Essay on English Teaching

It is barely this week that I learned about the importance of I.S.P. Nations’ four principles of vocabulary teaching. It emphasizes that each of the students have an opportunity to learn vocabulary across four strands rather than teaching the vocabulary itself. Sufficient time allocation for the study of each of the principles is necessary to enable the students’ acquaintance with the vocabulary knowledge from each strand and diversify in all language skills. This will help them to learn and explore vocabulary with â€Å"balanced range of learning opportunities† (Nunan 133). The I.S.P. Nation’s four principles of vocabulary teaching are meaning-focused input and output, language-focused learning and fluency development. The meaning-focused input concentrates on the learners’ receptive skills. It allows the students to develop vocabulary skill from listening and reading. In order to have effective meaning-focused input, learners should know at least â€Å"98% of running words†.   They should know about 2000-3000 of the most common words that are in the language taught at the early stages. â€Å"Learners should understand high frequency words before low frequency words† (Nunan 136). However, it is important to know, â€Å"the high frequency vocabulary needs to occur in all four strands of a course† (Nunan 139).   Learners may have to understand the various types of high frequency, academic, technical and low frequency words. Students should watch educative programs on television, read extensively and listen to inspirational talks appropriate for their level.   The reading and listening will provide an â€Å"incidental learning† for the learners. These will help them to learn the most common words that occur in the English language. With practice, they will learn to develop strategies to understand the meaning from the context. â€Å"They will eventually learn the other 2% of difficult and unfamiliar words† (Nunan 135). The language-focused learning is similar to, â€Å"the deliberate learning† (Nunan 134).   It involves â€Å"deliberate learning† techniques such as memorizing vocabulary by translating words into their original language. By reading intensively, the students are able to prepare word or picture cards (a two-sided card with each of the languages on the sides). The students would use the dictionary for inference to enrich their vocabulary mastery. The TESOL book by Nunan recommends that â€Å"25% of the course time† be for the language-focused learning.   Practicing pronunciation, studying vocabulary, spelling and grammar and learning the discourse are the ways of deliberate learning. In addition, the meaning-focused output involves learning of vocabulary through speaking and writing.   Vocabulary can be learned by focusing on the productive skills.   From the productive use of the vocabulary, students will be able to learn the â€Å"aspects of vocabulary knowledge† that were never understood during listening or reading process. Even if they have the opportunities to use the words, they learned from language input, it would be a good practice for student analyze their reading and to be original in their writing. Essay writing would be a better application for the learnt words. The fluency development occurs when the learners are able to retrieve vocabulary and their best used in essay writing. â€Å"The learners make the best use of what they already know† (Nunan 134).   One way to develop fluency is by involving students in interactive speaking, listening and writing. The speedwriting under specified time would be a good example to fluency development. This enhances familiarization with the subject matter. Moreover, I have learned that vocabulary is the most important part of learning English language.   Having strong vocabulary knowledge allows the learner to communicate efficiently and empowers them to be better readers, writers, speakers and listeners. Learners find strategies to approach and figure out the context of a new word in a sentence, story or in conversations.   The words they learn become part of their active vocabulary when they meet the same words repetitiously in their studies. In conclusion, English teachers have an uphill task to ensure that students exhaustively understand and properly apply the vocabulary. On the other hand, students have the responsibility of developing interest in the understanding of English language. Students are supposed actively indulge in in-depth reading and writing to understand the words applications.   As a result, students will be able to understand better, as they read and listen often. They will be able to speak and write successfully. This would lead to self-independent and being able to â€Å"take control of their own vocabulary learning† (Nunan 150). Teachers should assess students’ capabilities to enable progress. It is essential that teachers recognize students’ needs and focus on appropriate level of vocabulary.

Should Parents Be Allowed to Smoke Around Their Children...

What is secondhand smoke? Secondhand smoke is a mixture of the smoke from an actively burning cigarette and can also be the smoke exhaled from a smoker. There are two different types of secondhand smoke: Side stream smoke which comes directly from burning tobacco and also Mainstream smoke which is the smoke that the person smoking inhales. Although the smoke that the smoker inhales is very dangerous and harmful to the body, the smoke off of a burning cigarette actually contains more harmful substances due to the smoke not being filtered when coming off of the end of the cigarette. The people being harmed the most by secondhand smoke happens to be children. Children have no choice but to endure the secondhand smoke coming off of their†¦show more content†¦According to the NRDC, nearly 18,000 deaths from cardiovascular disease were caused by active smoking in 1990. Smoking a single cigarette can damage blood flow to your heart for people with a pre-existing coronary artery dis ease. Cigarette smoking has been found to be the leading cause of pulmonary illness and death in the US. In 1990, smoking cause more than 84,000 deaths anywhere from lung disease, such as pneumonia, emphysema, and chronic bronchitis. Another form of smoking is passive smoking, also known as involuntary smoking. Passive smoking is when someone inhales the mixture of smoke that comes from the burning end of tobacco products, such as a cigarette, and is also the smoke exhaled by a smoker. This mixture of smoke is called â€Å"environmental smoke.† Environmental smoke contains more than 4,000 harmful substances and 40 of them are known to cause cancer. Although environmental smoke seems like less of a risk than mainstream smoke, which is inhaled by an active smoker, many of the substances are the same harmful toxins. In 1986, the National Research Council and also the Surgeon General announced that environmental smoke can cause lung cancer in non-smokers and also increase your ri sk for respiratory problems and decrease lung function in children of smoker parents. Also, in 1992, the EPAShow MoreRelatedThe Dangers Of Public Smoking932 Words   |  4 Pages Public smoking is being allowed to smoke in places that involve the community. Some places have smoking bans because of the problems it can cause. I think people should not be able to smoke in public places because it affects other people’s health, it pollutes the earth, it could have a bad influence on people, and it has an unpleasant smell. Cigarettes does not only affect the person smoking, it can affect the people around them also. Cigarettes contain a lot of chemicals that are harmfulRead MoreEssay about The Harmful Effects of Second Hand Smoke1141 Words   |  5 PagesThe Harmful Effects of Second Hand Smoke An Australian courtroom, November 2002, has banned a mother of a ten year old boy from smoking in her household (Watts). This is because of the numerous harmful effects that go along with second hand smoke. The court was protecting the child from these dangers; the mother and grandfather both admitted to smoking approximately 40 cigarettes everyday (Watts). The ruling was done by the anti-smoking lobby, and was a first for this type of caseRead More America Needs a Complete Smoking Ban Essay1399 Words   |  6 Pagesto exposure of secondhand smoke in America (â€Å"American Lung Association†). Children all over the United States are unwillingly exposed to parental secondhand smoke in public, in cars, and at home. When children are exposed to secondhand smoke, many develop life threatening diseases later in life as a result of that exposure. In the United States, smoking should be banned while in the presence of children. Children’s lungs are vulnerable to the effects of secondhand smoke, and this can cause seriousRead MoreBan Smoking On Public Beaches855 Words   |  4 Pagesbeaches, mainly smokers. People that are strongly against smoking on public beaches tend to be parents and non-smokers alike. They find it absolutely unacceptable to smoke on public beaches as they see it as an unhealthy and a harmful habit, and do not want to be around it. Apart from disapproval of non smokers, there is other negative effects of smoking on public beaches. Therefore, smoking should not be allowed on public beaches. Leftover cigarettes pollute beaches and affect marine animals. CigaretteRead More Quit Smoking!933 Words   |  4 PagesComplicate Pregnancy. Cigarette smoking has been proven to be hazardous to your health. It wasnamp;#8217;t until 1964 that the actual truth came out about cigarette use. From the years 1952-1956 Kent brand cigarettes was allowed to use a filter containing asbestos. Cigarette ads were allowed on television up until the year 1971, and it wasnamp;#8217;t until 1979 that it was discovered that women smokers could cause major damage to the fetus if they are pregnant. In 1964, the annual Surgeon Generalamp;#8217;sRead MoreSecondhand Smoking Should Be Illegal1276 Words   |  6 Pagessome still smoke in ages, however the only problem in our society, people who smoke around youngsters called as well as secondhand smoking is a detective around children and adults. It is important that secondhand smoke shouldn’t be smoking around their own children or underage due to health. Secondhand smoking, tobacco smoke is exhaled by a second smoker or is given off by burning tobacco and also is inhaled by someone nearby which it’s called passive Smoke. It occurs when tobacco smoke spread throughoutRead MoreSmoke As An American Citizen1099 Words   |  5 PagesSmoking Parents Tyler McClellan September 9, 2015 British Literature B Life Academy If I choose to smoke as an American citizen I will if I want simply because it is my right to do so, I mean after all is that not what this country was founded upon in the first place? Freedom? Yes it is. Since this is true why would we say you can have your freedom to do as you please but place stipulations on it? Since the United States is a free country it should be anyone`s right to smoke evenRead MoreThe Debate Over Banning Smoking in Public Places Essay607 Words   |  3 Pagessmoking should banned from public places. My reasons for this are; People who smoke should be considerate of that fact that not only are they damaging their own existing health but also they are harming the others around them who are only breathing in the tobacco smoke. During the past ten years of tests, experiments etc. on the effect of smoking both directly and passive, there is now enough scientific evidence to prove that exposure to second-hand smoke both harms Read MoreSecondhand Smoke Persuasive Essay855 Words   |  4 Pagescoughing and wheezing, smoke filled my eyes and lungs. I pulled my tie frantically, my head beating as I ran out the entryway. I was having my supper when a refined man at the table decided to light a cigarette. The smoke went directly to my face and lungs, suddenly, I could not inhale, my chest hurt and I froze. Secondhand smoke, also known as environmental tobacco smoke, is a mixture of two forms of smoke from burning tobacco. Mainstream smoke exhaled by a smoker and Side stream smoke from a lighted pipeRead MoreBanning Smoking Due to the Serious and Fatal Side Effects Essay700 Words   |  3 PagesSmokers are not only harming themselves but the people around them breathing the second-hand smoke. â€Å"Each year, about 46,000 nonsmokers in the United States die from heart disease caused by second-hand smoke† (â€Å"Cigarette Smoking in the†). This number is very high for someone that has never touched a cigarette. Second-hand smoke is harmful to everyone that breathes it. Children should not have to risk getting cancer because parents cannot stop a disgusting habit that harms their children’s

