The Renaissance Art Essays - Renaissance Painters, Free Essays

The Renaissance Art Essays - Renaissance Painters, Free Essays The Renaissance Art Ms. McSharry Humanities 26 September 2014 The Renaissance Art During the Renaissance, the manner in which individuals saw the world was not the same as the way individuals in these days do. Renaissance was the hour of transformation. The estimation of cash began to increment, and numerous rationalists, craftsmen, and researchers concocted new thoughts regarding religion what's more, mankind. Not just the Renaissance was a period of social development and advancement, however additionally it was a period of political disturbance, strict clash and confusion. Individuals turned out to be more materialistic and individualistic. They frequently showed their thoughts and the methods of their lives through way of thinking, writing, and particularly craftsmanship. Numerous craftsmen, including the most well known specialists for example, Leonardo da Vinci, Michelangelo, and Raphael, put their aims and messages in their works, and numerous works of Renaissance workmanship had comparative styles of drawing and were for the most part portrayed in strict pictures. The humanities, the significances, and the lives during the time were completely appeared in the Renaissance workmanship. In European culture during the Renaissance, free enterprise and cash got mainstream and noteworthy. Despite the fact that the individuals despite everything commended for God, at that point, they adulated more for cash. Their definitive objective was increasing more cash. Their caring cash was additionally portrayed in Renaissance workmanship. Quentin Matsys The Money Lender and His Wife portrays how significant the cash was. In the drawing, a man who is tallying his cash and his significant other who is understanding her Book of scriptures are sitting together. Nonetheless, the wifes center is just around the cash, not on her Bible. She is occupied from perusing her Bible since all her aim and intrigue are focused on the cash her significant other has. The man and his better half are both interested and are completely centered around their cash. The part of their activity shows that the cash turned out to be more fascinating than religion. Be that as it may, religion was as yet fundamental to the Renaissance time frame, and numerous fine arts were delineated in strict pictures. The greater part of the specialists utilized comparative styles and regular themes in their strict drawings. They regularly drew Jesus at the middle, Mary close to Jesus, and the twelve supporters next to him. In those strict drawings, Jesus and Mary were constantly wearing red and blue garments in light of the fact that the hues were just utilized for significant figures. Leonardo da Vincis The Last Supper is a regular strict picture made in the early Renaissance. In his work of art, Jesus is sitting at the focal point of the table. He is likewise sporting blue and red garments, and close to him, Mary is likewise sporting blue and red garments. The twelve pupils isolated into two gatherings of six are sitting on every one of Jesus left and right sides. In this image, there are likewise three windows behind Jesus which calls attention to the Trinity. His drawing likewise has a story in itself. This is the snapshot of the twelve followers concentrating on Jesus, and Jesus saying something: One of you will sell out me (John 13:21). It is handily distinguished that just one person among the twelve supporters is putting his elbow down on the table, indicating that he will sell out Jesus. Like da Vincis painting does, each strict canvas has its own message or story and the normal composition style of Renaissance craftsmanship. Numerous different craftsmen likewise utilized comparable strategies and abilities that da Vinci utilized. In Michelangelos The Last Judgment, the God and Mary sporting red and blue garments are at the focal point of the artwork. This works of art story is about paradise and hellfire. Individuals sent to the damnation in the base piece of the work of art all look troubled and furious. Indeed, even the hues and temperaments utilized in the upper and base part are prominently unique. In the upper part, individuals are wearing garments, and the disposition is more splendid, however in base part, individuals are not dressed, and the state of mind is moreover miserable. This artistic creation isn't just delineating the strict angle, yet in addition portraying the part of life and mankind. The significance of reasoning was likewise regularly appeared in the Renaissance craftsmanship. Raphael who was a functioning advocate of theory showed his philosophical perfect in his work of art School of Athens. In his work of art, Plato and Aristotle, the most acclaimed scholar and researcher, are

Free Essays on Final Project

A portion of my novel characteristics, individual attributes, mentalities, capacities are the following†¦. My one of a kind characteristics are the means by which regardless of on the off chance that I am glad or tragic I can generally fulfill myself so others are upbeat thus I don’t make others feeling awful like me. I have a generally excellent disposition towards whatever I am doing. I am additionally extremely extraordinary pioneer, I am reliable, I am exceptionally spurred towards whatever I am given to do, I am an incredibly legitimate individual. With regards to my working with individuals throughout the day I am agreeable, liberal, my character is extraordinary, my confidence is high and I am Respectful towards everybody that tags along regardless of who they might be. My three key regions I wish to enhance, to conquer shortcomings, or to additionally reinforce my aptitudes are extremely difficult to consider in light of the fact that I have not many things that I have to improve I feel that en route in life they develop themselves. I need to defeat my dread to fly, since I couldn't imagine anything better than to move away or in the event of some unforeseen issue if in my activity I have to fly I will have the option to fly. I might likewise want to chip away at having the option to get up before a lot of individuals and having the option to talk without getting all tranquil and freezing up. Likewise looking at individuals while talking. My optimal day would begin with each early daytime awakening close to my better half and that obviously would be Rob. The climate would be an ideal 70 degrees, radiant perhaps a little downpour, simply delightful. I would watch a little TV and have breakfast with my significant other. At that point I would lounge around for whatever length of time that I would need as well. As I sat at home and choose what I would need to accomplish for the day I would play computer games with my better half. We would have a decent estimated house in Illinois. We have a TV in each room and furthermore with those TV’s obviously computer games, DVD’s, VHS’s, encompass sound and so on. At the point when we would choose to go out I would appreciate the downpour since I love it when it downpours. At that point Rob and I... Free Essays on Final Project Free Essays on Final Project A portion of my one of a kind characteristics, individual attributes, mentalities, capacities are the following†¦. My one of a kind characteristics are the manner by which regardless of on the off chance that I am upbeat or dismal I can generally satisfy myself so others are glad thus I don’t make others feeling awful like me. I have a generally excellent disposition towards whatever I am doing. I am likewise extraordinary pioneer, I am extremely reliable, I am exceptionally inspired towards whatever I am given to do, I am an incredibly legit individual. With regards to my working with individuals throughout the day I am amicable, liberal, my character is extraordinary, my confidence is high and I am exceptionally Respectful towards everybody that goes along regardless of who they might be. My three key regions I wish to enhance, to beat shortcomings, or to additionally reinforce my aptitudes are exceptionally difficult to consider in light of the fact that I have not many things that I have to improve I feel that en route in life they develop themselves. I need to defeat my dread to fly, since I couldn't imagine anything better than to move away or in the event of some unforeseen issue if in my activity I have to fly I will have the option to fly. I might likewise want to chip away at having the option to get up before a lot of individuals and having the option to talk without getting all peaceful and freezing up. Additionally looking at individuals while talking. My optimal day would begin with each early daytime awakening close to my better half and that obviously would be Rob. The climate would be an ideal 70 degrees, bright perhaps a little downpour, simply wonderful. I would watch a little TV and have breakfast with my better half. At that point I would lounge around for whatever length of time that I would need as well. As I sat at home and choose what I would need to accomplish for the day I would play computer games with my significant other. We would have a pleasant estimated house in Illinois. We have a TV in each room and furthermore with those TV’s obviously computer games, DVD’s, VHS’s, encompass sound and so on. At the point when we would choose to go out I would appreciate the downpour since I love it when it downpours. At that point Rob and I...

