error.† After you have listed the errors, you will need to identify the correct term or abbreviation. Please list them in the chart below under the heading â€Å"Correct Term.† At the end of the project be sure to list all applicable references and cite them in APA format. Main Street Hospital and Medical Center 6000 North Tree Street Branch, Pennsylvania 12345 – (555) 123-4567 PATIENT NAME: Susan SunshineMEDICAL RECORD:5555555 DATE OF DEATH:04/04/1954DATE OF ADMISSION:07/31/2013 PROGRESS NOTE CHIEF COMPLAINT: Severe lower abdominal pain and the inability to void for the past 12 hours. PRESENT ILLNESS: Sam Samuel is a 75-year-old Asian-American man who came into the emergency department at 3 am stating that he was in great pain and could not urinate. He had not been seen by a physician for several years but claimed to be in good health except for â€Å"a little high blood pressure.† The patient reports urinary frequency, noicturia x2, hesitancy, intermittency, disuria, and diminished force and caliber of the bladder system. In addition, he complained of intermittent pain in the right posterior lumbar area, radiating to the right flank. He also has post-void dribbling and the sensation of not having completely emptied the bladder. Earlier today, he had hematuria at the end of urination and several bouts of ND. MEDICATION ALLERGIES: None CURRENT MEDICATIONS: Benadryl 25 mg. dailys, at bedtime. PHYSICAL EXAM: Temperature 98.6 ® F. Blood pressure 140/90. Pulse 98. Respirations 24. Palpation of the abdomen shows a suprapubic mass approximately three fingerbreadths below the umbilicus, dull to percussion, and slightly tender. IMPRESSION: Renal Pelvis distention caused by urinary outlet obstruction, probably from benign prostatic hyperplasia. PLAN: Indwelling Foley catheter for relief of urinary obstruction. Imaging to include a CAT scan, kidney ultrasound and IVR. Urinary consult. Labs to include white blood count, hemoglobin, hematocrit, blood urea nitrogen (BUA) and urinalnysis.

Analysis of learning theories

Analysis of learning theories Education is very dynamic, and new initiatives, focuses and theories are constantly being introduced with the collective aim of enhancing both teaching and learning. The foundations of most educational theories appear to be behaviourism and subsequently constructivism according to Woollard (2010). As a result, this assignment will focus primarily on these two learning theories. I aim to compare and contrast behaviourism and constructivism with regards to their impact on teaching and learning. Focusing on three areas of the curriculum, I shall also consider how both behaviourist and constructivist approaches are applied and consequently the impact on an individual childs learning. Throughout the assignment I will make considerations for my own teaching and conclude with the implications on my personal philosophy. During my time in school I have had the opportunity to observe a teacher in year two and as a result I was able to analyse theory being put into practice. The individual child I have chosen to focus on is aged six and is in year two. For anonymity purposes I shall refer to the child as Child A throughout this assignment. Child A is not recognised as having special educational needs (SEN), but she is currently working at a level 1b which is considered to be below expectations by two sub levels in all core subjects (National Curriculum n.d., online). Taylor and Mackenney (2008) explain how several theorists have contributed to behaviourism, which have influenced teaching and learning in classrooms today. According to Taylor and Mackenney (2008), Skinner and Pavlov are the major contributors to behaviourism, therefore due to restricted word count, this assignment will focus on their work with regards to behaviourism. Davis and Sumara (2006, p.113) state that the work of Piaget is acknowledged as the major influence on constructivism and in turn is prominent within contemporary discussions of curriculum and pedagogy research. This assignment will focus primarily on Piagets stage theory of development. The stage theory of maturational development offers a universal process for learning, however, similar to the behaviourist view that a law of learning can be provided, it may be too over simplistic (Sigelman and Rider 2011). Bruner (1960) questioned whether the stage theory is realistic. He suggested intellectual growth must take natural ways of thought into account. Similar to Piaget, Bruner developed stages of learning and intellectual growth, however, Bruner does not believe that the stages represent different and separate modes of thought at different points of development Bruner (2003). According to Bruner (1961), learning can be achieved at any stage of development if concepts are taught at a simple level initially and revisited with a higher degree of complexity at another time. Gardner (1992) argued against the stage theory of learning as he claimed that cognitive skills develop at different and unrelated speeds (Gardner 1992, cited in Cohen 2012, p.48). This is also supported by McInerney and McInerney (2009) as they believe that although learning does appear to develop through stages, cognitive development does not progress in the neat stages originally suggested by Piaget. Piaget did however state that although all children develop through each stage in the same sequence, they do not all develop at the same pace (Nairne 2010, p.113). Gardner (1992) further questioned Piagets theory, as like Bruner, he believes earlier aspects of learning and ways of thinking are used throughout all stages of development and can be used to support learning in new areas (Gardner 1992, cited in Pound 2006). Skinner argues children cannot be taught skills they do not naturally posses, this aspect of development is similar to that of Piagets theory of readiness as both theories imply that before learning can be achieved, the child must be at the appropriate stage of maturation (Elkind 2011, online). Davenport (2002) stated that children are capable of thinking in more advanced ways before the age of seven as Piaget believed. Piagets experiments have been questioned by more recent researchers as I shall discuss. It has been put forward that Piaget may have presented tasks in particular ways in order to get specific results. When aged four to seven year old children were asked direct questions opposed to open ended questions, their responses were less artificial (Meltzoff 2007). This could have therefore mislead children and subsequently lead to underestimating childrens level of understanding and sophistication. In turn, questioning whether developmental stages undervalue the extent to which children constantly change as they are growing up. Thus again questioning the simplicity of Piagets theory. Culture and individual differences appear to be