Colour Purple, Porphyrias Lover free essay sample

Alphonso uses many catches, all of which helped convince Mr________ to accept Celie in marriage. Some of these bribes included â€Å"You can do everything just like you want to and she aint gonna make you feed it or clothe it† and â€Å"She’d come with her own Linen. She can take that cow she raise down there back of the crib. † These quotes show how her Pa believed he owned her. The possession he held for Celie was so great that he was able to offer her for marriage not because of the person she was, but for the things she could bring with her, and the chores she was able to complete. Browning’s Poem â€Å"Porphyria’s Lover† uses the plot of this dramatic monologue to represent and tie in the aspect of possession. The man in Porphyria’s life is so engaged in the fact that Porphyria has some sense of feeling toward him and believes that her connections with the outside world is the only thing keeping her from staying with him. This man is so in love with Porphyria that she is able to make everything for him feel better. To him, Porphyria is above all else and changes the atmosphere almost automatically. When glided in Porphyria; straight she shut the cold out and the storm, And kneeled down and made the cheerless grate Blaze up and make the whole cottage warm. † Another way Walker uses her novel to develop possession, is when Celie decides to leave for Memphis with Shug, to get away from Mr______. After years of dealing with her husband’s ways of life, putting up with all the beatings, and having to deal with being owned, Celie decides that everything would be better off living with Shug who truly cares for her. The true feelings and the streak of possession starts to truly show when Mr______ hears of this. He exclaims to Celie â€Å"Who you think you is?.. You can’t curse nobody. Look at you. You black, you pore, You Ugly, You a woman. Goddam, he say, you nothing at all†. He uses this to try to persuade and convince Celie that she will be no good away from him, but it does not work. She follows her feelings and escapes from the life with him. Similarly, â€Å"Porphyria’s Lover† is another example of the man trying to gain possession over the women in his life. Alternatively, Browning allows the man to effectively gain this possession. On realising that Porphyria truly does worship him, and that no matter how much her heart tells her that she loves him, she cannot tear herself away from her vein attires; he becomes determined on what to do. He realises that there is only one way to keep their love together, perfect and pure. â€Å"That moment she was mine, mine, fair, perfectly pure and good. I found a thing to do†¦. And strangled her. † This example showed how the possession was so great, that Porphyria was unable to escape. An additional way Alice Walker uses â€Å"Color Purple† to develop the idea of possession, very alike to Celie and Mr_____ relationship, is the marriage of Sofia and Harpo. Harpo does not like the idea of Sofia doing her own thing, having her own ideas and independence and so he confides with his father on what he could do. Harpo becomes convinced that to remove this independence, he needs to beat her. On attempting to beat Sofia, Harpo realises that she is not going to give in that way, and how much of a fight she can put up. On deciding that there is no way he is able to win in the frame he is in, Harpo starts to eat uncontrollably in attempt to put on weight to triumph over Sofia. â€Å"He eating more and more each day Harpo eat when he aint hungry † This still does not help him to succeed in possessing his wife. In Browning’s poetry, Porpheryias’ lover actually succeeds in possessing his love. By murdering her, he was able to keep the love between them both, allowing her joyful heart no longer to be able to break. He was able to preserve the moment of perfect love and justify it despite everything. At once, he was able to hold her, and keep her forever. â€Å"Only, this time my shoulder bore her head, which droops upon it still: The smiling rose little head, so glad it has its utmost will†. The next aspect of Love developed in â€Å"Color Purple† is the Powerlessness of women. The poem that relates to this aspect is â€Å"Child Wife† written by Oodgeroo of the Tribe Noonuccal. Both these texts help to portray how women in different cultures have to deal with the same feeling of being powerless, as well as having no say in what happens in their life. Walker again uses Celie’s relationship with her â€Å"Pa† as a way to form examples of the way women lack power in their life. Alphonso uses Celie to perform many of his duties, take care of the children as well as for his pleasure. â€Å"He never had a kine word to say to me. Just say you gonna do what you mammy wouldn’t†¦He start to choke me, saying you better shut up and git used to it. † This quote from the beginning of the novel explains how Celie’s Pa used to sexually assault her and how she was never allowed to say a word to anyone. She had no choice or say in what happened to her and always had to do exactly as she was told. Child Wife† is a similar example of the Powerlessness of women. In this poem the young girl has no choice and is forced to marry an old man The cultural ties in this tribe â€Å"Noonuccal† mean that young woman’s husbands are determined by everyone but the women herself, and don’t take int o account any lovers or any other aspects in their life. â€Å"My childhood over, I must sit forever, and the tears fall down† explains how devastated this young girl is about her marriage, but does not have the rights to be able to walk away or say no. Mr______ and Celie’s marriage is again a great example of the Powerlessness of Women. Mr_____ has sex with Celie without ever discussing or caring about Celie’s feelings or wants. Celie explains, â€Å"Most times I pretend I aint there. He never know the difference†¦Never.. Just do his business, get off, go to sleep. † Sex is just an enjoyment for Mr______, a chore, part of the business of being married. Because Celie is tied to marriage with Mr______, she has no choice but to learn to deal with it. Oodgeroo, of the tribe Noonuccal, once again uses her poems very similarly to the powerlessness of women in â€Å"Color Purple†, the only thing being that this young lady is restricted by traditions as well. The tribal traditions in Noonuccal meant that all husbands are chosen by the leaders, not based on age or the girls wants, but on what the man can provide and do, as well on what they personally think would be best for her. In this case the decision is what makes this young girl the least happy â€Å"They gave me to an old man, joyless and old. This leaves her doubting her life’s happiness and wishing she could have what she really wanted. â€Å"It was love I longed for, young love like mine, it was Dunwa wanted me†¦Ã¢â‚¬  Another relationship in â€Å"Color Purple† of which the man tries to take the woman’s power is Sofia Harpo’s marriage. Harpo attempts for quite a long period to beat the independence out of Sofia to gain more power i n their relationship. The more Harpo tries to beat his wife, the more determined she becomes in doing her own thing. Eventually Sofia has enough and leaves him, taking with her all her children. â€Å"They come early one morning in two wagons to pick Sofia up. She doesn’t have much to take†¦The children. † This is Celie’s description of when Sofia’s sisters came to collect Sofia and save her from any more hassle with her husband. Harpo had attempted to make Sofia powerless, but failed, losing all his family in the process. Oodgeroo describes the young girl in â€Å"The child wife† surrounded by â€Å"Happy the small birds Mating and Nesting, Shrilling their gladness No grief may drown. Oodgeroo uses this part of the poem to explain that everything else around this little girl is happy, with no grief or sorrow, making her feel trapped by happiness. She has no choice but to be with this old man forever, powerless and drowned in pain. The third aspect of Love described in â€Å"Color Purple† and the last poem â€Å"At Seventeen† by T. S Elliot is loves absence. This aspect does not communicate the same ideas right throughout the two texts but is an aspect of which affects many characters and people in their day-to-day life’s. Whether not having experienced love, losing one that is loved or having been separated from a lover, Loves absence in either one of these texts can and does cause many emotions to evolve. Most of these emotions are powerful and are capable of accumulating into negative feelings. The only similar example, which helps to relate â€Å"Color Purple† and â€Å"At seventeen† in the same way, to the aspect of Loves Absence, is with Celie at the beginning of the novel. Celie never understood how somebody could fall in love, as she had never witnessed it herself. Nobody had ever been attracted to Celie, only ever using her for what she could do and for sex. Walker uses the quote â€Å"She not so pretty†¦Just that head of hair†¦Sure too black † to show how many people used to see Celie before Shug came along. Before Shug, Celie never really understood the meaning of true love. The same idea of Love’s absence, as shown in the first example in â€Å"Color Purple†, is shown all the way through T. S Elliot’s poem â€Å"At Seventeen†. The seventeen year old in this poem has realized that she just cannot compete with the peers her age and that she is not good enough for love. She thinks she does not have the looks or the money to attract anyone to love her. â€Å"I learnt the truth at seventeen that love was meant for beauty queens And high school girls with clear skinned smiles†. Elliot uses quotes such as this all through the poem to describe how this seventeen year old believes she is everything but glamour or beauty. Loves absence in this poem has lead this young girl to become mournful, pessimistic and depressed, at the same having a grandiose image of other girls on a pedestal compared to herself. It has lead her to believe that love is a shallow emotion only about beauty not about the person within. As a result, she leads herself to thinking she will never be able to fall in love because she feels she cannot compare. A diverse example but of equal significance in Walkers novel is between Celie and her sister Nettie. Even though the physical absence between the two sisters in this story is immense, and continues to grow and extend, Celie and Nettie still feel the same love and bonds for each other. â€Å"The years have come and gone without a single word from you. Only the sky above us do we hold in common†¦One day I will find myself gazing into your eyes†¦Oh Celie! † The passion that is showing through in this quote is becoming an all-consuming thought in Nettie’s mind, forming constant worry and anxiety about where her sister is and if they will ever meet again. The last example that transmits the same idea of Love’s absence in â€Å"At seventeen† comprises of the quote â€Å"To those of us who know the pain of Valentines that never came†¦and those of whose names were never called when choosing sides for basketball†. This does not use the same illustration as what Color purple does, as the young girl had never had a love, to lose. Instead, she wishes she had experienced the love of which others boast about. All these texts, â€Å"Color Purple†, â€Å"Porphyria’s Lover†, â€Å"Child Wife† and â€Å"At Seventeen† represent very similar but divergent issues and aspects that help develop the common theme of Love. Each one of these aspects has helped to demonstrate the boundaries and connections that can evolve in the process of Love.