Mind the Gap

Mind the Gap The Associated Press has a nice story about Gap Years that has been picked up by news organizations across the country. I first saw it at cnn.com/education, but its been in newspapers and on websites from Kentucky.com to SanLuisObispo.com. You can read the story yourself here, but Ill pull out some choice quotes below for comment. Many college admissions officers support the idea [of deferring admission for a year or two]. While cautioning that a gap year between high school and college isnt for everyone and that just goofing off isnt worthwhile they say many students who take one return more confident and self-aware. [] Generally, schools make students submit a proposal beyond lying on the beach, but often little more is required. The University of Chicago says it will grant deferrals for almost any reason as long as students dont apply elsewhere. Its reached the point where a lot of us in admissions are talking about ways to get students to just kind of relax, said Martha Merrill, dean of admission and financial aid at Connecticut College. We at MIT are among those college admissions officers who are supportive of students taking a gap year. And, like the University of Chicago (and many other schools), were happy to grant deferrals to most any proposal you might have. Also, we agree with Connecticut Colleges Martha Merrill as youve probably read on these blogs, were quite interested in finding ways of making college admissions and the high school to college transition less stressful and frenzied. If you are a member of the Class of 2009 and would like to request a one-year (or sometimes two-year) deferral from starting at MIT, you can send a letter outlining your plans to our office: Office of AdmissionsMassachusetts Institute of Technology77 Massachusetts Avenue, Room 3-108Cambridge, MA 02139-4307 Gap Year is a bit of a loaded term, I think, with images of British aristocracy vacationing in the south of France coming to mind. But during my years in admissions, Ive seen students take some time before starting MIT for many great reasons. For example, one of my favorite students spent a year as an EMT in Israel before his freshman year. This gave him a lot of perspective on the world, and when he got his first bad grade at MIT, he knew that it wasnt a disaster, but rather an indication that he might want to reexamine his study habits and try a little harder next time. No crisis. Ultimately, his impact on MIT and the students around him was great, and his mentorship, with the help of his gap years perspective, was invaluable to many students here. The article also addresses the different kinds of gap years: Gap years need not be a luxury for the rich. Some students use them to earn money for school. Many programs offer scholarships or compensation for labor; AmeriCorps offers a living allowance and education funding. Reardon says anyone would be hard-pressed during a gap year to spend the $30,000 or more many of them would be paying for college. Im not writing to say that all students should take some time off before starting college. But I do think that there is a bit of a stigma about such plans in many areas of the country, a stigma that should be eliminated. The AP writes: In the United States, however, experts say the increasing stress of college admissions makes parents nervous about any kind of unusual path. These are families that somehow see this as not part of the grand plan, said Gail Reardon, who founded a Boston company, Taking Off, that helps students plan gap years. Adds Lee Stetson, dean of admissions at the University of Pennsylvania: Not wanting to break stride is the American way. [] I dont think theres any rational explanation to just run to college, [Gerrit Lansing, a student who took a gap year] said. Theres no reason. Its just what everyone does. The bottom line here is that it is okay to slow down. Life, college, career its not a race. The other story today on all the news sites: NASA has postponed todays planned shuttle launch. Im only slightly disappointed, but also very hopeful that in not rushing and in catching mistakes before they become big problems, the space program can return, and become once again a great symbol of science in this world. Post Tagged #gap year

Essay about Character Study of Iago in William...

Character Study of Iago in William Shakespeares Othello In Othello, Iago works to bring about the downfall of the characters that he hates, particularly Othello and Michael Cassio. In order to do this, he uses not only the weaknesses of his victims, but their strengths and good qualities as well. Iago says this about Desdemona: So will I turn her virtue into pitch, And out of her own goodness makes the net That shall enmesh them all (Act 2 Scene 3) Iagos victims have virtues, which he uses to undermine them and plot their downfall. Othello is a noble and heroic gentleman. He is open and honest. He has a trusting nature and he is romantic. Othello is a brave person who is not†¦show more content†¦In other words, Iago also exploits their weaknesses to bring about their downfall. Michael Cassio is popular with the ladies. He is smooth and sophisticated and has a social charm and grace. Iago: He hath a person and smooth dispose to be suspected, framed to make women false (Act 1 Scene 3) Cassio enjoys drinking and often has too much. He is stupid to take part in a drunken brawl and as second in command he should be more sensible. He is also impulsive and arrogant. The thoughtless and cruel treatment of Bianca allows Iago to set up the scene in which Othello mistakenly assumes that Cassio is laughing and joking about Desdemonas love for him. (Act 4 Scene 1) Roderigo is a rich, generous and romantic person. He is a spoilt child so whatever his heart falls to is his he is after Desdemona and cant get her. Othellos weaknesses are that he is jealous. When Iago told Othello that Desdemona is seeing Michael Cassio, he is headless and gullible. HeShow MoreRelatedTragic Hero in Othelo by William Shakespeare996 Words   |  4 PagesConventions of Othello Shakespeare has been a part of the American Society for many years. Compared to other Authors, he has a different style of writing but within his own writings, they are all very much alike. He has written many plays including Othello and Romeo and Juliet. Shakespeare was a man who wrote plays that followed the same literary conventions. These conventions included tragic hero, fallacy, irony, and also suspense. A tragic hero is a male figure who is high in society and one whoRead MoreOthello - Deception and Vision Essay1500 Words   |  6 PagesDeception and Vision in Shakespeare’s Othello Walter Scott once stated, â€Å"Oh, what a tangled web we weave... when first we practice to deceive† (Quotation). Scott’s statement is overwhelmingly evident in William Shakespeares Othello. Deception is a reoccurring theme in Othello, that touches each character individually and on various levels. The theme that affects Othello directly is vision. Vision is the â€Å"ocular proof† that Othello demands from Iago, and how his actions are based on what he hearsRead MoreOthello’s Dramatic Flaw in Shakespeares Othello Essay1347 Words   |  6 PagesThe play â€Å"Othello† by William Shakespeare was written in 1604 during the Elizabeth era. Othello is one of the most extraordinary characters in all of Shakespeare’s dramas. He enjoyed unheralded success in the combat zone, which gave him the reputation as one of Venice’s most competent generals. Even though he has great success in the battlefield, he has a dramatic flaw that causes a downf all in his life. The dramatic flaw that causes his downfall is jealousy. 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Ââ€" Aristotle The plot of William Shakespeares Othello is a tale of love, jealousy, and betrayal; however, the characters, themes, and attitudes of the works are different, with Shakespeares play being a more involved study of human nature and psychology. Othello is considered to be a prime example of Aristotelian