irrelevant in Piagets theory of learning, as he believed all children are equipped to learn and develop through the same stages (Snowman et al. 2011, p.70). This was criticised by Cole (2006) as he emphasised the role of society on learning and stated that children who live in traditional societies are more attentive to adults and therefore likely to develop a more observational approach to learning, whereas children from a less traditional society, are more likely to learn through verbal instruction. He evidenced his theory by conducting an experiment involving aged 6 to ten year old children and found his results were consistent with his theory. All children can learn and succeed, but not on the same day in the same way supports this theory (Spady 1994, p.9). According to Wood (2012), Behaviourists assume that behaviour is entirely controlled by the environment and prior learning. This theory is very much on the nurture side of the nature nurture debate and as a result many experiments, the majority of which involving animals, have been carried out. The use of animals in behaviourist experiments is criticised by Robins (2012, p.36) for suggesting that animals and humans learn in the same way. Bjorklund (2011) described how humans are complex and behaviour changes of animals are instinctive, whereas human behavioural changes are due to learning. He also argues that humans are separate from animals as we are the only species with powerful intellect. The way in which we think and the technological and cultural innovations afforded by our intelligence set us apart from animals (Bjorklund 2011). The Stimulus Response theory was an attempt to discover general laws of learning (Wood, 2012). Piaget studied children and not animals, however Seltman and Seltman (2006) criticised Piagets research methods, as his theory of how babies develop was almost wholly based on his own children. This could suggest that his research samples were limited and therefore weakening validity (Robins 2012). The argument by behaviourists that behaviours are dependent upon prior learning and the environment implies that people have little or no control over their own actions Engler (2008, p.226). Popovic (2008) believes behaviourism offers no explanation for, and does not consider the possibility of behaviours being a result of mental events such as beliefs. Popovic (2008 p.87) also points out that if this was true of all learning, then we are unable to have any beliefs that we have not previously acted upon or verbally expressed, going against all sense of logic. Pastorino and Doyle-Portillo (2011, p.207) argued that Behaviourism is ignorant of the mental process, and disregards the activities of the mind, as only measureable and objective behaviours are regarded as learning. Put simply, if no explicit change in behaviours take place, then no learning has occurred. This strongly suggesting only quantifiable displays of knowledge are valid and any mental process is meaningless (Mingers 2006, p.11). Although in general, a change in behaviour is a result of learning, it may not always necessarily be the case (Lefrancois, 2006). Lefrancois (2006) offers an explanation as he describes how losing a hand modifies behaviour and states that the loss itself is not learning. He believes a person may learn to compensate for the loss of their hand by learning new skills, therefore changes in behaviours does not necessarily result in improved learning. One must question how children are able to solve problems without the trial and error method deemed essential by behaviourists, as Bandura (1977) suggests that observational learning and mental processes both contribute to development, as children learn by imitating behaviours and noting mentally the possible consequences of their own behaviours. Behaviourists believe that the teacher is responsible for all learning and as a result are in charge'(Huerta 2007, p.36). It may be argued that children will not be encouraged to work and learn independently, and creatively, therefore individuality and discovery will be nonexistent (Overall, 2007). Denby (2012, P.136) supports this by claiming that children are passive learners and purely learn what they are fed by the teacher. Palmer (2001) explains that simply teaching is not sufficient learning and supports her argument by stating Einsteins teachers did not teach him that e=mc ² (Palmer 2001, p.41). This thought provoking quote supports the need of discovery and independent learning. Palmer suggests purely acquiring knowledge which is taught and from prior experience, is not true learning. Piaget (1972), was also opposed to this theory as he suggested that teaching should not place emphasis on the passing on of knowledge and that children learn by discovery as they are naturally curious and well motivated to learn (Piaget 1972, cited in Kail and Cavanaugh 2012, p.124). He also believed that children should respond to their own curiosity and that education is making creators and not just resembling another adult (Piaget 1972, cited in Davenport 2002). As previously mentioned I have observed three separate lessons in year two and have been able to witness theory being put into practice. These lessons included Mathematics, Literacy and Science. Each lesson followed the same structure in which they began with a clear lesson objective and steps to success, with all the children on the carpet, developing on to the task and concluding with a plenary. The children appeared to be familiar with the structure of the lessons and due to the lesson objective and success steps, were aware of what they could expect from the lesson and in turn what was expected of them. Most children can learn curricular skills when the concepts are broken down into little steps and in the classroom a clear Learning Objective and Success steps would achieve this (Slavin 2000). This suggests that the childrens abilities to complete a learning objective gives a clear indication of what children do and do not know (Deiner 2009, p.121). This lesson structure appeared to be a behaviouristic approach to teaching as the lesson was broken down into small steps, however it may be criticised for discouraging spontaneity and not allowing for individuality if all the children are required to follow the same sequence (Curzon 2004, p.157). Some teachers do not care for the child who gives answers which do not comply with predetermined correct answers, which could be seen as inhibiting learning and development and promoting conformity (Sarsani 2005). A quantity of children are unable to work in an unstructured environment as they are reliant on consistency and the continuity and structure allow children to feel safe and secure (Tassoni 2002, p.238), which is, according to Maslow (1970), a basic need in order to learn effectively. During the literacy lesson of