Mentuhotep II Nebhepetra Reunifying Egypt under Theban Rule Essay Example

Mentuhotep II Nebhepetra: Reunifying Egypt under Theban Rule Paper Mentuhotep II Nebhepetra: Reunifying Egypt under Theban Rule BY AlexThepanda95 Mentuhotep II Nebhepetra Describe the most important features known from that kings reign and the surviving sources of evidence about them. Mentuhotep II Nebhepetra is considered to be most famous for reunifying Egypt under Theban rule, thus ending the turmoil of the First Intermediate period and establishing the far more stable Middle Kingdom. The beginning of his reign seems relatively peaceful until evidence suggests that 14 ears in, the last phase of civil war between Herakleopolis and Thebes (Mentuhoteps region) erupted, culminating in Mentuhotep defeating the Herakleopolitans and reunifying Egypt. As to how Mentuhotep actually unified Egypt remains broadly unknown. Historians have argued that a collection of unmummified bodies of 60 soldiers found not far from his mortuary complex prove that there was a battle. This collaboration of Egypt, regardless of how it actually occurred, is considered a tremendous achievementl in the history of Egypt and its significance is not only ecognised today, but was by the Ancient Egyptians themselves. Discoveries have been made as late as the 20th Dynasty of private tombs containing inscriptions celebrating [Mentuhoteps] role as founder of the Middle Kingdom2. Among Mentuhoteps achievements as king were his various temple buildings, the most famous being his innovative mortuary complex at Deir el-Bahri3 (see Fig 1) which was entirely unique4 when built. We will write a custom essay sample on Mentuhotep II Nebhepetra: Reunifying Egypt under Theban Rule specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Mentuhotep II Nebhepetra: Reunifying Egypt under Theban Rule specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Mentuhotep II Nebhepetra: Reunifying Egypt under Theban Rule specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Its novel plan was the inspiration for Hatshepsuts later neighbouring monument. The complex is seen to be evidence f the transition from the Old Kingdom pyramid temple to the houses of millions of years of the New KingdomS and so is significant in the movement of Ancient Egyptian architecture. Within the complex, a series of painted sandstone statues of Mentuhotep were found which are the earliest to represent the dead king in the so- called Osirian pose6 (see Fig 2). Additionally, Mentuhotep seems to have been the first king to build a grand stone hypostyle hall in Egyptian architecture, with 80 octagonal columns7 of which remains can still be seen today (see Fig 3). Mentuhotep reorganised multiple elements of government during his reign. He ruled from Thebes, which had not been a particularly prominent town in Upper Egypt8 until this move thus making it into a prime location. He also rearranged the governments organisation by re-establishing many roles, such as moving the post of vizier to head the administration. Moreover, in previous kings reigns, the power of the nomarchs had been increasing but Mentuhotep diminished their power and their movements began to be monitored by officials from the royal court. Mentunoteps reign Is tnereTore rememoerea mostly Tor nls Importance In reunltlng Egypt after the instability of the First Intermediate period. Mentuhoteps apparent military campaigns abroad, focusing on Libya, Nubia and the Eastern desert, reinforce the stability of the state during this time as such Journeys suggest that Egypt was beginning to restore its influence in the outside world9 something only done when their own state was secure enough to expand. Such actions are depicted within his mortuary complex (see Fig 4). Bibliography Arnold, D. Encyclopaedia of Ancient Egyptian Architecture (London: 1. 8. Tauris, 2003) p. 149 Lehner, M. The complete pyramids (London: Thames Hudson Ltd, 1997) p. 167 Murray, M. , Egyptian Temples (London: Sampson Low, Marston Co Ltd, 1931) p. 129 Shaw, 1. , The Oxford History of Ancient Egypt (Oxford: Oxford University Press, 2000) pp. 139-142 Taylor, J. , Death and the afterlife in Ancient Egypt (London: The British Museum Press, 2001) p. 167 Wilkinson, T. , Dictionary of Ancient Egypt (London: Thames Hudson Ltd, 2005) p. 1 50 Fig 1 Reconstruction by Naville, 1910 Sourced from: http://e n. wikipedia. rg/wiki/File:Temple-montouhotep. Jpg Fig 2 Seated statue of Nebhepetre Mentuhotep II, in the Egyptian Museum, Cairo. Painted Sandstone, 1 lth Dynasty Sourced from: http://en. wikipedia. org/wiki/ File:Mentuhotep_Seated. Jpg Aerial view of Mentuhoteps temple complex, modern day. Sourced from: http://en. wikipedia. org/wiki/File:Mentuhotep_Deir_el-Bahri. Jpg Fig 4 1 1 th dynasty stone relief showing the cartouche of Mentuhotep, illustrating him defeating Asiatics. Sourced from The British Museum online archive.

Free Essays on Police Riots Of 1857

Political corruption in the 1800’s destroyed the City of New York. The combination of feuding police forces and increasing gang activity in the mid 1800’s made New York a very unsafe place. In 1857, the feuds and rivalries of the police had culminated and turned New York City into a war zone. New York State created its own police district in 1857, which compromised the city’s force. New York then had two police departments, of equal strength and each regarding the other as an outlaw force. One was Fernando Wood’s Municipal Police and the other was the state’s Metropolitan Police, headed by Frederick Talmadge. The decent people of the city began to worry, knowing that the day would soon come when they would be left alone on corrupted streets to fend for themselves. The feud raged just as the people had thought. Members of the two forces were no longer concerned with the public’s safety and became entirely tied up in their vendettas against each other. Criminals were thriving on the feud. Respectable people were now being held up at gunpoint in broad daylight. The officers would literally fight over a criminal and allow the assailant to escape while differences were settled. The city was mayhem, and was overflowing with corruption. The police riot on the steps of city hall, on June 16, 1857, was the culmination of the forces’ corruption. The Republicans at Albany shortened Mayor Fernando Wood's second term of office from two years to one while creating the Metropolitan Police Force, with Frederick Talmadge as superintendent. Talmadge demanded that Wood disband the Municipal Police and Wood refused urging his men to stand by him. Municipal superintendent George W. Matsell, 15 captains and 800 patrolmen of the Municipal Police backed Mayor Wood. 300 others abandoned him. Captain George W. Walling was one of those who pledged his loyalty to the Metropolitan Police and was rewarded by being ordered to arrest... Free Essays on Police Riots Of 1857 Free Essays on Police Riots Of 1857 Political corruption in the 1800’s destroyed the City of New York. The combination of feuding police forces and increasing gang activity in the mid 1800’s made New York a very unsafe place. In 1857, the feuds and rivalries of the police had culminated and turned New York City into a war zone. New York State created its own police district in 1857, which compromised the city’s force. New York then had two police departments, of equal strength and each regarding the other as an outlaw force. One was Fernando Wood’s Municipal Police and the other was the state’s Metropolitan Police, headed by Frederick Talmadge. The decent people of the city began to worry, knowing that the day would soon come when they would be left alone on corrupted streets to fend for themselves. The feud raged just as the people had thought. Members of the two forces were no longer concerned with the public’s safety and became entirely tied up in their vendettas against each other. Criminals were thriving on the feud. Respectable people were now being held up at gunpoint in broad daylight. The officers would literally fight over a criminal and allow the assailant to escape while differences were settled. The city was mayhem, and was overflowing with corruption. The police riot on the steps of city hall, on June 16, 1857, was the culmination of the forces’ corruption. The Republicans at Albany shortened Mayor Fernando Wood's second term of office from two years to one while creating the Metropolitan Police Force, with Frederick Talmadge as superintendent. Talmadge demanded that Wood disband the Municipal Police and Wood refused urging his men to stand by him. Municipal superintendent George W. Matsell, 15 captains and 800 patrolmen of the Municipal Police backed Mayor Wood. 300 others abandoned him. Captain George W. Walling was one of those who pledged his loyalty to the Metropolitan Police and was rewarded by being ordered to arrest...