Bangladesh Facts, History, and Geography

Bangladesh is often associated with flooding, cyclones, and famine, and the low-lying country is among the most vulnerable to the threat of rising sea levels due to global warming. However, this densely populated nation on the Ganges/Brahmaputra/Meghna Delta is an innovator in the development and is quickly pulling its people up out of poverty. Although the modern state of Bangladesh gained independence from Pakistan only in 1971, the cultural roots of the Bengali people run deep into the past. Capital Dhaka, population 20,3 million (2019 estimate, CIA World Factbook) Major Cities Chittagong, 4.9 millionKhulna, 963.000Rajshahi, 893,000 Bangladeshs Government The Peoples Republic of Bangladesh is a parliamentary democracy, with the president as chief of state and prime minister as head of government.  The president is elected to a five-year term and may serve two terms total. All citizens over 18 years of age can vote. The unicameral parliament is called the Jatiya Sangsad; its 300 members also serve five-year terms. The president officially appoints the prime minister, but he or she must be the representative of the majority coalition in parliament. The current president is Abdul Hamid. Bangladeshs prime minister is Sheikh Hasina. Population of Bangladesh Bangladesh is home to approximately 159,000,000  people, giving this Iowa-sized nation the eighth highest population in the world. Bangladesh groans under a population density of about 3,300 per square mile. Population growth has slowed dramatically, however, thanks to a fertility rate that has fallen from 6.33 live births per adult woman in 1975 to 2.15 in 2018, which is replacement-rate fertility. Bangladesh also is experiencing net out-migration. Ethnic Bengalis make up 98 percent of the population. The remaining 2 percent is divided among small tribal groups along the Burmese border and Bihari immigrants. Languages The official language of Bangladesh is Bangla, also known as Bengali. English also is commonly used in urban areas. Bangla is an Indo-Aryan language descended from Sanskrit. It has a unique script, also based on Sanskrit. Some non-Bengali Muslims in Bangladesh speak Urdu as their primary tongue.  Literacy rates in Bangladesh are improving as the poverty rate falls, but still, only 76 percent of men and 70 percent of women are literate, as of 2017. Those aged 15–24, though, have a literacy rate of 92 percent, according to UNESCO. Religion in Bangladesh The predominant religion in Bangladesh is Islam, with 89% of the population adhering to that faith. Among Bangladeshi Muslims, 92 percent are Sunni, and 2 percent Shia; only a fraction of 1 percent are Ahmadiyyas. (Some didnt specify.) Hindus are the largest minority religion in Bangladesh, at 10% of the population. There are also tiny minorities (less than 1%) of Christians, Buddhists, and animists. Geography Bangladesh is blessed with deep, rich, and fertile soil, a gift from the three major rivers that form the deltaic plain upon which it sits. The Ganges, Brahmaputra, and Meghna Rivers all wend their way down from the Himalayas, carrying nutrients to replenish Bangladeshs fields. This luxury comes at a heavy cost, however. Bangladesh is almost entirely flat, and except for some hills along the Burmese border, it almost entirely at sea level. As a result, the country is regularly flooded by the rivers, by tropical cyclones off the Bay of Bengal, and by tidal bores. Bangladesh is bordered by India all around it, except a short border with Burma (Myanmar) in the southeast. Climate of Bangladesh The climate in Bangladesh is tropical and monsoonal. In the dry season, from October to March, temperatures are mild and pleasant. The weather turns hot and muggy from March to June, awaiting the monsoon rains. From June to October, the skies open and drop most of the countrys total annual rainfall, as much as 224 inches per year (6,950 mm). As mentioned, Bangladesh often suffers from flooding and cyclone strikes—an average of 16 cyclones hit per decade. In 1998, flooding struck due to an unusual melt-off of Himalayan glaciers, covering two-thirds of Bangladesh with floodwater, and in 2017, hundreds of villages were submerged, and tens of thousands of people were displaced by two months of monsoon flooding. Economy Bangladesh is a developing country, with per capita GDP of just about $4,200 U.S. per year as of 2017. Nevertheless, the economy is growing rapidly, with a roughly 6% annual growth rate from 2005 to 2017. Although manufacturing and services are increasing in importance, almost half of the Bangladeshi workers are employed in agriculture. Most factories and enterprises are owned by the government and tend to be inefficient. One important source of income for Bangladesh has been workers remittances from the oil-rich Gulf states such as Saudi Arabia and the UAE. Bangladeshi workers sent $13 billion U.S. home in FISCAL YEAR 2016–2017. History of Bangladesh For centuries, the area that is now Bangladesh was part of the Bengal region of India. It was ruled by the same empires that ruled central India, from the Maurya (321–184 BCE) to the Mughal (1526–1858 CE). When the British took control of the region and created their Raj in India (1858–1947), Bangladesh was included. During the negotiations surrounding independence and the partition of British India, predominantly Muslim Bangladesh was separated from majority-Hindu India. In the Muslim Leagues 1940 Lahore Resolution, one of the demands was that the majority-Muslim sections of the Punjab and Bengal would be included in Muslim states, rather than remaining with India. After communal violence broke out in India, some politicians suggested that a unified Bengali state would be a better solution. This idea was vetoed by the Indian National Congress, led by the Mahatma Gandhi. At the end, when British India gained its independence in August 1947, the Muslim section of Bengal became a non-contiguous part of the new nation of Pakistan. It was called East Pakistan. East Pakistan was in an odd position, separated from Pakistan proper by a 1,000-mile stretch of India. It was also divided from the main body of Pakistan by ethnicity and language; Pakistanis are primarily Punjabi and Pashtun, as opposed to the Bengali East Pakistanis.   For 24 years, East Pakistan struggled under financial and political neglect from West Pakistan. Political unrest was endemic in the region, as military regimes repeatedly overthrew democratically elected governments. Between 1958 and 1962, and from 1969 to 1971, East Pakistan was under martial law. In the parliamentary elections of 1970–71, East Pakistans separatist Awami League won every single seat allocated to the East. Talks between the two Pakistans failed, and on March 27, 1971, Sheikh Mujibar Rahman declared Bangladeshi independence from Pakistan. The Pakistani Army fought to stop the secession, but India sent troops to support the Bangladeshis. On January 11, 1972, Bangladesh became an independent parliamentary democracy. Sheikh Mujibur Rahman was the first leader of Bangladesh, from 1972 until his assassination in 1975. The current prime minister, Sheikh Hasina Wajed, is his daughter.  The political situation in Bangladesh is still volatile and has included free and fair elections, but recent persecution of political dissent by the state raised concerns about how the 2018 elections would go. The election held on December 30, 2018 returned a landslide for the ruling party, but garnered several episodes of violence against opposition leaders and accusations of vote rigging. Sources and Further Information Bangladesh. CIA World Factbook. Langley: Central Intelligence Agency, 2019.  Ganguly, Sumit. The World Should Be Watching Bangladesh’s Election Debacle. The Guardian, January 7, 2019.  Raisuddin, Ahmed, Steven Haggblade, and Tawfiq-e-Elahi, Chowdhury, eds. Out of the Shadow of Famine: Evolving Food Markets and Food Policy in Bangladesh. Baltimore, MD: The Johns Hopkins Press, 2000.  Van Schendel, Willem. A History of Bangladesh. Cambridge, UK: Cambridge University Press, 2009.

Ge Transformation Case Study Jack Welch Notes Free Essays

GE Transformation notes: Founded in 1878 Focus on Communication: Used initiatives such as training programs to increase communication Organizational Culture:   Welch’s Core Idea: the only way to shift a company’s culture is to change the habitual thinking and behavior of its fast-track executives. Initiatives * Work Out * Began 1988 * Groups of 40-100 employees involved * Removing unnecessary bureaucratic work out of the system * By 1992 200,000 GE employees participated in Work-out Began as a driving force for improving productivity and became a tool for cultural change. Best Practices * Program to Increase Productivity * Focus more on how things got done rather than what got done * Focused on customer satisfaction *These two initiatives helped refine GE’s organizational culture, characterized by speed, simplicity and self-confidence. We will write a custom essay sample on Ge Transformation Case Study Jack Welch Notes or any similar topic only for you Order Now * Globalization * 1986- corporate executive council meeting during * 1987- GE agreed to exchange consumer electronics business for the French medical imaging business. 1989- Welch appointed Paolo Fresco as head of international operations in 1992. * 1998- International revenues at $42. 8 billion. Company expected to do almost half its business outside the USA by year 2000. Global Best Practices Program opened communication channel for GE with outside companies * Session C HR planning * Adapted HR system to his goals, and began keeping tabs on upper management. GE management expected feedback, which they used as the basis for coaching and developing their staff. Increased communication between CEO, and top managers, increased communication between top managers and lower employees, became means for training of new employees * Crotonville Management Development Facility * Managers learn about GE, and experience debating and problem solving Used as a hub for communications * 360 ° Feedback process * Became means for training needs, coaching opportunities, and career planning. * â€Å"A Players† Managers with vision, leadership, energy, and courage * Performance Appraisal System: Managers rated employees on a scale of 1-5, 5 being the lowest on effectiveness * All 5’s were to be let go, and all 1’s were to be rewarded with stock options, and higher promotional probability * In the new culture, role of the leader is to express a vision, get a buy-in and implement it. Increased feedback communication and expectations in the organization * Boundaryless Behavior * Purpose was to strengthen GE ‘s individual Business. Ther e would be no distinction between domestic and foreign operation. Remove labels which get in the way of working together. Eliminated unnecessary communication filters, encouraged input from every employee, open communication channels gave employees the ability to speak about their concerns. Eliminated middle management that stood in the way of direct communication * Stretch * Created an atmosphere that asked everyone â€Å"How good can you be? † * Managers not held accountable for these goals, but were reward for achieving them. Mid 1990’s established as part of GE’s culture, stretch targets increased employee values, attitudes and confidence. Service Businesses * Reduce dependence on traditional industrial products Changed internal mindsets from selling products to â€Å"helping our customer win† * Six Sigma Quality Initiative * Learned the program from Lawrence Bossidy (left GE in 1991) who borrowed it from Motorola, which improved quality for AlliedSig nal Inc. * Goal was to increase quality * 30,000 Six Sigma projects were initiated in 1998 Required change in culture of the organization: employees would need technical training, and there was need of communication of the importance to the company’s strategic objectives. How to cite Ge Transformation Case Study Jack Welch Notes, Free Case study samples

Consequences of Drunk Driving Essay Example For Students

Consequences of Drunk Driving Essay Drinking and driving is an event that takes place everyday and everywhere. People chose to drink and drive for numerous reasons. Sometimes people feel that they must drink to have a good time but have no intention of driving. This is not always how it turns out. Usually after one has drunk alcohol, his or her ability to make smart decisions has been impaired. So in the end they decided that they can drive. This decision may not always results in getting arrested or having an accident, but it is too great a risk to take. Drinking and driving is a crime that has consequences that affect a person both personal and financially. If one is caught in the act of drinking and driving he or she is often faced with a lot of fines. These fines included court cost, which can get into the hundreds, and the fine for the crime itself, which are very high in cost. If one gets into a wreck while drinking and driving his or her insurance probably will not cover the accident, which, depending on the severity of the accident, could cost an enormous amount of money. If one were to hit another vehicle while under the influence of alcohol, the driver of the other vehicle could sue for a lot of money. Drinking and driving is a crime that can cost one a lot of money, which could be used for education or other important things. It is a very bad thing to have a reputation as a person who gets in a lot trouble. If one is like I am, he or she does not like for people to think badly of them, and getting arrested is definitely not a positive event. I consider getting arrested as being one of the most humiliating and degrading events in my life. I would like to go to college and become a doctor one day, but if I have a DUI on my record it makes it almost impossible to get into medical school. So in the end, the reputation of drinking and driving could ruin my future. If one were to hurt another individual in his or her stupidity of drinking or driving, he will have to live with it for the rest of his life. Say someone was in the car when the wreck accrued and they got severely hurt or even killed, the driver of the car would feel responsible for that person. Even worse if two cars were to collide and one of the cars was being driven by a drunk driver, the sober driver is more likely to be injured. This is because a drunk persons body will remain limp through out the wreck, where as a sober person will tense up and be more likely to be injured. In the out come of the wreck if the innocent person is hurt or killed, the drunk person will have to live with that horrible burden for the rest of their life. The main reason that I have chosen to quite drinking, is because I do not want to mess up my like and or someone elses life over something as stupid as drinking and driving. I realize that what I have done is very wrong and dangerous, and not just because I got caught. I do not know how I would be able to live with my self if I were to kill someone. I would not want to make my loved ones have to deal with my death. I also do not want to make my parents have to go through any more grief than I already have. I realized that I have had more opportunities than many other people to redeem myself, and I have chosen to take my good luck and change. Old Madam Yin EssayBibliography:

Online Gaming free essay sample

People nowadays rely much on technology to help them in their daily lives. Communication by the use of cellphones, gaining information using the internet are just some of the examples. Even in recreation, people rely on technology. Xbox, PsP, iPad, iPhone, Nintendo Wii are the frequently used materials for recreation , but computer with the access in the internet is the most commonly used by people. They use the computer for recreation and as a tool for online gaming. The research paper will contain facts and informationss about recreation and its definition. It will explain why people may not be able to live if there is no recreation. It will also contain why people need recreation and is vital to the daily lives of people. After that, the research paper will focus to one type of recreation, the online gaming. It will explain what is online gaming, who are the ones mostly engaged in that activity and what is in online gaming that many people seem to be easily attached and addicted to it The research paper will explain what the influences of online gaming to people are. We will write a custom essay sample on Online Gaming or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Some may be obvious but the others are somewhat invisible that people don’t realize that they are actually being affected by online gaming in many ways. Those influences will be subdivided into three: social, mental and emotional and will be clearly explained by the researchers. Also, the research paper will contain the positive and negative effects of online gaming in terms of people’s manner of talking and thinking, and the difference of a gamer from a normal individual. There will also be bonus interesting facts about online gaming at the end. Definition of Terms Virtual reality- computer generated simulation of 3D image. Anxiety- uneasiness; nervousness Agitation- extreme emotional disturbance Neglect- failure to care Cognitive- judgment D. Significance of the Study People, specially students and adolescents, are engaged in online gaming. Because of this, many students experience addiction. They are not focused anymore in studying but instead, they just want for school hours to end and it’s time for their ‘happy hours. ’ One more thing is that online gaming greatly influences an individual’s way of talking to others and manner of thinking. The research paper can help people be given a clue about how gamers think and speak. The research will also give emphasis on why the number of gamers greatly increases as time passes by. The research will also give the readers an explanation on the different what’s, how’s and why’s of online gaming. Because of the increasing number of gamers, it is important to know different facts about them so this gives the research paper will be of great help.

Gandhi a great leader essays

Gandhi a great leader essays Few men have ever had as much of an effect on our world as Mohandas Gandhi (1869-1948), though he used the message of peace and love, rather than war and destruction. One time a prominent lawyer in South Africa, Gandhi gave up practicing law and returned to India in order to help ease the suffering of the repressed people of his homeland. Gandhi's love for people and his religious fervor made him a revolutionary in many of his ideas and actions. He desired to see India freed from British rule in a bloodless revolution, similar to the "Glorious Revolution" of Seventeenth Century England. Knowing that violence only begets violence, he began the practicing of passive resistance, or as he called it, "Satyagraha" which means "holding onto truth". In his famous Salt March of 1930, Gandhi and thousands of others marched to a coast where salt lay on the beaches to protest the British Governments' prohibition against the Indians making their own salt. Though many were beaten, arrested and killed, no one fought back. Over the course of his life he led three major crusades, rallied support for nonviolent strikes, urged Indians to boycott anything British, and championed women's rights. Gandhi exemplified many characteristics of a great leader. His love for the people of India was boundless; he wanted nothing more than to serve and help them. Always putting others above himself, he sought to make himself even lower than the lowest member of the Hindu caste system. He even humbled himself to the point of sweeping up excrement left behind by others, hoping to teach that disease was spread in filth. One of his most admirable qualities was that he led by example and never preached that which he was not willing to do himself. A common thread between Gandhi and many other great leaders was that no matter what he did, he did it to the best of his ability. He once said: "No matter how insignificant the thing you have to do, do ...

Walmart Essay Example | Topics and Well Written Essays - 250 words - 5

Walmart - Essay Example First, Wal-Mart would connect to the values international money market and foreign exchange contracts. It will also use it to trade the excess earnings through foreign exchange. The international money market exchange would be used for trading the extra earnings in the local currencies of various Asian countries as well as in initiating interest rate future contracts and options (Mehrling, 2005). This will be done with a view of avoiding shocks caused by unexpected devaluation of the respective local currencies within the specified Asian countries. c) Wal-Mart could use the international bond market to finance the establishment of new outlets in foreign markets by selling foreign bonds to foreign borrowers (Mehrling, 2005). Since the foreign bonds are designated in local currency, Wal-Mart could target borrowers within the targeted regions/countries where the new outlets are to be established. This will raise the amount required to finance the new outlets. Once established and wishes to establish more outlets within a specific country, it can act as domestic borrower and issue local bonds to raise funds for more outlets within the same

Employment Laws, Policies, and Processes Research Paper

Employment Laws, Policies, and Processes - Research Paper Example It is important to remember that only those organizations are likely to survive and perform best in the industry perspective where the employees are satisfied with the job and where they feel that they have scope for growth and development. I was holding the position of director of human resources in alpha software Solutions Company. The company dealt with developing and selling of software products and solutions. The company wished to recruit new professionals specially software engineers who would develop the next software that was to act as the cutting edge product of the company. The position required that the candidates should not only be talented but also should be willing to work in team and cope with work pressures. Accordingly a selection process was designed to select the best talent in terms of intellectual ability and compatibility with the organization. While conducting the entire recruitment process it was kept in mind that the process of recruitment may be fair and fre e from any discrimination of any form. Two of the laws that were followed were The process started from giving advertisement and conducting the whole selection process where it was imperative that laws were followed and that as per law there was no discrimination on the basis of political, race, color, ancestry, sex, mental or physical disability etc (Gatewood, Feild, & Barrick, 2010). While conducting the interview it was kept in mind that none of the questions asked were discriminatory in nature or discriminated the workforce on any grounds. Similarly it was kept in mind that there was no discrimination when background checks were conducted. Another area where it was necessary to keep in mind that there was no differentiation on any discriminatory ground was on determination of wages. The interview process involved aptitude round where the questions asked were mainly analytical based to judge the analytical