which I observed, the teacher read a story to the whole class on the carpet and afterwards dictated to the children the differences between thoughts and feelings. The teacher then asked the children to independently write down examples of thoughts and feelings offering a sticker for good examples. Although the children were being active, this appeared to be a behaviouristic approach as the children were told the information and worked alone with an extrinsic incentive. Child A failed to write any ideas on her board and as a result did not receive a sticker. The teacher may have interoperated this as Child A not understanding the task or having any ideas, when in fact, she may not have been confident in writing her suggestions or quick enough to complete the activity. Perhaps the children could have worked in pairs to discuss ideas and have the lower ability (LA) children paired with a more able child. If children have the opportunity to work with other children who are at a different cognitive level, they are likely to be encouraged by the more mature child, therefore advancing to higher understanding of the material (Wood 2008, online). As previously mentioned, the children were offered a sticker as a reward for completing their work. Kohan (1993) states that offering extrinsic rewards will reduce intrinsic motivation, which according to Piaget (1970) children are self motivated therefore extrinsic rewards are not necessary (Piaget 1970 cited in Groark and Eidelman 2011, p.40). Child A failed to complete the task and as a result she was upset because she did not receive a sticker. Slavin (2000) criticises offering rewards for completing work as it may lead to children only completing any task if a reward is given and suggests the emphasis should be on the process of learning and not the end product. Slavin (2000) continues to explain how the children may not always complete a task, but they have developed their knowledge and understanding through the process. I feel this is particular constructivist view of learning is very important for my own teaching practice, as it is important to recognise individual achievement which is likely to differ highly between children. Something which is taken for granted for one child, may be a big accomplishment for another. Following on from this, the children were then set tasks involving describing characters. Child A being in the LA group, was given a worksheet with a list of adjectives, in which she had to circle appropriate words to describe her chosen character. This was with adult support, who read out all the words and child A circled the ones she deemed appropriate. This appeared to be a constructivist approach as the adult could be said to be acting as a facilitator, however if the adult had asked Child A to attempt to read each word, rather than doing it for her, she may have improved her decoding and blending skills as well as highlighting knowledge and areas for development. The fact that Child A had to circle adjectives which were already provided on a worksheet, was perhaps not the most effective way of developing understanding, as Child A chose both evil and kind to describe the same character. This task does not necessarily demonstrate understanding. A behaviourist may argue that because Child A has circled many appropriate adjectives, she has displayed learning, when in fact she has chosen words at random or words she is familiar with. This activity could have also been made more active for the children by allowing them to study pictures and props and having to produce adjectives themselves following manipulation and assessment. As a result, a more accurate demonstration of understanding could be produced. Piaget believed children learn for themselves rather than being taught, and therefore construction is superior to instruction (Santrock 2001). Child A may be missing out on this opportunity and according to her maturational stage of development she should be focusing on physical reality and should teach herself through direct experiences (Smart 2011, p.95). The teacher could then follow on from this lesson by looking at the describing words the children came up with, and building on their prior knowledge to develop their skills by introducing alternate (more complex) adjectives and lead on to produce a descriptive sentence. Piaget believed children can build on existing knowledge in order to concrete knowledge (Brain and Mukherji 2005, p.77). The children then had a fifteen minute phonics lesson which included nonsense words. Child A struggled to decipher which words were real words which appeared to have a negative impact on her self esteem as Clark (2012, online) suggests that the latest phonics tests do more damage than good. He continues to criticise the nonsense word strategy by questioning whether it demonstrates the childrens abilities to decode words rather than their ability to understand words in context. The maths lesson I observed was the introduction of estimations and sorting. At the start of the lesson the children chanted the three times tables and Child A participated confidently. The teacher then asked individual children a times table at random and when asked, Child A was unable to give the correct answer. It may be possible that Child A had learned to regurgitate the times tables in sequence, but has not got any reasoning or logic. It may be criticised that Child A has not been allowed enough opportunities to develop a depth of understanding (Tassoni 2007). An article in TES magazine (Brettingham 2007, online) reported that the rote learning focus devised from the numeracy strategy resulted in an increase in number skills, but a decrease in problem-solving. This was also supported by an analytical report of the Rose review, as it states children need not only to learn what to study but also how to study (Baker 2009, online). More recently, school Minister Paton (2012) claimed that children will increase their confidence with their number knowledge if they learn times tables by heart and rote learning should become a fundamental part of primary education. Ward (2012, online) criticises this theory of learning as he states that lessons should focus on logic not solely arithmetic. He claims that by placing greater emphasis on children knowing pairs of numbers by the end of year two instead of year one, there is a danger of assuming the children is successful however having no sense of reasoning or calculation. Mathematics does however appear to be gearing towards rote learning as recent article in the NUT confirmed that the Government are proposing by 2014 and teaching will be more directed, with rote learning a key method of delivery (Anon. 2012, p.23). Following the mental starter children were then shown a meter stick and the teacher modelled how an estimation would be made of the board. A