South Koreas Infatuation With Computer Gaming Culture

South Korea's Infatuation With Computer Gaming Culture South Korea is a country infatuated with video games. It is a place where professional gamers earn six-figure contracts, date supermodels, and are treated as A-list celebrities. Cyber competitions are nationally televised and they fill-up stadiums. In this country, gaming is not just a hobby; it’s a way of life. Video Game Culture in South Korea Although the per capita access to broadband internet is high, most Koreans actually conduct their gaming activities outside of the home in local gaming rooms called â€Å"PC bangs.† A bang is simply a LAN (local area network) gaming center where patrons pay an hourly fee to play multiplayer games. Most bangs are cheap, ranging from $1.00 to $1.50 USD an hour. There are currently over 20,000 active PC bangs in South Korea and they have become an integral part of the country’s social fabric and cultural landscape. In Korea, going to a bang is equivalent to going to the movies or the bar in the West. They are especially prevalent in big cities like Seoul, where heightened population density and the lack of space offers residents few options for recreational and social interaction. The video game industry makes up a large share of South Korea’s GDP. According to the Ministry of Culture, in 2008 the online-gaming industry earned $1.1 billion dollars in exports. Nexon and NCSOFT, South Korea’s two largest game development companies reported a combined net income of over $370 million in 2012. The entire game market is estimated at approximately $5 billion dollars annually, or about $100 per resident, which is more than three times what Americans spend. Games like StarCraft have sold over 4.5 million copies in South Korea, out of a worldwide total of 11 million. Video games also stimulate the country’s informal economy, as millions of dollars are traded yearly through illegal gambling and betting on game matches. In South Korea, cyber competition is considered a national sport and numerous television channels broadcast video game matches regularly. The country even has two full-time video game television networks: Ongamenet and MBC Game. According to the Federal Game Institute, 10 million South Koreans regularly follow eSports, as they are known. Depending on the matches, some video game tournaments may garner more ratings than pro baseball, soccer, and basketball combined. There are currently 10 professional gaming leagues in the country and they are all sponsored by big corporations such as SK Telecom and Samsung. The monetary rewards for winning a league tournament are colossal. Some of South Korea’s most famous players like the StarCraft legend, Yo Hwan-lim could earn more than $400,000 a year just from league matches and sponsorships. The popularity eSports has even led to the creation of the World Cyber Games. Gaming Addiction in South Korea Over the past decade, the Korean government has spent millions of dollars on clinics, campaigns, and programs to minimize this problem. There are now publicly funded treatment centers for game addicts. Hospitals and clinics have installed programs that specialize in treating the disease. Some Korean game companies such as NCsoft also finances private counseling centers and hotlines. In late 2011, the government took a stern step further by imposing a â€Å"Cinderella Law† (also called the Shutdown Law), which prevents anyone under the age of 16 from playing online games on their PCs, handheld device, or at a PC bang from midnight until 6 a.m. Minors are required to register their national identification cards online so that they can be monitored and regulated. This law has been highly controversial and is contested by the majority of the general public, video game companies, and game associations. Many people argue that this law infringes on their liberty and would yield no positive results. Minors could just register using someone else’s identification or completely circumvent the ban by connecting to Western servers instead. Although by doing so, it certainly affirms one’s addiction.

Cellular and Molecular Biology concepts Speech or Presentation

Cellular and Molecular Biology concepts - Speech or Presentation Example Nucleus is one of the organelles found in the cell that is enclosed with a membrane. It is found in eukaryotic cells (Cech, 2000). Most of the genetic material of the cell is in the nucleus and this genetic material is organized in the form of long linear DNA molecules which are present in multiple numbers. The genetic material are present in complex associations with various proteins, known as histones to form chromosomes. Genes which are present within the chromosomes form the nuclear genome of the cell (Lamond, 1998). The main function of the nucleus is to maintain the integrity of the genes present in the chromosomes and regulate their expression. Thus, it can be said that the organelle, nucleus, is the control center of any cell. The nucleus is covered with a nuclear envelope which is basically a double membrane. The membrane separates the nucleus from other contents present in the cytoplasm. It contains some pores which host channels to facilitate movement of molecules and ions between the nucleus and the cytoplasm. The movement of these molecules is controlled carefully. For the purpose of movement of larger molecules, carriers proteins are present for active transport. The nucleus has a nuclear lamina within itself that provides mechanical support to the various contents of the nucleus.

Point of Dispensing During Disasters Assignment Example | Topics and Well Written Essays - 750 words

Point of Dispensing During Disasters - Assignment Example The smooth running of the POD requires planning and coordination with all the various people involved. This response is carried out in collaboration as well as in accordance to the emergency and disaster management plan set up by the state and local administration in case there is one. POD is important as it prevents any infectious diseases that may occur during the disaster from spreading to other people. It also assists in continuing the medication and treatment of the prior medical conditions of victims of the disaster such as asthma and even mental health problems. It also prevents medical stocks in the local public health department and hospitals from running out during the entire duration of the disaster. The PODs also make referrals to other hospitals outside the area or within the area for the more severe medical conditions that cannot be handled on the ground. With the chaos that follows the occurrence of a disaster, it is important to have medical assistance which is free and will cater for the temporary health care needs of the people which are what POD does. The operation of POD is not an easy task as it involves the coordination of many people and organizations. After the disaster is reported, the ICS takes control of the situation. It starts with the planning of the Incidence Control Center where the POD will be set up. This is followed by getting in touch with the local and state public health department to provide the medical staff and first responders. The community is called upon by their leaders to provide volunteers who will be needed for the various activities taking place in the POD. Depending on the magnitude of the disaster, multiple POD centers are set up which offer similar activities (Public Health, 2009). These locations are determined by their accessibility, security and appropriate layout. Drive through POD is also possible to ease congestion in the POD locations. This happens in high-class neighbourhoods and where suitable locations are difficult to manage and operate in.