The Challenges Of The Twenty First Century Education Essay

The Challenges Of The Twenty First Century Education Essay Introduction This chapter reviews the relevant literature used in this study in a thematic and systematic manner. It begins with reviewing texts related to the contemporary local and global challenges. It then discusses the national goals of education in Kenya relating them to the demands of the 21st century. Teacher education in Kenya is then reviewed and finally the system of education in Kenya is examined. 2.2.0 The challenges of the twenty first century The 21st Century has been conceived as: The age of Globalization, the age of Knowledge Economy, and the Information age. Globalization refers to the contemporary social reality, which is characterized by change, uncertainty, unpredictability, complexity, interdependence and diversity. According to Giddens (1990) and Albrow (1994), it refers to the process by which human relations are increasingly being intensified. As a result, economic, political, cultural and social distinctions are becoming less and less inhibitive. Advancement, especially in the information and telecommunication sectors has compressed time and space and the world is gradually becoming a borderless forum for human interaction popularly known as the global village. The educational challenges in a globalized world include: ensuring that learners acquire the technological skills that enable them to access the global information and telecommunication networks, transforming learner attitudes and dispositions to enable them adapt to change and uncertainty, fostering character traits in learners that make them functional in a cross-cultural and democratic setting. Such traits include open-mindedness, tolerance and intellectual autonomy, enhancing learners capacity and attitude to think critically and creatively. Knowledge has become the most important factor in economic development in a globalized world, hence the use of the term Knowledge economy to refer to the contemporary global economy. Consequently, the ability of a society to produce, select, adapt, commercialise, and use knowledge is critical for sustained economic growth and improved living standards (World Bank, 2002). Education needs to go beyond merely informing learners. Learners have to be enabled to learn on their own, make sense of and apply knowledge innovatively. Learners, therefore, need to take charge of their thinking and direct it towards solving problems as wells as formulating and pursuing desired goals. Information and telecommunication technologies that facilitate and support knowledge-based activities have become extremely useful. Information has become easily accessible with the use of the internet hence the use of the term information age to refer to the 21st century. Merely consuming information uncritically is dangerous in a globalized age. Education should therefore enable learners to select, interrogate, evaluate and utilize information efficiently. 2.2.1 The global challenges According to Haag (1982) education systems in the world have expanded quantitatively rather than qualitatively making them unable to address current social problems. Although a lot of resources have been devoted to education, it appears like the systems of education have been ineffective in addressing social ills like inequality, intolerance, resistance to change, crime and violation of human rights among others. These social ills manifest themselves in rising levels of poverty, ethnic and racial conflicts and violation of human rights in many parts of the world. Ward and McCotter (2004) argue that developing thinking skills in educational institutions, though necessary, is inhibited by inappropriate teaching methods used by teachers, ineffective evaluation procedures and rigorous overload of the curriculum. Other negative factors include ineffective educational policies that emphasize content and structure of education while neglecting quality and process of education. Jelinek (1978 ) refers to the dominant expository methods of instruction as didacticism in which it is assumed that education is an act of depositing knowledge into learners who are mere depositories. The process of instruction is lifeless, petrified, motionless, static and compartmentalised and thus strange to the experience of the learners. The approach is irrelevant to reconstruction of the experience of the learners since they are considered to know nothing. Ultimately the approach tends to turn humans into automatons and therefore negates their dignity and abilities as human beings. Without development of thinking skills, graduates from educational institutions are observed to be limited in analytical, creative and innovative abilities that are essential in the modern knowledge based world of work. Leat (1999) blames inability of education systems to address contemporary challenges on faulty academic cultures and traditions. For instance, attainment of good grades and certificates using whatever means is valued as opposed to transformation of learners into effective agents of change in society. Unhealthy competition among learners is tolerated instead of developing the culture of cooperation and mutual responsibility. Rigid adherence to existing academic cultures inhibits ability to respond to change. Unhealthy competition among learners promotes antagonism and undermines team spirit. According to Perkins (1990) the culture in most educational institutions is characterized by minimal informative feedback and emphasis on traditional ways of doing things. This diminishes the exercise of individual initiative and choice. Consequently learners are denied an opportunity to develop essential characteristic of democratic citizenship. Such characteristics include respect for dialogue, freedom of expression and self-determination through individual choice. Barrow et al. (2006) reports that a study done in India revealed that the main challenges facing teacher education include meeting childrens specific learning needs, respecting students cultural and socio-economic context and involving parents and communities in school activities. The teachers therefore require interpersonal and counseling skills that can enable them to empathetically discern the learning needs of pupils. The teachers also need to be able to deal with diversity of learners and forge school-community collaboration. Douglass (2006) perceives preparation of employable graduates as the main challenge of education in the 21st century. According to him, emphasis on employability has led to other challenges. For instance, there are sharp divisions between scientific-technological academic disciplines on the one hand and social science and humanities on the other. He argues that there is an overemphasis on the value of scientific-technological disciplines leading to bifurcat ion of knowledge. According to NCCPPE(2008), the main challenges that education must confront in the world today include: conservation of the environment and sustainability of natural resources; the provision of health care; renewal of economic vitality; coping with change through learning; promoting core human values like justice, peace and equity and protecting human rights. This study endeavoured to find out the extent to which global challenges mentioned above impact on Kenya. It further sought to establish whether and how the system of PTE in Kenya was responsive to them. The study also designed a framework by which the challenges can be classified for effective examination. For instance, the following categories of challenges among others were be included in the framework: cognitive, cultural, political, social, emotional, economic, ethical, technological, and religious. Cognitive challenges include obstacles that hinder effective thinking. Such obstacles render learners incapable of analytical, evaluative and creative thinking. Such learners merely copy and reproduce the ideas of other people without being sensitive to context. Cultural challenges include stereotypes and prejudices that are embodied in traditions and norms of particular social groups. These traditions are passed on from one generation to another without critical scrutiny. In additio n cultural beliefs and practices tend to be ethnocentric. As such they promote conflicts and misunderstanding among social groups. Political challenges include ideologies and policies that are designed to facilitate acquisition and maintenance of political power. Often such ideologies are propagated in a competitive way without regard to sufficient analysis, evaluation and fair-mindedness. Social challenges include the need to accommodate diversity in the contemporary setting that is increasingly becoming multicultural. There is need for tolerance, open-mindedness and humility in interpersonal interactions. Emotional challenges have to do with inability to understand and deal with ones own feeling as well as the feelings of others. This is especially so in a social context that is dynamic, uncertain and stressful. Economic challenges include scarcity of resources and controversial methods of distributing the resources. These challenges are compounded by the increasing needs and wants characterised by the consumerist lifestyles. Ethical challenges arise from disagreements on principles of right and wrong leading to ethical relativism. Such relativism makes moral values difficult to apply across board leading to ethical confusion. Technological challenges include inability to control and manage the use of technology in a way that benefits society without endangering wellbeing. Such challenges include checking abuse of the internet, regulating the mass media and ensuring that nuclear technology does not get into the hands of terrorists. Religious challenges include animosity among different faiths that sometimes expresses itself in overt violent practices. Religious fanatics often engage in breach of human rights and criminal activities in the name of God. All these challenges cannot be effectively addressed unless education empowers the learners and society at large to think for themselves, analyse and evaluate issues, question beliefs and claims as well as develop the ability to creatively solve problems. 2.2.2 The challenges in Africa Assie-Lumumba (2006) perceives the debt burden, ethnic violence, armed conflicts and the scourge of HIV and AIDS as the most visible challenges that impact education in Africa. What is needed is an education system that can empower Africans to participate in the production and application of knowledge relevant in addressing these challenges and promote broad societal advancement. In Ghana, the need to develop thinking skills among learners has been recognized as a viable way of addressing contemporary challenges facing Africa. However in practice, the development of such skills has not been given adequate attention (Acheampong, 2001; Hill, 2000). There exists a mismatch between the professed value of thinking skills in education and actual efforts to develop such skills in teacher training institutions. According to Owu-Ewie (2007), classroom environment in many educational institutions in Ghana inhibit thinking in students. The teachers have been observed to be autocratic and rigid in imposing their views on students. The opinions of students are disrespected and discarded thus discouraging learner participation, curiosity and creativity. Teachers make poor use of questioning and motivation and use the lecture method predominantly. The education system fosters rote learning, drilling and exam orientation. Such a system does not facilitate a healthy teacher-learner interaction. According to Barrow et al (2006), studies done in Namibia and Nigeria reveal additional challenges facing education in Africa. In Namibia, although educational policies are strongly based on active learning and learner-centered theoretical foundation, in practice, these lofty theories are not effectively implemented. The educational policies are poorly understood, interpreted and executed. The study findings support school-based teacher professional development programs, associated with whole-school improvement programs, as very promising ways of increasing understanding and effective implementation of active-learning policies. In Nigeria, religious tensions and economic empowerment are the challenges that education needs to address. Teachers have therefore to be empowered to facilitate inter-faith harmony, creativity and self-reliance among learners. In Ethiopia, poor quality of education, insufficient financing, lack of equity and poor management are the key challenges facing educa tion (Ethiopian National Agency for UNESCO, 2001). Consequently, the ongoing educational reform encompasses every aspect of the educational system- the curricula, teacher training, educational inputs, educational finance, organization and management, structure of education, career structure of teachers, and evaluation. The reform is aimed at total restructuring of the educational system. This study examined the challenges above and related them to those in Kenya and the rest of the world. It also compared the strategies employed to address the challenges with a view to reconstructing a more responsive approach to the challenges relevant to PTE in Kenya. 2.2.3 The challenges in Kenya In Kenya, some of the 21st century challenges are HIV AIDS, gender awareness, and sensitivity to human rights (K.I.E., 2004a and 2004b). Others include poverty, crime, drug abuse, and unemployment. These challenges require that education empowers the learner to reflect and respond to them pro-actively. While informing the learners about these problems is important, empowerment of the learner demands a transformation that transcends the cognitive dimension to include all other faculties of the human person. This study explored these non-cognitive dimensions such as the creative, cultural, ethical and social among others. According to RCE (2007), sustainable development in Kenya (as in any other country) is complex since it encompasses social issues such as peace and security, human rights, gender equality, cultural diversity and intercultural understanding. Other issues include poor governance, corruption, increased incidences of diseases, erosion of cultural values and morals, among others. The economic issues include corporate social responsibility and accountability, ethical marketing, increasing levels of poverty and the widening gap between rich and poor. The other issues include trends of unsustainable production and consumption leading to inefficiency and wastefulness, poor enforcement of policies and regulations governing production and marketing. Environmental challenges include the energy, nutritional and other domestic needs of an expanding population, unsustainable use of natural resources (water, land), rural/urban migration, climate change, rural development, urbanization, disaster prev ention and mitigation concerns. This study examines the extent to which these concerns are addressed in PTE with specific reference to pedagogical approaches employed. Abagi and Odipo (1997) argue that the operation of primary education system in Kenya faces the problem of inefficiency. Low completion rates and national pupil-teacher ratio make inefficiency evident. In addition, teaching-learning time was found not to be utilized efficiently in primary schools. The factors that may be responsible for inefficiencies include: ineffective education policies and management processes, misallocation of resources to various educational levels; school based factors such as teachers attitudes, time utilization, school environment; and household based factors such as poverty. The inefficiencies identified above lead one to question the quality and relevance of education in Kenya. While Abagi and Odipo (1997) discuss inefficiency from the point of view of mismatch between resource inputs and desired output in terms of qualified graduates able to contribute to national development, this study explored another dimension of inefficiency which involves discrepanc y between pedagogical approaches and the achievement of educational goals and objectives. The focus therefore was on the process of teaching and learning in addition to other material resources employed to pursue the achievement of educational goals and objectives. 