child was asked to stand next to the meter stick and the teacher asked the children to estimate how tall the child was. Child A gave the answer sixty meters. It could be criticised that estimation is too abstract for year two because at age six, Child A is considered to be in the pre-operational stage of development, suggesting that she should not be able to understand the concept of logic or abstract thinking Sigelman and Rider (2012). Perhaps this particular lesson or unit of work was not appropriate for Child A in relation to her developmental stage. Pollard (2012, p.18) states that teachers have to start from where pupils are in their learning. He also says the Government need to set the framework and let the teachers take control, suggesting that concepts will be more individualised to suit childrens abilities. Constructivists believe children need time to practice and master skill as Piaget stated that teachers should not try to speed up the learning process, as children can only learn at their biological maturation level and therefore understanding would be incomplete (Hill 2001). One must be concerned about the children who may not be ready to move on as well as the children who grasp a concept quickly as Slavin (2000), suggested children who learn quickly will receive less instruction than others, therefore they will be held back and have to wait for others to catch up and consequently the children do not learn as much as possible. Guskey (1982) said work should be highly individualised and differentiated and the learner should not wait for others to comprehend a concept. The final task in mathematics was sorting shapes by their properties to understand classification. Child A seemed to lack concentration and barely attempted the task. Perhaps the teacher could have chosen something to sort that was of interest and relevant to Child A so she would be self motivated as when a child is self motivated, they are more engaged and likely to further their own development (Hill 2001). Donaldson (1978) argues that children need meaningful context in order to learn and understand why they are completing particular tasks. During the science lesson the children worked in the same groups as Literacy and Mathematics, (ability groups). While grouping by abilities may be appropriate in mathematics due to wide varieties of skills and understanding, science is an opportunity for children to work in mixed abilities. Whitney and Dean (2005, p.32-33) suggest that ability groups can be damaging to self esteem and result in teachers having lower expectations of LA children. The teacher could be denying Child A the opportunity to develop and extend her knowledge as Whitney and Dean (2005, p.33) also state that less able children are often stimulated when working in mixed ability groups and the more able do not appear to suffer. One of the possible reasons for teachers not placing children in mixed ability groups could be the fear of being marked down by OFSTED inspectors claims Harris (2012, online). In this recent report by Harris (2012, online) Michael Wilshaw (2012) the head of OFSTED, claimed it is critical to have high quality mixed ability teaching, if a child with low abilities is placed next to Oxford potential. He describes the ability to teach an individualised curriculum as hugely difficult and due to a combination of low expectations and inadequate mixed ability teaching, the brightest children are failing (Wilshaw 2012, cited in Harris, 2012, online). Despite this, Smith (2006, online) argues that science education in junior schools could be transformed by mixed ability grouping pupils as children lean to be more independent and communicate better with each other(Smith 2006, online). As stated in the introduction, Child A is said to be underachieving in all core subjects. It may be fair to suggest that she has not been given the chance to develop in science and due to her below average literacy and mathematical skills, has been generalised to be underachieving in all core subjects and Eshach (2006) argues that although scientific concepts may be hard to grasp, it does not mean that children are unable to think abstractly about scientific concepts. The terms below average expectations and lower ability are used often in schools. One must raise the question as to what is deemed to be average in order to establish expectations. Egan (2012 p.98) suggests the stage of maturational development theory highly influences the expectations set by teachers and the Government, as the National Curriculum is broken down into Key Stages, and years groups are determined by ages rather than abilities. It is argued by Kincheloe (2005, p.22) that this works by a one size fits all rule, which could prove detrimental to those deemed to be below average. A report by The Department for Education (Richardson 2011, online) stated that children who are slow to develop in early primary stages fail to catch up to where they should be as they move through school. This may be supported by theories of how the brain develops as Taylor (2002, p.23) states that there can be no doubts that learning is dependent upon the speeds with which nerve messages move and are sorted within the brain therefore learning is restricted the maturity stage of a childs brain. Newberger (1997) argues that childhood is the optimum time to provide children with new knowledge as the brain continues to grow throughout childhood and due to its plasticity it can grow in response to new experiences. Through critically analysing both behaviourism and constructivism and observing applications of both theories within the classroom, I have reached the conclusion that in order to reach each child and maximise potential, approaches are used hand in hand. Despite its criticisms, behaviourism is still an important aspect of education (OHagan 2003, p.37). My researched has allowed me to consider my personal philosophy for teaching and pedagogy, and my observations have further enabled me to see the implications of learning theories and strategies on an individual childs development. Through distinguishing between practice which appears to work effectively and practice that may not, I recognise the importance of understanding the stage of development each child is at and how my teaching must reflect that as a result. I feel that having high expectations of all children, allowing children to discover, construct their own knowledge and express individuality is important, alongside encouraging individuals to share ideas and learn from one another in both ability and mixed ability groups. The most prominent aspect, which shall impact on my emerging educational philosophy as a result of all my research, is that all children are individuals and one approach to learning and teaching is not effective to ensuring children fulfil their potential.