Roderigo and Othello Essay Example for Free

Roderigo and Othello Essay The film adaptation of the play Othello by William Shakespeare is a very successful movie tie-in of this piece of classic literature that has been around for decades. Othello is one of Shakespeare’s renowned masterpieces, a love story which ends up as a tragedy. Although it is said that a truly faithful adaptation of a novel or a work in a different medium is not really possible, this movie gives a significant example of an adaptation that gives a fairly faithful reproduction of the play’s storyline. In Act I Scene 1 of the play, the first scene shows Roderigo and Iago arguing about the former’s failure in winning Desdemona’s heart despite Iago receiving a substantial amount from Roderigo, and that now, alas, Othello and Desdemona have gotten married. In the movie, this scene appears later on as the process of intersecting is employed. The first few scenes of the film portray a seemingly illicit tryst which takes place in the night, a court meeting of leaders, and a marriage between a white woman and a black man which is sealed with a kiss. It is only after these sequences are presented that the argument between Iago and Roderigo is shown, that is, after initially establishing the background of why the argument between them came about. Intersecting is also seen in the way Iago and Othello are shown in the film as conniving to kill both Desdemona and Cassio. This is further dramatized when they seal their partnership with a blood compact as illustrated in the movie a few moments before Othello promotes Iago to become his lieutenant. Somehow, this sequence also hints at the possible homosexual tendencies of Iago – as he says the lines: â€Å"I am your own forever† while glancing lovingly at Othello, thereby giving the viewer an idea of the reasons behind Iago’s actions. And then again, towards the end of the film, when Othello has already been disarmed, Cassio is shown secretly handing over a knife to his former master, perhaps giving him a way to escape his inopportune fate. In a way, this just demonstrates that Cassio is indeed a loyal servant of Othello, which the latter realizes quite late, because of the misplaced trust which he establishes with Iago. But then, again, this only gives Othello the resolve to use this weapon to end his life because of what he did to his wife. On the other hand, Act I Scene 2 depicts Iago warning Othello that Brabanzio may propose a divorce, followed by Cassio’s arrival to inform Othello that he is being summoned by the Duke, and then the confrontation scene between Brabanzio and Othello. The movie adaptation resorts to the process of borrowing this time, as these scenes are shortened, and somehow compressed, but still altogether included. The presentation was altered in some way, and yet the essence of this sub-plot was captured in a short screen time of approximately 2 minutes. The same is notable in Act II Scene 1 when a storm supposedly takes place which facilitates the defeat of the Turks. The troops at Cyprus were getting worried because of Othello’s delayed return, and this is highlighted in the play. In the movie, however, these scenes are downplayed, condensed and merely narrated, yet still included in the plot. The apprehensiveness of Desdemona about the delayed return of her husband was not much felt, and yet the beginnings of Iago’s plot to create a tapestry of lies around Cassio and Desdemona’s possible relationship was given more emphasis. This somehow served to draw attention to Othello and Desdemona’s relationship and how from a very ideal union, it soured to become a misfortune. Some other ideas which were borrowed from the original play and incorporated into the movie adaptation were Desdemona’s handkerchief and how it became the object of jealousy, the foreboding song â€Å"Willow† and Othello’s fit of epilepsy. Alternatively, in the last scene of Act I, Brabanzio relates his dilemma to the Duke about his daughter being stolen from him with the use of witchcraft, pointing to Othello as the person who committed this act. Othello is given the chance to explain, which is later on confirmed by Desdemona herself. Thus, Othello’s marriage becomes justified and the explanation narrated by the accused was well-taken by the Duke. After arriving at a resolution to their squabble, Othello is sent to Cyprus on a mission, and Desdemona requests the Duke to allow her to join her husband having been just married. All these sequences are displayed in the movie version and are accurately presented as the film further unfolds, and can easily be described as illustrating fidelity of transformation. Likewise, the scenes pertaining to Iago and the numerous ways by which he portrayed his role of the antagonist in this movie are well-represented. The actor who played the character of Iago was definitely hateful as the traitor friend to Roderigo and Othello, an effective manipulator of people, and an outstanding liar to almost everyone in the cast. Iago definitely abhorred Othello, but in both the play and the film, the underlying reason for this hatred is not delved upon and up until the end, Iago does not apologize for his misdeeds. Although reference to Iago’s suspicions about Othello’s possible involvement with his wife Emilia are left out and never tackled, as well as Iago’s secret lustful desires for Desdemona as cited in the play, the main plot pertaining to Othello and Desdemona’s relationship and the complications that transpire, was truthfully demonstrated and adhered to. Fidelity of transformation is also seen in the way Act II Scene 3 is presented in the movie since all the essential scenes in the play are also recounted from the time Cassio assumes guardship at Cyprus while Othello consummated his marriage to Desdemona, to the brawl with Roderigo, up to the time Cassio is stripped off his rank after engaging in a duel with Governor Montano. Iago’s soliloquys were also retained, further rendering the film as a precise reproduction of this classic literary piece. It is also noticeable that the clown in Act III Scene 1 and the whole of Scene 2 were dropped, but since the main plot about Othello’s love story was still retained, it did not have a significant effect on the main storyline. From Act III Scene 3 up to the last act and scene, the complications of Othello’s jealousy over the imagined relationship of his wife Desdemona with his lieutenant Cassio are gradually revealed and given more weight. It is apparent that the director of the film wanted to focus on the tragedy in the story more than any other of the play’s sub-plots, hence, more than half of the movie’s running time was devoted to the conflict building up – conflict based on the context of â€Å"man against man† and â€Å"man against himself†, up until the story’s climax and gloomy ending. Othello’s jealousy was more imagined than real but it was lamentable because he allowed Iago to exploit and manipulate his thoughts and feelings for Desdemona, which was effectively portrayed and delivered to the viewer in this film. As a whole, the movie version of Othello was a success as an adaptation due to the use of different types of approaches in its presentation. The essential portions of the play were retained, and the translations and transposition of scenes and sequences did not affect the plot so much because the story’s progression was clear and crisp, and the original dialogues retained for the most part. The plot of the movie adhered to Othello and Desdemona’s love story in the play, which was captured as poignantly as it should have been staged before a live audience. With this trend of transforming the play into a more accessible and readily available type of media catering to the mass audience, it will not be surprising to see more such adaptations in the offing. Works Cited Barron, D Parker, O. 1995. Othello. United Kingdom United States: Columbia Pictures.

Essay --

Stubblefield 1 Marlene Stubblefield Dr. Judith Palier American National Government 17 November 2013 The Second Amendant: What does it mean? As violence and murder rates escalate in America so does the issue of gun control. The consequence of this tragedy births volatile political discourse about gun control and the Second Amendment. The crux of the question is what the founding fathers meant when they wrote, â€Å"A well-regulated militia, being necessary to the security of a free state, the right of the people to keep and bear arms, shall not be infringed.† Since the writing of the Second Amendment the make and model of firearms has changed dramatically and so has the philosophies of the people. A rifle is no longer defined as a single shot, muzzle-loading musket used to primarily protect families or solely for food. Should the weapons we use today be protected by an amendment written nearly 222 years ago? Should the second amendment be rewritten? Does the Second Amendment apply to individual citizens? These questions spark extensive debates in Washington D.C. regarding what the founding fathers intended t he amendment to be. The answer to this question lies in the fact that despite hundreds of gun control articles having been written , still the gun control issue remains unresolved. History tells us gun control debates will be in a stalemate until our judicial system defines or rewrites the Second Amend. This paper will examine the history of the Second Amendment, and attempt to define the framers intent, gun control legislation and look at factors that affect Americans on this specific issue... ...o militias, and dismissed his lawsuit. Heller perused his lawsuit; the matter was appealed and sent to the Court of Appeals for the District of Columbia. The Court of Appeals reversed the lowers court decision based on reasons the Second Amendment clearly mentions an individual may bear arms while serving in the militia, and the same individual has a right protect himself and his family as sacrosanct. The court concludes that the city’s ban on handguns and its requirement that firearms in the home be kept nonfunctional violated that right. In other words, an individual need not be in a militia to own a firearm, it is an individual’s right to own a firearm in self -defense. Heller concluded his defense by saying, â€Å"self-defense is a basic right recognized by ancient legal system to present, and it is the central component of the Second Amendment† (D.C. v Heller).

Discuss the concepts of the Ideal Ruler

1. Gilgamesh, as a ruler, has portrayed a character that stirred up the necessity of having a leader who does not just have the time but also the passion for service. He drew his strength in leadership from his intelligence, bravery and respect. It was his skills that encouraged social consciousness among his people that heightened their aspirations to search for answers for the freedom of his city. Amidst his many battles, he has been grateful to God for the skills that he has.The image of a warrior and a soldier being an epitome of discipline and bravery among all the people in his city appealed to Gilgamesh greatly. Gilgamesh has shown his strength when he made it to the top of double cliff of Mt. Mashu on his way to Utnapishtim. Apparently, this is just one of the rather resilient moments of Gilgamesh. The ruler, who, at all times, exhibited instances of valor, made his journey while holding characteristics of a true hero. 2. The Odyssey was a great epic led by the main character , Odysseus who holds a group of men for more than years.He led the group for years and all this he did with an innate love for his country, his crew and his self. The inevitable fact however comes with its entire weakness when Odysseus pursued his plan of getting through the walls of the Trojans by making a giant wooden horse. Odysseus had one man to present the giant horse to the Trojans as a sign of peace. Not knowing what’s inside the horse, King Priam of Troy, freely accepted the gift and had merriment together with his people.After such, when everybody was falling asleep, Odysseus and his men sneaked out from the wooden horse and murdered every man in the palace, including the King. Odysseus was known for his bravery and brilliant minds. But like any other ordinary hero, he too, has his own weaknesses. As a leader, Odysseus demonstrated a deceitful act towards the Trojans and seldom reserved his humble personality because of his pride.Despite everything though, he was ab le to portray the good traits of a true leader – clever and gallant, that is. . Augustine, a man of â€Å"mystical piety and great philosophical acumen† was always hungry for knowledge. And this carnivorous-like desire entrapped him to be enamored with different philosophies and works – Manichaeism, Platonism, and Cicero’s Hortensius. These might have influenced him to write the greatest of his writings – Confessiones, De Trinitate, and De Civitate Dei – but they don’t hold a candle to what move most believers, Augustine’s conversion. Augustine’s faith was not handed to him on a silver platter.It was a faith earned even if it took all his life to achieve it. He was rather free in choosing his own religion. But in August of 386, Augustine was subjected to incessant pressure from the stern ethical demands of the preaching Ambrose, the Bishop of Milan. Augustine was worried and was carried by anger to his own self for rejec ting the will of God and for not entering into His covenant (Confessions 8. 8). And as he stood there in the garden, he heard the voice of a child saying, â€Å"Tolle lege,† which means take it and read.Augustine took the Bible and read the first passage he came upon, Romans 13:13-14. And after reading such passage, he underwent a dramatic metanoia, a profound life-transforming experience wherein all his human desires were completely surrendered to God. 4. Oedipus’ being a King is no surprise for he was born as a prince. The people of Thebes had seen evidence of that. He was raised as a leader in a group of men who were happy during his time of leadership. He took responsibility on his people and was doing well on it. But what weaken him most were his low temperance and his pride.He couldn’t take hold of it for long that sometimes it was the only thing that was pulling him down. One instance that described how low-tempered Oedipus, was the time when he crossed t he highway and had a group of people before him. He wanted to go ahead of them and because of his impulsiveness; he jumped off and killed the group excluding one man who was leading it. With the scene, it can be concluded that despite his being a good leader and a king to his people, he too, can be as evil as any wicked beast could be to anyone who may break off before him.