2.3.0 Global responsiveness to contemporary issues Shah, (1997) discusses the implications of globalization in the 21st century which include information revolution, dynamic demand of relevant skills, uncertainty of a borderless world economy, and intense competition among others. He suggests that responsiveness to this reality demands a paradigm shift in the management of human relationships in all spheres of life. Although he takes a political perspective and dwells on how a shift in modes of governance needs to be effected, this study adapts Shahs ideas to a globalized educational context. For instance the shift from management to leadership in political governance can be equated to the shift from authoritarian teaching to facilitative teaching in education. In both cases, control (of citizens/learners by politicians/teachers) is discouraged while participation, consultation and involvement by all parties is encouraged. This change is so fundamental that Shah refers to it as a cultural transformation. He describes it as follows: The culture of governance is also slowing changing from a bureaucratic to a participatory mode of operation; from command and control to accountability for results; from being internally dependent to being competitive and innovative; from being closed and slow to being open and quick; and from that of intolerance from risk to allowing freedom to fail or succeed (Shah, 1997) While responsiveness as described above is desirable and even necessary in the world today, it is not easy to accomplish. In developing countries for instance, the reform of the public sector has been attempted in many countries without tangible results. Shah (1997) regards attempts to reform the public sector in many developing countries as an illusion or dream. The command and control orientation is so entrenched that developing a client orientation that emphasizes collaboration and service is difficult to achieve. Consequently human relationships are devoid of a sense of responsibility and mutual respect. Relating these ideas to primary teacher education, responsiveness would mean enabling learners to be self-reliant and self-disciplined as well as actively engaging both teachers and learners as partners in the learning process. Leithwood et al (1994) assert that modern education systems have to address broader and complex goals, use a diversity of forms of instruction and strategies for learning to cater for diverse clientele as opposed to the traditional youthful learners. In addition, educational institutions will need technical resources to facilitate independent decision making and collaboration with other agencies. Future institutions of education will need greater decentralization of authority, empowerment of staff, and increased accountability to the stake holders they serve. Much effort will be employed to review the content of the curriculum and the process of instruction in order to enhance learning as well as forge useful links between the educational institutions and their environment. Specifically the following responses will be needed: provision of higher order thinking skills like analysis, evaluation and creativity. use of flexible client-centred forms of instruction and willingness to collaborate with other educational agencies. Addressing of cultural, religious and ethnic diversity and tensions and Increasing respect for the rights of individual, ability, race, age, sex etc which enhances equity as an education goal as well as equal access to knowledge. Beyer (1997) asserts that the best way to respond to contemporary challenges is to empower learners to learn. This implies facilitation of efficient and effective thinking. Such learning involves careful development of learner inclinations as well as their abilities to think skilfully. Barrow et al. (2006) reports that a research carried out in India suggest that one way of facilitating responsiveness among learners is to create a learning environment in which children are motivated to participate actively and are encouraged to think beyond their own context. This concurs with Beamons (1997) and Beyers (1997) view that the classroom environment should be motivating and provide opportunities for learners to use their cognitive and creative abilities. In order to develop the thinking skills of learners, the teachers need to use cognitive instruction approaches and learner-centred strategies which stimulate thinking. This study explored such approaches and strategies and endeavoured to find out whether they were being used in PTE in Kenya. Kea et al. (2006) recommend multicultural teacher education preparation as a viable way of promoting responsiveness to the challenges of the 21st century. Teachers who have learned culturally responsive pedagogy are believed to be more confident and effective in instructing children from diverse social, cultural, religious and economic backgrounds. Culturally responsive pedagogy involves adapting the content of instruction and teaching styles, curriculum, methodology, and instructional materials responsive to students values and cultural norms. Thus, the ultimate challenge for teacher educators is to prepare reflective practitioners who can connect, commit, and practice an ethos of care with diverse students and their families. According to Douglass (2006), responsiveness to contemporary challenges requires cross-cultural and human rights education. Governments should ensure that their primary and secondary educational systems provide for a balance and integration of national history and identity formation with knowledge of other cultures, religions, and regions. Educational approaches should be suitable for transforming the values of young people, their perceptions and knowledge about other civilizations, cultures and peoples across all regions. Critical thinking should be promoted in order to enhance fair-mindedness and objectivity in a world where information is being generated and disseminated at an amazing rate. Critical thinking is essential for analysing, evaluating and applying information. It is useful in combating misperceptions, prejudices, inaccuracies and outright lies among others. Critical thinking enhances the learners ability to separate fact from opinion, to evaluate information for bias, to construct and deconstruct meaning logically and relevantly. Such skills are important for promoting tolerance, mutual respect and responsible citizenship. This study examines the responsive approaches discussed above in the light of the Kenyan context. It aims at developing and recommending a comprehensive proposal of responsive pedagogies for teacher education that are suitable for addressing contemporary issues in Kenya. According to NCPPHE (2008) the most important educational goal is to facilitate learning by students and the society in general and thus create a learning society. In such a society, learning is a way of life and is therefore life-long. Optimized learning is that which helps strengthen democratic and civic institutions in the nation. This concept of learning extends beyond the education of students in classrooms to include educations impact on societal organizations, businesses, corporations, and cultures. This view is also adopted by Partnership for the 21st century (2004), which is a conglomeration of public and private partnership focusing on improving education in the 21st century. The partnership reached out to hundreds of educators, business leaders and employers to determine a vision for learning in the 21st century, to reach a consensus on the definition of 21st century skills, knowledge and expertise which will enable learners to thrive in contemporary world. This work endea voured to bridge the gap between the knowledge and skills most students learn today in school and the knowledge and skills required in the 21st century communities and workplaces. The critical knowledge and skills identified by Partnership for the 21st century (2004) are learning and innovation skills (creativity and innovation, Critical thinking and problem solving, communication and collaboration), information, media and technology skills (information literacy, media literacy and ICT literacy) as well as life and career skills (flexibility and adaptability, initiative and self-direction, social and cross-cultural skills, productivity and accountability, leadership and responsibility). The partnership also identified interdisciplinary themes which summarises the content that students should learn in the 21st century. These themes include global awareness, civic literacy, health literacy and financial, economic, business and entrepreneurial literacy. This study used these themes, knowledge and skills to evaluate the success of teacher education in Kenya in equipping primary school teachers to prepare pupils for the demands of the 21st century. 2.3.1 Responsiveness to contemporary issues in Africa According to Barrow et al. (2006) research carried out in Nigeria indicated that responsive approaches in education in Africa should aim at fostering moral values such as patience, tolerance, friendliness, compassion, empathy and fair-mindedness. In addition teaching methods and strategies should create and sustain a stimulating learning environment. Teachers need to use a variety of teaching methods to reach students at different levels of ability. In Namibia, the research recommended teachers reflection on their practice in order to seek way of improving teaching and learning. Learner-centred teaching, variation of teaching methods and strategies and positive teacher attributes like kindness and courtesy were also argued to contribute to responsiveness to contemporary issues in education. Ethiopian National Agency for UNESCO (2001) describes responsive education from the Ethiopian perspective as characterized by access to basic education for all, production of responsible citizens who can solve problems and cooperate with others in productive socio-economic activities. Other characteristics of responsive education include equity, community participation in education, and suitability of academic disciplines to the needs of the country. Quality and quantity need to accompany each other in educational matters; for instance, new educational institutions should be established and the existing ones strengthened in order to produce professionals at a quantity and quality levels that match the requirements of the country. 2.3.2 Responsiveness to contemporary issues in Kenya In Kenya, attempts at making education responsive to contemporary issues and challenges is reflected in the various educational reports that have been generated since independence (Republic of Kenya, 1964, 1976, 1981, 1988 and 1999). This is evident in the review of the said reports below. The Ominde Report (Republic of Kenya, 1964) was the first commission of independent Kenya to address matters of education. It made a lasting contribution by articulating, among other issues, the goals of education in Kenya which are reinforced in the commission reports that followed. Among the recommendations that the report gave included that: partnership should be forged between government and regional and local authorities in the planning and administration of education; educational policy should be consciously directed towards promoting national unity; religious instruction should be handled as an academic subject on educational lines dissociated from the sectarian objectives of any religious group; primary education should provide training in the rudiments of citizenship; education should be responsive to contemporary needs and modern educational practice; education should be child-cantered and child study experts should be included as lecturers in teacher training colleges. The Ominde Report (Republic of Kenya, 1964) identified a number of issues of which the following are relevant to this study and remain relevant to the current situation in Kenya: Education in Kenya should foster as sense of nationhood and promote nationhood. The post 2007 election violence revealed the fact that nationhood and national unity have not yet been successfully achieved in Kenya(Republic of Kenya, 2008a) and education, to be relevant must develop among learners and teachers alike patriotism, tolerance and mutual social responsibility. Education should serve the people and the needs of Kenya without discrimination. It should develop in learners the traits of fair-mindedness, empathy and justice. Education should enable learners at all levels to adapt to change. This requires analytical and evaluative skills that enable one to examine ones context, identify and define problems clearly and accurately. It also requires creative skills to enable one to formulate and implement relevant solutions to problems. The teaching methods prevalent in educational institutions after independence were faulted by the Ominde Report (Republic of Kenya, 1964) because they neglected learner participation, imagination and understanding and emphasised drilling and authoritarian teaching. Little attempt was made to adapt instruction to the needs of learners. In teacher training colleges, few lecturers were well grounded on the crucial question of how children learn or fail to learn. The report appealed for a paradigm shift in teaching and learning as indicated in the following: We do not believe that the students will effectively break loose from the old bookish, rote methods until they have themselves shared in the exhilaration of autonomous learning and have discovered how much more complete is their final mastery (Republic of Kenya, 1964, p.116) Gachathi Report (Republic of Kenya, 1976) expounded on the implications of the ideology of African Socialism on education in Kenya. The Report recommended the following issues which remain relevant to the contemporary Kenyan context: Education needs to continue promoting national unity in order to address social and economic challenges facing the country; education should be a tool for removing social and regional inequalities and creating international consciousness; education should enhance adaptability and management of change; education should foster mutual responsibility and cooperation and education should develop positive attitudes and values that motivate people to serve diligently, honestly and efficiently. The Report recommended that all educational institutions should give increasing emphasis on problem-solving teaching methods that have a bearing on the real life situation of the Kenya environment. This study examines the extent to which PTE has addressed the concerns and recommendation of the Gachathi report. The Mackay Report (Republic of Kenya, 1981) was mainly concerned with the establishment of the second university in Kenya. It recommended the establishment of the 8-4-4 system of education. It reiterated the importance of the following objectives of education in Kenya: fostering national unity based on the adaptations of the rich cultural heritage of the Kenyan people; facilitation of the needs of national development; development of skills, knowledge attitudes, talents and personalities of learners; fostering positive international consciousness and promotion of social justice and morality. The Report observed that formal education had tended to concentrate on imparting knowledge for the sake of passing examinations instead of facilitating problem solving. Kamunge Report (Republic of Kenya, 1988) addressed education and manpower training for the rapidly changing Kenyan society. It recommended