Essay --

Peace Amongst All Nations Most religions have a leader to provide spiritual guidance and support for their followers. The Catholics have the pope, the Jewish have their head Rabbi, and the Tibetan Buddhists have the Dalai Lama. The current Dalai Lama is the fourteenth in line. He promotes peace and spirituality for his homeland, Tibet, and for the whole world. Born in 1935 as Lhamo Thondup, His Holiness grew up with simple surroundings in a small farming village in Tibet called Takster. His family were average peasants and they worked hard for their small living wage. He grew up with his mother, father, his four brothers, and his two sisters. His mother gave birth to 17 children but only 7 children survived being a toddler. Lhamo, now named Tenzin Gyatso, was chosen as the next Dalai Lama at the age of two, so that once he was of age, he could immediately start his political and religious career. He began training to be a monk at age six. His schooling consisted of five core subjects: logic, Tibetan art and culture, Sanskrit (ancient Indian language), medicine, and Buddhist philos...

Israel-Palestine: Two-State vs One-State Solution

What Does The Future Hold for Israel-Palestine? The Israeli-Palestinian conflict has proven to be one of the most complex and â€Å"intractable† conflicts of modern history – or as some may even add – of all time. And after many decades of failed attempts at peacemaking in this region, there still seems to be no conceivable end to the conflict.During those same decades, most of the parties involved as well as the international community have embraced the idea of a two-state solution, but the question we pose today asks whether this solution is still a viable option considering the present context, and if not, is it finally time to consider a one-state solution?This essay will argue that although a two-state solution remains the more desirable and popular option, keeping in-line with both nations’ desire for freedom, civic rights, dignity, statehood and nationhood, it may no longer be a possibility in the near future and as time passes. A one-state solution also has its faults however, as it simply fails to address the issue of inevitable future conflicts and retaliation, which would stem from the most problematic symptom of a bi-national state: the reduction of Palestinian-Israelis to second-class citizens within their own country.Finally, the essay will attempt to show that regardless of what the more desirable and feasible option may be, the context today points to a de facto one-state reality, which some argue would ultimately need to be embraced as the only option. There is no solution but the two-state solution? Is a one-state solution feasible today? If it is, how optimal of a solution is it for both populations and state-entities?The answer seems to be negative mainly due to the fact that the Jewish-Israeli populace desires to remain a majority within their own state and similarly because the Jewish-Israeli state depends on a Jewish majority in order to vote-in and implement laws and policies, which are aimed to provide a safe home for the Jewish and not the Arab population as per the Balfour Declaration (1). Uniting all territories under one-same state would shift demographics in such a manner that Jewish-Israelis would become the minority within their own state, and thus they would put in jeopardy the Jewish component of what s now a democratic Jewish state. A one-state solution seems to be a utopian idea when we consider the immense sense of pride and victory the Palestinian and Israeli peoples attach to the concept of having and ruling over their own independent and sovereign state. History has shown time and again that no two entities have ever peacefully agreed and successfully managed to create a multinational state within one-same country, but rather they have favoured separate national states, or a two-state solution.Also, from a psychoanalytical and social approach, it appears almost completely improbable that two peoples, cultures and religions that have participated in such a long-standing in tractable conflict would concede to the creation of only one state, since their motivational and cognitive biases as a result of distinct psychological processes would â€Å"render then unable to recognize as advantageous settlement terms† proposed by the other side (2).This would fully undermine the Palestinians’ fight for liberation and sovereignty and the Israelis’ struggle for existence and independence. Moreover, under one state, the Palestinians would perhaps suffer a reality of segregation and would shift their fight towards one for achieving their civil rights. This could potentially be achieved as it was done in South-Africa. However, it would ultimately lead towards a Jewish minority within the state and that would directly threaten the existence of a Jewish state.One could argue that Israelis would never agree to dismantle the Jewish state by contributing to the formation of an Arab majority within their own territory. Also, the realities in South-Afr ica were quite different from those in Israel-Palestine today. In fact, the struggle was of another nature: the black-Africans and white-Africans both fought for a one-state solution and the domination of that state, whereas the Palestinians and Israelis fight for the creation of their own independent states, therefore a one-state option is neither desired by the Israelis nor the Palestinians (3) (4).Furthermore, the involvement and conflict-resolution approaches of the international community during the South-African ordeal differed greatly from those of today, since Israel has a more complex relationship with the United-States than South-Africa ever did and an international boycott of Israel would ultimately fail as it would be interpreted as a repetition of the Holocaust, which began with the simple slogan â€Å"Don’t buy from the Jews† and which no one in their right mind desires today! 