From Practical Knowledge To Practical Theory Education Essay

Several developments and worldwide alterations have begun to transform the nature of the workplaces and occupations in which they are performed ( Nankervis, Compton & A ; Baird 2005 ; Seel 2002 ) . These developments include the influences of globalisation and technological developments every bit good as political, economical, and societal alterations that are associated with the amendments of the new industrial systems and competitory markets or what is called ‘Postmodernity ‘ ( Stoll, Fink & A ; Earl 2003 ; Hargreaves 1994 ) . Postmodernity is defined as â€Å" a societal status in which economic, political, organisational, and even personal life comes to be organized around really different rules than those of modernness † ( Hargreaves 1994, p. 9 ) . It is characterized by the demand of flexibleness and reactivity as reflected in decentralised decision-making, level organisational constructions, dynamic webs of collaborative reactivity, and increased personal au thorization. In instruction, teacher ‘s engagement in the alteration procedure is considered critical, particularly if the alteration is complex and affects assorted educational scenes over a long period of clip ( Hargreaves 1994 ) . Teacher ‘s engagement is to be meaningful and productive when instructors get more than new cognition of teaching method and course of study. Teachers are non merely proficient scholars ; they are societal scholars who play an of import function in society and for society ( Beare 2001 ; Middleton & A ; Hill 1996 ) . Schooling in the station modern age trades with personal formation, belief building, developing a universe position, civilization transmittal, and geting the utile cognition and enabling accomplishments ( Beare 2001 ) . Teaching is considered a complex undertaking that involves garnering out a set of specific activities, patterns, and resources in footings of several educational intents ( Sanders & A ; McCutcheon 1986 ) . Furthermore, Sanders and McCutcheon argue that successful instructors should form these multiple factors so that they are effectual in cultivating the acquisition of a peculiar group of students. The cognition which is considered utile for instructors in transporting out this undertaking is practical information organized in the signifier of repertory, thoughts, and schemes that are effectual for them in a specific scene. In the last 2 decennaries, research on instruction has progressively focused on the knowledges that underlie instructors ‘ schoolroom patterns, instead than on their behaviours ( Van Driel, Verloop & A ; De Vos 1998 ) . This alteration in focal point was reinforced by developments in cognitive psychological science. These developments were based on the cardinal premise that instructors ‘ knowledges and actions influence each other, and, similarly, those instructors ‘ knowledges and their schoolroom behaviours reciprocally affect each other. These knowledges are referred to instructors ‘ practical cognition that underlies instructors ‘ actions. The term practical cognition is drawn from Fenstermacher, who described it as the cognition of instructors ( Husu 1999 ) . Fenstermacher distinguished this type of cognition from formal cognition, which he described as cognition for instructors. Practical cognition is the cognition that instructors generate as a co nsequence of their experiences as instructors and their contemplations on these experiences. This cognition is anchored in schoolroom state of affairss ; it includes all the practical quandary that instructors encounter in transporting out purposeful actions ( Munby, Russell & A ; Martin 2001 ) . Teacher ‘s Practical KnowledgePersonal cognition is related to the experiences and thoughts that a individual draws upon in order to learn and germinate as a instructor, it relates to adult male ‘s action and behaviour ( Back 2002 ) . Beliefs, values, attitudes, prejudices, and temperament are footings that relate to this personal cognition. Connelly, Clandinin and He ( 1997 ) refer this pre-articulated sense of instruction as personal practical cognition. For personal cognition to develop, instructors need clip and infinite to reflect on past practical experiences that inform their positions on learning. Nevertheless, instruction is a dynamic procedure that is constructed and continuously re-constructed, as instructors frame new experiences into their personal practical cognition on instruction. Practical cognition is at the centre of a instructor ‘s professional pattern ( Munby, Russsell & A ; Martin 2001 ) . There are four features of practical cognition. First, practical cognition is clip edge. Second, practical cognition is state of affairs specific and does non interpret easy to other, even in similar fortunes. Third, practical cognition is personally compelling. While information acquired in a professional development seminar might be interesting, it will non do the instructor to change pattern unless the particular job addressed is one that instructor is presently confronting in the schoolroom. Finally, practical cognition is directed toward action. The information is acquired ‘in usage ‘ with the professional giving significance to the new information even as he/she is make up one's minding the following action to take ( Schon 1987 ) . From a reappraisal of surveies on instructors ‘ practical cognition, the undermentioned features are identified: Practical cognition is personal ; each instructor ‘s practical cognition is to some extent unique, it is defined and adapted to the schoolroom state of affairs, it is based on ( contemplation on ) experience. Practical cognition originates in, and develops through, experiences in instruction, it guides instructors ‘ pattern, and it is connected with the topic that is taught ( Munby, Russsell & A ; Martin 2001 ; Schon 1987 ; Connelly, Clandinin & A ; He 1997 ; Driel, Verloop & A ; De Vos 1998 ) Practical Knowledge as TheoryMarland ( 1998 ) argues that practical cognition serves some of the maps of theory. He asserts that practical cognition provides a footing for instructors to depict and explicate what they do in schoolrooms and why. Practical cognition aid instructors to foretell how pupils might respond, to make up one's mind what is the best response to their reaction, and to bring forth effectual and feasible instruction programs and modify them when necessary or possible. Marland adds that practical cognition serves three standard maps of theory: description, account, and anticipation. Practical theories as Drum sanders and McCutcheon ( 1986 ) point out are markedly different from scientific theories. They lack the conceptual preciseness and generalizability of scientific theories, they have non been formulated in footings of a formal linguistic communication, so, can non be subjected to the same strict logical trials as scientific theories. Practical theories are the conceptual constructions and visions that provide instructors with justification for actions and for learning activities they choose in order to be effectual. They are considered the rules that guide instructors ‘ grasps, determinations, and actions. Teachers Practical TheoriesMarland ( 1998 ) argues that practical theories of instructors are impressions about how to learn. These impressions have been crafted by instructors from their ain experiences of learning for the intent of set uping their peculiar work scenes. Practical theories are hence individualized and context-specific. They are inexplicit in beginning and derived from the experience of learning. Drum sanders and McCutcheon ( 1986 ) specify practical theories as â€Å" the conceptual constructions and visions that provide instructors with grounds for moving as they do, and for taking the instruction activities and course of study stuffs they choose in order to be effectual † ( p. 54 ) . Practical theories are considered of import and of value for instructors because they offer their holders guidelines as to what be most effectual in a peculiar educational context. They are prized by instructors who see them as dependable and best ways to continue. For this ground, practical theories could be sometimes immune to alter ( Marland 1998 ) . Fenstermacher ( cited in Husu 1999 ) asserts that justification can take topographic point when logical thinking may demo that action is sensible thing to make, an obvious thing to make, and the lone thing to make under the fortunes. Each one of these is considered a part to the justification of a regulation of pattern. The regulations are justified because they have proven their worth and have hence been approved. Teachers think, both explicitly and implicitly, that their regulations of pattern work. This is why instructors act consequently. They believe that there is a connexion between the regulations of pattern and their intended results ( Husu 1999 ) . Practical theories draw on and incorporate cognition from assorted spheres of practical cognition, such as, cognition of ego, cognition of pupils, cognition direction, cognition of course of study, and cognition of context ( Elbaz 1983, cited in Reading Module 2 ) . Practical theories are considered critical to the success of learning because educational jobs encountered by instructors are normally practical jobs ( Sanders & A ; McCutcheon 1986 ) . These jobs can non be solved by merely detecting or contriving new cognition or solution. Drum sanders and McCutcheon ( 1986 ) assert that in order to be effectual in work outing educational jobs, solutions must be put in action to suit in the peculiar fortunes of a specific educational scene. It is of import to detect here that practical theories are non ever consciously held, despite that instructors may frequently explain them. Sometimes, instructors may still move if they are non witting of the grounds for their actions. In this state of affairs, instructors ‘ actions themselves may be the lone manifestation of what Argyris called their ‘theories-in-use ‘ , which are realized by instructors through contemplation on their pattern ( Sanders & A ; McCutcheon 1986 ) . Teachers in sch oolrooms use more than one theory, some theories could be known to them and some could be non. Whether or non instructors are witting of their theories of action, all what they enact during their Sessionss is rational in the sense that it is intended to carry through some intent and to bring forth a coveted effect ( Marland & A ; Osborne 1990 ) . Every instruction pattern used by instructors is employed rationally because instructors are engaged in knowing and purposive action to make conditions suited and facilitate acquisition ( Sanders & A ; McCutcheon 1986 ) . Teachers hold thoughts about what is of import to accomplish and what specific patterns they may utilize to learn in a peculiar state of affairs. All these thoughts as Sanders & A ; McCutcheon assert might be incorporated into a individual practical theory of learning in the instructor ‘s head, but more frequently, theories are used together in sets. These theories are developed by instructors over their whole calling by reflecting on what they know of the purposes of instruction, through duologue with, and observation of, other instructors, and by informally detecting their pupils as they talk, write, act, respond, speak, and engage in other activities throughout the twenty-four hours. Schon ( 1987 ) argues that the capacity to develop these meta-structures of cognition can be developed through brooding pattern. Brooding pattern requires that professionals engage in a duologue with themselves and their environments in which they review the jobs that are portion of their day-to-day pattern. The professional, confronted with a surprise job, uses intuition and stored cognition to try solutions, with each effort going progressively closer to an appropriate solution. Throughout this procedure, the professional is forced to oppugn premises about the cognition base, doing a restructuring of schemes of action and apprehensions of the phenomena that occurred. Once the solution is reached, each episode of â€Å" reflecting in action † , causes the professional to change pattern behaviour by adding new information to the shop of professional cognition. This increases the organic structure of adept cognition and makes it less differentiated, leting the professional to r eassign cognition across practical state of affairss. Much of the acquisition that is acquired by instructors in the action context is mostly self-validating and self-confirming. Learning basically occurs in fortunes of hot action where determinations must be made rapidly and instinctively, chances to reflect and do significance of the experience are limited. The significance taken from these experiences tend to be self-validating and self-confirming. Components of Practical TheoriesLiterature on instructors ‘ practical theories depicts most of the constituents of these theories. However, practical