Christchurch Earthquake Essay

On Tuesday 22nd of February 2011 there was a 6.3 magnitude earthquake at 12:51pm. The damage in Christchurch was far more substantial than the damage caused in the 7.1 earthquake only 5 months before. 185 people were killed in the February earth quake and thousands more were injured. The epicentre of the earthquake was very close to Lyttelton and only 10 kilometres out from Christchurch Central city. The fault line that ruptured and caused the earth quake was the 15 kilometre fault along the southern edge of the city from Cashmere to Avon Heathcoat estuary. The build-up of stress or pressure in the rocks below Christchurch The earth is made up of many tectonic plates. It is the movement of these plates that has created the geographical features of many countries. New Zealand lies on the boundary between two of these plates: The Pacific Plate and the Australian Plate. This boundary is most obvious along the Southern Alps. From this main fault there are many smaller ones spreading outwards. Some of these spread into Canterbury. Before the 2010 and 2011 earthquakes it was not thought that there were any significant fault lines near Christchurch. Now we know there are. Stress is not caused by the movement of tectonic plates, but more by when the edges of the plates jam against each other and stop moving. The pressure builds up behind the part that has jammed. Eventually the pressure is so great that the plate moves suddenly and this causes earthquakes. The build-up of stress and the sudden movement when the stress is released shakes the rocks deep under Christchurch. The fault lines under and near the city shake, causing the rocks to move. This causes the major earthquakes.The outer core of the earth is layer of molten rock. On top of this is the mantle. On top of the mantle is the earth’s crust that we live on. The mantle gets very hot and in thin places molten rock rises to its top. Because of this hot and cold relationship, the crust on top is broken into tectonic plates. The movement of molten rock causes energy to be moved upwards into the crust. When the crust can no longer hold this energy, it moves along the boundaries of the tectonic plates. These boundaries are the weakest parts of the crust and will therefore be the first bits to break and move. Release of stress The Port Hills fault line that caused the 6.3 magnitude earth quake in February was 15km long and stretched east to north east along from Cashmere to the Avon Heathcoat estuary. The fault line that caused the Feb 22 quake was one that was previously unknown close to the Port Hills. This fault line did not break the earth’s surface, so there was nothing visible for scientists to go and look at. Using instruments that measure earthquakes and earth movement scientists were able to determine exactly where this fault was and that the bit that actually moved, causing the earthquake was 15km long. Fault lines are the weakest part of the earth’s crust. When there is stress caused underneath by movement, the fault lines are the first part to move. It is a bit like a piece of glass: if there is a crack in the glass that will be the first place where the glass will break. So pressure is released under the earth’s crust. The earth’s crust will actually hold a lot of t his pressure. When the pressure becomes too much for the crust to hold, the fault lines are the first bits to move. One of the ways scientists measure and record the fault movement was through the displacement of GPS stations, whose displacements were used to create the fault slip model. http://www.gns.cri.nz/Home/Our-Science/Natural-Hazards/Recent-Events/Canterbury-quake/Hidden-fault The transmission of energy through the earths crust The energy released when a fault line moves is like a stone being dropped in a puddle of water. It causes ripples to move out from the centre. The ripples are worst nearest the centre and they get smaller as they get to the edge of the puddle. The centre of an earthquake is the epicentre. When energy is released at an epicentre, waves of energy move outwards, causing the ground to shake. As the epicentre of the Christchurch earthquakes was quite close to the city, the energy that caused the ground to move under Christchurch was violent. If the epicentre had been further away the quakes would have felt smaller.There was movement up, down and sideways during the February quake. The block of land on the south side of the fault line rose about 2.5 metres – this included the Port Hills. The land on this side of the fault also moved westwards. The land on the north side of the fault moved eastwards towards the sea. However, much of this movement was underground. The land has risen as much as 40 centimetres around the western side of the Avon-Heathcote estuary.The amount the Port hills has risen  varies a lot , under Lyttelton Harbour it has risen about 5 centimetres but at the base of the hills near the Heathcote valley, it has risen to a maximum of around 25 centimetres. As a result of the fault slip, areas like Bexley, Aranui, Wainoni, Avondale and New Brighton have sunk, mostly by less than 15 centimetres. Northern, northeastern and central areas of Christchurch have also sunk, but generally by less than 5 centimetres. Earth quakes / fault movements are measured with a sensitive instrument called a seismograph. Earth quakes generate seismic waves and the seismograph is used to detect them. The magnitude of an earthquake depends on how big or small the fault is and the amount it has slipped. The seismograph shows the recordings made on the seismographs detected at the surface of the earth to determine how large the earthquake was. A short wiggly line that doesn’t move very much means a small earthquake, and a long wiggly line that wiggles a lot means a large earthquake. Through the seismograph we get the Richter scale. The Richter scale is a scale used for expressing the magnitude of an earthquake based on the height of the largest shake 100km from the epicentre. There are different types of seismic waves that can be detected; there are P waves and S waves (primary and secondary) P-waves are travel at the greatest velocity through the earth making them the first waves to be recorded on a seismograph during an earthquake. S waves are transverse waves that travel slower than P waves but are more destructive because of their large amplitude. The effects on man-made structures and aftershocks Liquefaction is a substance where strength and stiffness of a soil is reduced by tectonic plates shifting or other rapid movement. Liquefaction occurs in sodden soils. The water applies a pressure on the soil particles this controls how tightly the particles are pressed together. Before an earthquake, the water pressure is relatively low. However when the tectonic plates start shaking it can cause the water pressure to build up to the point where the soil particles can readily move. Some Areas of Christchurch are more prone to others as some suburbs have up to 9cm of liquefiable substances such as sand and soft soil. These substances turn into liquefaction easily as they mix well with the water underground. Costal areas are also more prone as the soft sand mixes well with the water also. There was more damage caused by liquefaction in the central city and eastern  suburbs than other places simply because it depends on the soil. Since Christchurch is built on marsh land our soil is very susceptible to liquefaction and there is very little we can do to stop it. Some Areas of Christchurch are more prone to others as some suburbs have up to 9cm of liquefiable substances such as sand and soft soil. These substances turn into liquefaction easily as they mix well with the water underground. Costal areas are also more prone as the soft sand mixes well with the water also. Most buildings that survived the Christchurch earth quake were wooden because when wood is shaken it is able to bend and twist with the movement, whereas for bricks and stone they can’t move at all and just have to absorb the shock of the shaking which generally leads to buildings collapsing all together E.g. Christchurch Cathedral, CTV building and Knox church. Buildings like the Christchurch Women’s Hospital survived through the September and February earthquake because its foundations are base isolated. Base isolation is when a building is separated from the ground that it is built on. Large plates separate the ground and the building. One plate is secured to the ground and the other is secured to the bottom of the building. During an earth quake these plates only move a little bit, absorbing mos t of the shock from the earthquake minimizing damage to the rest of the building. Also depends on the soil under the building, if it is prone to liquefaction or not. Some houses had liquefaction coming up through their floors damaging the foundations so much they had to leave their homes, and basements of office buildings or apartment blocks were flooded with liquefaction, making them un-use able.A tsunami didn’t occur after the Christchurch earth quake because the epicentre was in land and no seismic energy was released under the sea. Tsunamis only happen when the epicentre is in the sea, making the energy from the earth quake ripple the water on to land. The bigger the earth quake is, the bigger the tsunami. Aftershocks? After shocks are a lots of smaller earth quakes that happen after the initial earth quake. They occur because the fault line that ruptured needs to settle down again and release stress, aftershocks are the fault lines way of releasing remaining energy. According to http://www.christchurchquakemap.co.nz/february there have been 8673 after  shocks since February 22nd 2011 as of Monday 19th May 2014. Including after shocks that have been so big they are classed as an earth quake of their own like the 13th of June 2011 and the 23rd of December 2011. After shocks do not occur in the exact same place, but they do occur along the same fault line and in the same region. The main earthquake has already happened and released most of its energy already, but further along the fault line the rocks are now out of place and the grinding between them causes more earthquakes (aftershocks). Bibliography http://www.ipenz.org.nz/IPENZ/forms/pdfs/ChChFactSheets-Answers-critical-questions-buildings.pdf http://keithwoodford.wordpress.com/2011/02/27/understanding-the-christchurch-earthquake-building-damage/ http://scienceblogs.com/startswithabang/2013/05/10/where-does-an-earthquakes-energy-come-from/ www.scoop.co.nz/stories/SC1103/S00054/the-canterbury-earthquakes-scientific-answers.htm http://www.mona.uwi.edu/earthquake/quickinfo.php http://all-geo.org/highlyallochthonous/2011/02/magnitude-6-3-earthquake-rocks-christchurch/ http://www.gns.cri.nz/Home/Our-Science/Natural-Hazards/Recent-Events/Canterbury-quake/Hidden-fault http://en.wikipedia.org/wiki/Peak_ground_acceleration http://www.scoop.co.nz/stories/SC1103/S00054/the-canterbury-earthquakes-scientific-answers.htm http://file.stuff.co.nz/stuff/12-51/ http://www.teara.govt.nz/en/historic-earthquakes/page-13