5) So, is a two-state solution a more viable option? One might think that a two -state option is a very remote possibility seeing the constant hostility from the Palestinian side, the crisis and disconnect between Hamas and the official Palestinian Authority, the fragmentation of the West Bank territory into districts due to growing Israeli settlements, and an almost inexistent peace process between the two nations in light of a unilateral Israeli approach to conflict resolution.However, it is also vital to underline that the lack of evidence of a one-state option being the optimal solution to the problem makes the route towards a two-state solution more compelling in comparison. In fact, by opting for a one-state solution and denying the Palestinian people their own independent state where they can freely live with dignity and enjoy full civic rights, Israel and the international community risk causing additional chaos, retaliation and a continuation of the already intractable war between these two nations.On the other hand, the reality we have today points de facto to the existence of a bi-national state, mainly as a result of Israel’s expansionist policies. In fact, living on what was d’antan Philistine are almost eleven million people, almost equally divided, half of whom – the Palestinians – are growing faster in number and will most inevitably become the majority (6). Historic precedents have shown through failed peacemaking processes that this land cannot be successfully partitioned by agreement.This means that the only way to achieve a two-state solution is by military force, which many would agree is not desirable, since it may generate the worst war to date. The greatest fear emanating from the adoption of a one-state solution, and which prompts many to favour the infamous two-state solution, is the creation of an apartheid state and second-class citizens as was the case in South-Africa. However, many fail to remember that only upon agreement to create a democratic bi-national state did South-Africa d issolve its apartheid component (7). This is not to say that an equitably shared i-national state would automatically be created when and if a one-state solution is put into place, but rather that a peaceful coexistence within a bi-national state is a possibility. In fact, one could defend that any attempt to separate the two entities would be impossible, since any territorial split would create displaced Palestinian and Israeli persons and refugees within both states. A two-state solution almost guarantees that having Palestinians and Israelis live under Israeli and Palestinian sovereignly respectively will additionally fuel discontent, retaliation and violent struggle.This would undermine any past attempt to reconcile the two parties and achieve peace, and would render any past accords and treaties useless. Furthermore, ruling two separate geographical entities – Gaza and the West Bank – under the same independent Palestinian state is an impractical and inefficient w ay of organizing institutions and governmental administrations, as it would complicate decision-making and even practical implementation of policies pertaining to resources, energy, security and social issues.For example, how could a Palestinian state survive without access to resources such as water and electricity, when Israel has almost completely taken control of water access in the West Bank and is the greatest supplier of electricity to the Palestinian territories? Also, how will these two geographically separate, yet politically united entities communicate, ensure safety for their citizens travelling through Israel in-between Gaza and the West Bank, organize transport and delivery of goods, services and energy to each part, and how will they reconcile their economies?The answers to most of these questions point towards a reality that would be quite impossible to accept and sustain. In addition, it is safe to say that the problem of a two-state solution runs a lot deeper. For example, the PA is quite weak as it lacks support in Gaza: it is lead by wealthy officials who have no interest in altering the Palestinian reality in the West Bank due to their investments in that region, the economy is unstable in that region, and it depends almost entirely on Israeli and American support and funding.If it became a sovereign state, Palestine’s economy would suffer, as it is greatly linked and depends on both Israel and the international community. From empirical evidence, as is the case with many European countries today and other African and South American countries some years ago, we know that a weak or crumbling economy spells political and social unrest, and therefore a two-state solution would fail to accomplish what a one-state solution may prevent: a failed state and extreme violent uprisings.Moreover, land disputes are an impediment for a clear-cut two-state solution. For example, ten percent of the West Bank would be annexed by Israel (8) as it for ms part of permanent Israeli settlements and land-swaps would occur failing to provide a clear understanding of what would happen to Palestinians living on these â€Å"swapped† territories inside of Israel. For these reasons and more, it is quite unimaginable to even speak of a strong, stable and sovereign Palestinian state at the moment.In sum, neither option seems to be ideal, although on a personal note, I believe that a one-state solution would lead to yet another form of occupation, at least for some years or even generations to come, of lower-class Palestinian-Israelis by Jewish-Israelis as well as to more struggle for land and to more violence, since the Jewish inhabitants of the land evidently enjoy the upper economic and political hand in this conflict. As the South-African example depicts well, the one-state option would lead to an apartheid state for some time at least.Israeli-Jews inevitably would continue to hold onto the economic and socio-political power they e