theory does non merely consist of constituents but of links among, or inter-relationships among, the constituents. These links or relationships among constituents give the theory its construction or form and find how good it fulfils its map. Footings that are normally appear in the literature in histories of instructors ‘ practical theories are as follows: instructors ‘ values, beliefs, rules, regulations, ends, tactics and schemes, normal desirable provinces and pupil provinces, cues, properties, contextual variables, images, metaphors, and pedagogical content cognition ( Marland 1998, 2007 ; Connelly & A ; Clandinin 1988 ; Marland & A ; Osborne 1990 ; Connelly, Clandinin & A ; He 1997 ) . Marland ( 1998 ) argues that instructors are keenly cognizant of how one constituent influences others. Teachers offer accounts for why they adopt different schemes with different categories at the same twelvemonth degree, why they spend more clip with some groups than with others, how their beliefs about pupil larning affect their pick of rules of instructor behaviour and instruction schemes, and how they use the pupil cues to place that provinces of head of pupils. Marland adds that the constituents of practical theories are non isolated, independent, and free-floating units ; they are linked together in a quite important manner. The constituents within a practical theory must complement and back up each other because a practical theory is a program for action. It is directed at accomplishing some ends. In other words, all constituents in a specific lesson program need to work good together in order for the ends of the lesson to be achieved. It is the links between constituents tha t give coherency and integrity of intent to a practical theory ( Marland 2007 ) . The linkages among constituents of a theory are like linkages among words in a sentence. To ease their communicating with each other, the words have to be presented in a peculiar sequence. This careful sequencing of words would give the set of words a significance. In a similar manner, learning becomes meaningful when instructors can do mention to the interactions among the assorted constituents of their theories ( Reading Module 3 ) . Teachers ‘ RulesRules are the clear statements used by instructors in schoolrooms to bespeak to pupils what represents appropriate behavior or action ( Marland 2007 ) . Elbaz uses the term, ‘rule of pattern ‘ and defines it as â€Å" a brief, clearly formulated statement of what to make or how to make in a peculiar state of affairs often encountered in pattern † ( Elbaz, cited in Connelly & A ; Clandinin 1988, p. 63 ) . Classroom regulations are normally used by instructors to set up forms of behaviour that facilitate a societal order and productive working scenes, guarantee effectual usage of clip, and facilitate bend taking in treatment and purposeful motion by pupils ( Marland 2007 ) . Rules may hold two signifiers, they could be brief statements or drawn-out description of pattern from which a figure of related regulations may be inferred ( Connelly & A ; Clandinin 1988 ) . For illustration, when the instructor provinces at the beginning of twelvemonth to the pupils that he/she will listen really carefully to them, promote them to rephrase, and let them to show their feelings, sentiments, and concerns without judging them. This statement expresses a figure of regulations, such as, listen carefully, encourage pupils to rephrase, let express of feelings, do non judge. All these regulations taken together will organize an attack of communicating in the schoolroom that can be expressed in the statement of a rule. They are called as regulations because they make mention to what and how of the state of affairs with the intent being taken for granted ( Connelly & A ; Clandinin 1988 ) . Rules may be suggested by the instructor or formulated jointly by the instructor and p upils. Seeking pupils input in the preparation of regulations will make a democratic ambiance in the schoolroom and will promote pupils engagement, which increases pupils understanding and committedness. Husu ( 1999 ) argues that regulations are normally justified by instructors because they have proven their worth and have hence been approved. Teachers think implicitly and explicitly that the regulations of pattern used in classrooms work efficaciously. And because they work, instructors act consequently. This type of concluding would warrant a connexion between the regulations of pattern and their intended results in schoolrooms. They are justified because they have met the criterions of the smooth practical action held by the instructor. Rules of pattern are socially constructed ; they emerge from old ages of experience in school scenes. It is a manner instructors found to be effectual in work outing debatable state of affairss. They set a strong organisational power to frequently helter-skelter patterns in the schoolroom. Teachers ‘ MetaphorsMarland ( 2007 ) argues that instructors sometimes refer to learning as mothering, coaching, or horticulture, each one of these descriptions draws attending to some similarities between learning and other activities. This pulling attending to similarities between two things is what a metaphor does. Analysis of these metaphors about learning reveals much about the ways instructors think about learning and how they conceptualize of import facets of their work and how they believe schoolrooms map best. Teacher ‘s behaviour in schoolrooms is normally consistent with the metaphors used in their negotiations about learning. For this ground, metaphors used by instructors are considered as supplying valuable penetrations into their practical theories. Metaphor is a constituent of personal practical cognition. It can be identified when listening to the instructor ‘s address ( Connelly & A ; Clandinin 1988 ) . It gives inventive look to this cognition that makes it possible for a individual to research concealed rational avenues contained in a metaphor ‘s frame ( Connelly, Clandinin & A ; He 1997 ) . A individual metaphor can be used to depict how instructors view their work in the schoolroom. It can be used to convey cardinal facets of the instructor ‘s position of instruction and acquisition ( Korthagen & A ; Lagerwerf 2001 ) , covering such constituents as ends, tactics, schemes, values, and pupil provinces. Deductions of Teachers ‘ Practical TheoriesMarland ( 1998 ) argues that a successful alteration in the instruction perspectives requires developing a committedness to follow new values and beliefs. This hard and time-consuming activity is considered critical because values and beliefs are cardinal to instructors ‘ impressions about learning. Valuess and beliefs are considered the cardinal constituents of the moral models that instructors hold, which besides influence their decision-making about learning. This moral model motivates and gives purpose and way to believing about learning. Teacher pedagogues that intend to do the displacement need to value practical cognition about learning that pupil instructors develop within their classs. They besides need to value the procedures such as those built-in in critical thought and contemplation that contribute to the acquisition and alteration of practical cognition and theories. Accepting these values would do instructors pedag ogues review their beliefs about pupil instructors, how they learn to learn, the function of the instructor pedagogue, and the nature of cognition. Alliance with the position that instruction is shaped by the practical theories of instructors requires that teacher instruction aid pupil instructors to develop practical theories that are personally meaningful and relevant to the contexts in which they pattern. This end emphasizes the importance of valuing personal liberty, critical thought, and diverseness of learning manners. This end besides requires careful attending to the schemes used in teacher instruction to guarantee that they are effectual in advancing personal and context-specific practical theories to the pre-service instructors. The schemes selected should be influenced by the nature of the topic for which the instructor pedagogue has duty. Besides make up one's minding the appropriate schemes, pedagogues should seek to bring on through their classs the provinces of pupils in order to ease end attainment. Students need to be inquiry-oriented and self-evaluative, to take enterprises and to be originative, and to demo readiness to be brooding and unfastened to other possibilities in order to construct their ain practical theories. Furthermore, pedagogues here play an of import function in easing pupils ‘ provinces by honoring enterprise, commending soul-searching, back uping flexibleness and bring forthing options, constructing self-pride of pupils, and promote hazard taking. It is imperative for instructor pedagogues to reflect on the rules which they build into their actions to guarantee that they reflect the values, beliefs, schemes, and pupil provinces that facilitate pupil teacher theory-building. Teacher pedagogues need to guarantee that they know plenty about the pupil instructors they are working with in ord er to be able to polish other characteristics of their practical theories, such as schemes, rules, pupil provinces and ends, and to personalise these in the involvements of maximising benefits for pupil instructors ( Marland 1998 ) . DecisionThis paper presented an overview of instructors ‘ practical theories. Practical theories are considered critical to the success of learning because educational jobs encountered by instructors are normally practical jobs ( Sanders & A ; McCutcheon 1986 ) . Practical theories are impressions about how to learn, these impressions have been crafted by instructors from their ain experiences of learning for set uping their peculiar work scenes. Practical theory does non merely consist of constituents but of links among, or inter-relationships among, the constituents. These links or relationships among constituents give the theory its construction or form and find how good it fulfils its map. They serve as the background to much of the instructors ‘ decision-making and action, and therefore represent what has been termed the civilization of instruction. MentionsBack, S 2002, ‘The Aristotelean challenge to teacher instruction ‘ , History of Intellectual Culture, vol. 2, no. 1, pp. 1-5. Beare, H 2001, Making the future school, Routledge Falmer, London. Connelly, FM & A ; Clandinin, DJ & A ; He, Ming Fang 1997, ‘Teachers ‘ personal practical cognition on the professional cognition landscape ‘ , Teaching and Teacher Education, vol. 13, no. 7, pp. 665-74. Connelly, FM & A ; Clandinin, DJ 1988, Teachers as course of study contrivers, Teachers College Press, New York. Hargreaves, A 1994, Changing instructors, altering times: instructors ‘ work and civilization in the postmodern age, Cassell, London. Husu, J 1999, ‘How instructors know and know about others? ‘ paper presented at the 9th Biennial Conference on International Study Association on Teachers & A ; Teaching ( ISATT ) , Dublin, Ireland, July, 25 pages. Korthagen, FA & A ; Lagerwerf, B 2001, ‘Teachers ‘ professional acquisition: how does it work? ‘ , in FA Korthagen ( ed. ) , Associating pattern and theory. The teaching method of realistic instructor instruction, Lawrence Erlbaum Associates, London, pp. 175-206. Marland, P 2007, Learning to learn. A primer for pre-service instructors, Pearson, Gallic Forest, NSW. Marland, PW & A ; Osborne, AB 1990, ‘Classroom theory, believing and action ‘ , Teaching and Teacher Education, vol. 6, no. 3, pp. 93-109. Marland, PW 1998, ‘Teachers ‘ practical theories: deductions for pre-service instructor instruction ‘ , Asia-Pacific Journal of Teacher Education & A ; Development, vol. 1, no. 2, pp. 15-23. Middleton, M & A ; Hill, J 1996, Changing schools: ambitious premises and researching possibilities, Hawker-Brownlow, Melbourne. Munby, H, Russell, T & A ; Martin, AK 2001, ‘Teachers ‘ cognition and how it develops ‘ , in V Richardson ( ed. ) , Handbook of research on instruction, 4th edn, American educational Research Association, Washington, pp. 877-904. Nankervis, AR, Compton, RL & A ; Baird, M 2005, Human resource direction: schemes and procedures, 5th edn, Thomas Nelson, Melbourne. Drum sanders, CP & A ; McCutcheon, G 1986, ‘The development of practical theories of learning ‘ , Journal of Curriculum and Supervision, vol. 2, no. 1, pp. 50-67. Schon, D 1987, Educating the brooding practician, Jossey-Bass, San Francisco. Seel, R 2002, ‘The nature of organisational alteration ‘ , viewed 15 November 2006,. Stoll, L, Fink, D & A ; Earl, L 2003, It ‘s about acquisition ( and it ‘s about clip ) . What ‘s in it for schools? , Routledge Falmer, London. Van Driel, JH, Verloop, N & A ; De Vos, W 1998, ‘Developing scientific discipline instructors ‘ pedagogical content cognition ‘ , Journal of Research in Science Teaching, vol. 35, no. 6, pp. 673-95.