In this assignment, we would present our findings on whether Singaporeans are receptive to Telecommuting

In this assignment, we would present our findings on whether Singaporeans are receptive to Telecommuting. Telecommuting is the substitution of telecommunication for transportation, permitting work to be performed at a remote site anywhere except from the office. We conclude that Singaporeans are not very receptive to Telecommuting although Singapore is quite a technologically advanced country in Information Technology. A total of 20 respondents ( males and females) were asked to complete a survey form. Their age group was around 21-30 years of age. They were mainly made up of NUS students and system analysts. Among the 20 interviewees, 55% indicated that their current jobs do not require them to telecommute. Half of the 20 respondents spend on the average, 0-10 work-related hours in front of the computer every week. In addition, 90% of them feel that Telecommuting could not replace most of the jobs in Singapore. Below are the four highly topped responses that the interviewees made regarding their feelings towards Telecommuting in general. In the survey, 90% of those participating recognize that there is a loss in human touch while 85% of the interviewees feel that there is a loss in team cohesion. Telecommuting may cause a relative loss of synergy, because of reduced face-to-face contact, although electronic mail and on-line documentation can counterbalance this. Thus, Telecommuting results in less social interaction and reduced contact with the physical part of the organization (the office). This leads to isolation, loneliness and a reduced sense of identification with the organization and its members. The survey reported that 80% of the interviewees recognize that there is no need to commute with telecommuting. Telecommunication technology lets telecommuters transform almost any space into a workplace. Instead of going to work, telecommuters let work come to them. Time is saved too when the telecommuter does not have to travel to work. He beats the hassle of traveling to work and getting stuck in traffic jams. The time saved can be used to generating more output for his work. Moreover, 70% of those participating in the survey feel that they are able to spend more time with family and friends with Telecommuting. Telecommuting can help balance work and family demands. In this sense, Telecommuting can play a part in helping to bond the family together. When the parent does not have to leave home to go to work, he/she is able to spend more time at home with his family. The parent is able to show more concern for his children and spouse, as he/she knows what is going on in their lives. This will greatly improve the family cohesiveness. We found out that 65% of the interviewees think they are not able to work from home. This could be because Telecommuting requires unwavering self-discipline as telecommuters can make a choice between eight hours of work time or eight hours of web-surfing. The latter is of course more tempting. The reasons why Singaporeans are not receptive to Telecommuting might be due to three reasons. Singaporeans have a collectivistic culture and value team cohesion as well as membership. They are socialized to be emotionally dependent on organizations and institutions. As a result, Singaporeans are not used to the idea of Telecommuting. Firstly, the close proximity between family members due to Singapore's small physical size makes Telecommuting unfeasible. Secondly, the accessibility of Singapore due to its efficient transport network ensures that employees can commute between home and office quickly.

How Revolutionary Was The Revolution - 1197 Words

How Revolutionary was the Revolution? Creating the United States was not easy from the start, but instead it took much sacrifice to become what it is today. There were many factors that helped this nation grow from just the original settlers that discovered America. Some of these issues were more monumental than others, such as the political problems we faced in the beginning. Political conflict could easily be named the largest problem in early colonial history. Early colonists had to learn from other governments and face the British in order to create a society and to make that society a freer place to live in. There were many sacrifices made in order to develop the colonies and then to create a new nation from these original colonies. The colonists battled Parliament until there was a Revolutionary War. The Revolution was actually one of the biggest turning points for the colonists, and these sacrifices helped shape this nation in ways that we still see today. Before contac t with the America’s many European countries were battling to have the most pristine country of all. Europe at this time was struggling with population loss from the Black Death and famine. Meanwhile the Native Americans, who were thought to be primitive and underdeveloped, inhabited the Americas. This need for the best empire started the Age of Exploration and soon the French, the Spanish, and the British all had control of parts of the New World giving us the nickname The Melting Pot.Show MoreRelatedHow Revolutionary Was The American Revolution? Essay1242 Words   |  5 Pages How Revolutionary was the American Revolution? The American Revolution set the ground work for a major change in the New England colonies. It was a time of significant governmental changes on political and social levels, and a growing ideology on the obedience of a women and the dissolution of slavery. There were many events that led up to the American Revolution. 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