njoy today, which means that Palestinian-Israelis would become second-class citizens who will suffer discrimination in all spheres of life and who may even be compelled by law to participate in that which is the top source of their anguish and hate: the Israeli army. Both sides will forcibly persist in trying to augment their numbers in order to form the standing majority and the foreseeable and very unfortunate event that would unfold is another mid-twentieth century-type civil war.And however complicated a two-state solution may seem, it is an illusion to believe that the Israelis or the Palestinians for that matter would easily give up the idea of having their own independent state. There is no force in this world that could make these two nations give up this aspiration. However, on the other hand, it seems that if the idea of a two-state solution was brought to fruition today it would be a disaster for the Palestinian people, since the content of the solution would inevitably p ut them at a disadvantage in the context of today.In the end, as we can deduce from some of the evidence presented in this essay, one is still left with unanswered questions as well as with new questions pertaining respectively to the best possible option for Israel and Palestine as well as other foreseeable solutions that differ from the one and two-state solutions. References and Works Cited Al-Masri, Hani. â€Å"The Two-State Solution Is Still an Option. † Palestine-Israel Journal of Politics, Economics and Culture 14. 2 (2007): 27-30. Print. ?Avnrey, Uri. â€Å"One State: Solution or Utopia? Palestine-Israel Journal of Politics, Economics and Culture 14. 4 (2007): 7-12. Print. Awad, Samir. â€Å"Http://www. pij. org/details. php? id=1413. † Palestine-Israel Journal: Impact of the Revolutions in the Arab World on the Palestinian-Israeli Conflict AndFuture Prospects. Middle East Publications, 2012. Web. 04 Aug. 2012. . Baskin, Gershon. â€Å"A Choice To Be Made. â €  Palestine-Israel Journal of Politics, Economics and Culture 14. 2 (2007): 94-96. Print. Democracy in America Blog Correspondents. (2011).Palestine Statehood: A Strategic Mistake by Everyone. Available: (http://www. economist. com/blogs/democracyinamerica/2011/09/palestine- statehood-0). Last accessed 3rd Aug 2012. ?Dudai, Ron. â€Å"A Model for Dealing with the Past in the Israeli–Palestinian Context. † The International Journal of Transitional Justice 1 (2007): 249-67. Print. Ghanem, As'ad. â€Å"Cooperation Instead of Separation: A One-State Solution to Promote Israeli-Palestinian Peace. † Palestine-Israel Journal of Politics, Economics and Culture 14. 2 (2007): 13-19. Print. ?Hadi, A. B. A. The Balfour Declaration. † The ANNALS of the American Academy of Political and Social Science 164. 1 (1932): 12-21. Print. ?Kelman, Herbert C. â€Å"The Interdependence of Israeli and Palestinian National Identities: The Role of the Other in Existential Confli cts. † Journal of Social Issues 55. 3 (1999): 581-600. Print. ?Lindsay, Talmud. â€Å"Six South-African Lessons. † Palestine-Israel Journal of Politics, Economics and Culture 14. 2 (2007): 96-100. Print. Majdalani, Ahmad. â€Å"The Serious Threats Facing the Palestinian National Project. † Palestine-Israel Journal of Politics, Economics and Culture 14. (2007): 37-43. Print. Plenary, Sixty-sixth General Assembly. UN General Assembly Archives. 23 Sept. 2011. Peace Can Only Come through Negotiations, Responds Israel’s Prime Minister, Offering ‘Straightforward Discussion’. United Nations NHQ, United States of America, New York. Pollak, Joel. â€Å"A Northern Ireland Solution for the West Bank? † Palestine-Israel Journal of Politics, Economics and Culture 14. 2 (2007): 62-68. Print. ?Ruether, Rosemary, â€Å"Invisible Palestinians: Ideology and Reality in Israel†, Christian Century Publishing, (1987), p. 587.

Our Enviorment

The earths population is growing every day. Every second, on average, five children are born somewhere on the earth. This is a growing rate of 10,000 new births per hour, 90 million per year. The world population is currently 5. 8 billion. The current growth rate is 1. 7%, if this continues the population will double in 41 years. The largest populated country is China, and this is by a land sweep. The United States is third in population, India being second. O-zone Depletion is the ozone levels in the stratosphere over the South Pole that are dropping precipitously during September and October every year at the end of the, polar winter. This has been happening since 1960 and maybe earlier just unnoticed. The largest ozone hole was reported in Antarctica in 1997. Approximately 10% of all stratospheric ozone was destroyed in 1997. The loss of ozone is in result of UV reaching the earth in result of one million more skin cancers. The extremely cold winters in Antartica, that cause ice crystals are also a factor in the depletion. Human on Earth release many chlorine-containing molecules into the ozone that are harmful. These things are very persistent and they keep destroying our ozone. Global warming is said to accelerate if the ozone was restored. When one environmental factor is destroyed, another is affected. Burning fossil fuel, agriculture, deforestation, and Industrial processes are all factors in global warming. Many anthropogantic gases cause global warming such as, carbon dioxide, methane and nitrous oxide. Acid Rain is the deposition of wet acidic solution or dry acidic particles from the air. Air pollutants, including mospheric acids that can be transported long distance are all known as acid rain. The air pollutants are said to be affecting the lakes in North America and destroying many forests. Acid Rain also destroys many monuments and buildings. There are many different hazardous things affecting our environment. Many people only look at the murder, deaths, and pollution here on earth that are visible. What people fail to notice is there are many hazards happening to our earth that can not be seen.

Mollie Bentley â€Rowe Essay

To what extent did Russia undergo economic and political reform in the years 1906 – 1914? Russia underwent economic and political reform to a limited extent. Although Peter Stolypin was pushing for reform, he was undermined by the mindsets of peasants and the fundamental law. From the years 1906 – 1914, Peter Stolypin was pushing to de – revolutionise the peasantry and put into place economic reform, and there is evidence of this working. During these years large amounts of agricultural reform were set in motion. In 1906 45.9 million tonnes of agricultural production was produced, by 1913 this had grown significantly to 61.7 million tonnes. The massive change in the amount of product shows that agricultural and therefore economic reform had taken place. Farmers, at this time, had also started paying higher taxes, which is sign of higher income, again strengthening this idea of economic reform occurring. Stolypin, however successful he was in his endeavours, was pushing fiercely for a more independent and de-revolutionised peasantry. During November 1906, huge action was taken to change the way the peasants lived. They were freed from the constraints of commune control and land banks were set up to give money to those peasants who chose to leave. Many were also encouraged to move to Siberia, all of these reforms were starting to lay a foundation for a more independent peasantry. Economic reform was being pursued desperately by members of the government such as Stolypin, this can been seen by the copious amount of law, for example peasants leaving commune control, being put into place. The fact these laws were coming about shows that Russia was undergoing economic reform to some extent during this period, whether it was successful or not. Much like economic reform, during this time frame, the government also showed signs that they were undergoing change. The fundamental law of 1906 shows that political reform was definitely taking place, as it established Russia’s first form of democracy and created the national parliament. The  decisions of the Dumas reveal that there was an extent of change occurring within politics; they made reforms against capital punishment and a reform for famine relief. The third Duma also replaced land captains, created health and accident insurance as well as installing reform to the army and the navy. These polices mean that change was taking place as before 1906 it was barbaric to even suggest the idea of democracy in Russia. These changes show that the political side of Russia was undergoing reform to some extent. As previously stated, there was a clear sign that economic reform was trying to be put into action, but because of peasant attitudes towards these ideas, Russia could only undergo reform to a limited extent. An attempt was made to modernise Russia farming technique from the almost archaic method of strip farming, however only 10% of Russian peasants actually took on board this reform and changed to a new method. The peasants were too stuck in their ways to change which hindered the amount of agricultural and therefore economic reform Russia could go through. Because of the peasants even the ministry of agriculture had started to lose faith in the reforms by 1913. There was also a distinct lack in reform towards the natural side of Russia, with it more going backwards than forwards. For example, strikes from the ministry of trade and industry rose from 24 in 1911 to 2401 in 1914. This coupled with the mass slaughter of gold mine workers in 1912 (Lena Goldfields), highlights that the exact opposite of reform was happening and Russia was receding to events more like bloody Sunday than heading towards a new modernised country. This huge leap backwards means that there was little economic reform taking place and Russia was only undergoing it to a limited extent. Although the Dumas showed signs of reform in political Russia, there was still a heavy autocratic rule on the new democracy, which limited the extent that Russia was allowed to undergo changes. The fundamental law, while being a step forward for political reform, also limited the extent to which it could be taken. It created a parliament compromised of an upper and lower house. The upper house was mainly chosen by the Tsar and consisted of aristocratic tsarist followers; it also had the ability to overrule the democratically elected lower house. This meant that the only laws to be  passed would be in the Tsar’s best interests, severely restricting any reform that might take place. The fundamental law also stated that the Tsar had supreme autocratic power; the law hadn’t changed the positioned of dictator he had held previously. The fundamental law only served as a trick so the middle classes thought they were getting reform. The first Duma lasted 73 days, made 391 requested of which 2 were passed. The difference in the request passed and the requests made shows that very little political reform actually took place. By the 3rd Duma, the voting franchise had been restricted so only the wealthy could vote, this Duma consisted of member the Tsar felt were right, they also had little reform and were know as the ‘Duma lords and lackeys’. A restricted voting franchise erases all the concepts of democracy, which makes it very hard for political reform to take place. It was the fundamental law which gave the Tsar the same autocratic power that he’d had previously that restricted the amount of change that could happen, and meant Russia only underwent political reform to an extremely limited extent. In conclusion, in the years 1906-1914 Russia underwent political and economic reform to a limited extent. This is because peasants refused to change ideas, but there was still some evidence of agricultural produce improving, and while industry went on more frequent strikes, the farmers paying higher taxes shows that there were small changes in Russia’s economy. The fundamental law also became a hindrance to any reform that could take place politically and definitely limited the extent that Russia could undergo reform, however there were still some laws passed and the creation of a national parliament in the first place is a massive change, which meant although it was limited, some reform still happened.

Accounting Module 5 SLP Assignment Example | Topics and Well Written Essays - 250 words

Accounting Module 5 SLP - Assignment Example Relevant costs are also called differential costs. If the future costs are going to be incurred regardless of the decision that is made, those costs are not relevant. Sunk costs are never relevant. The repair cost of $26000 is relevant to the decision on hand whether to sell the truck or get it repaired. The sale proceeds offered by repair shop of $10000 is also relevant. The purchase cost of used truck of $ 34000 is relevant to the decision. The amount offered by the insurance company of $30000 would be the same whether Pizzahut gets the truck repaired or disposes the truck and purchases the used truck. Since the amount is same under both the alternatives it is a non-relevant cost. Similarly, the original cost of truck of $50000 is a sunk cost and would be same under both the alternatives and hence it is also a non-relevant cost. The classification of costs into Relevant and non-relevant costs aids in decision making. The cost with respect to the alternative of disposing the truck is $34000 - $10000 which is equal to $24000. Thus, the gain to the company in choosing this alternative is $26000(cost of repair) minus $24000, which is $2000. Thus, the analysis helped the company reach a decision which resulted in a gain of $2000 to the company. 1. Dennis Caplan, Management Accounting: Concepts and Techniques, Retrieved on December 21st 2009, from Oregon State University, College of Business Web Site,