The eNotes Blog Literary Nostalgia A Few Favorite Reads from Over theDecades

Literary Nostalgia A Few Favorite Reads from Over theDecades One of the best things about books is that they can be about anything.  Anything.  There are post-apocalyptic stories dating all the way back to ancient times, and a lot of those wild and crazy stories about medieval kings and primordial gods are still being read today (thank you, oral tradition). As it happens, some of the best books are also some of the oldest books, and epic poems like  The Iliad and  The Odyssey never go out of style. Unfortunately, while stories never lose the ability to draw us in, they do lose one thing: publicity. Word of mouth. There are always new books being published, and wed all rather talk about that hot new bestseller than that old book from years ago. Out of sight, out of mind, right?   If youre like us, youve probably got a millions books on your shelf or your to-read list and dont have any idea where to begin. Fear not: weve made a list of some of the most popular books of the last two and a half decades to help you out. The Plains of Passage  by Jean M. Auel (1990) The second installment of  The Earths Children  series,  The Plains of Passage takes place in what would be considered modern day Europe if modern day Europe was populated with hunters and gatherers. The story follows the journey of Ayla and Jondalar as they travel west along the Great Mother River in an effort  to return to Jondalars homeland. Throughout their travels, the two encounter members of other tribes and face challenges, strife, violence, and danger, as well as some more touching moments between the two and the people met along the way. Scarlett  by Alexandra Ripley (1991) Another sequel,  Scarlett follows the story of, surprise, Scarlett OHara, and details the events that unfold after the conclusion of  Gone With the Wind.  Its difficult to give a synopsis of events of a sequel without giving away the ending of the prequel, so lets keep this vague. In essence, Scarlett, a spoiled Southern Belle, goes on a journey to win back her (rightfully?) estranged husband, and readers are treated to delightfully old-timey chaos. The Pelican Brief  by John Grisham (1992) Still held in high regard even today,  The Pelican Brief  is one of John Grishams most highly regarded litigation dramas. The novel begins with the assassination of two ideologically convergent Supreme Court justices; because of their inherently different stances on the most important issues, its borderline impossible for law enforcement to nail down a motive. That all changes when law student Darby Shaw looks into the case and discovers that perhaps the motive may not be political, as everyone assumed, but rather based on the greed of one selfish businessman. The Bridges of Madison County  by Robert James Waller (1993) Perhaps one of the most famous titles on this list,  The Bridges of Madison County  sold over 50 million copies worldwide and has  been made  into a feature film (starring none other than Meryl Streep) and, more recently, into a 2013 musical. The story follows a married but lonely Italian woman who enters into  an affair with a National Geographic photographer doing a photo essay on the covered bridges in Madison County, Iowa. The Chamber  by John Grisham (1994) Like  The Pelican Brief,   The Chamber begins with some unfortunate and politically controversial happenings. In this novel, set  in 1967, the Jewish mayor of Greenville, Mississippi, sees his office bombed. The mayor himself survives the attack, but his two young sons arent  so lucky. After identifying a young member of the KKK as a key suspect in the attack, the trial begins with our leading perp serving as his own lawyer. Over the course of the trial, we earn that our man isnt the most wholesome member of the community and is certainly guilty of a number of offenses, but it remains  unclear whether this particular act of antisemitism can be attributed to his resume. The Partner  by John Grisham (1995) Okay, this Grisham guy was really just the literary bees knees of the 90s. Patrick Lannigan, partner at a prominent firm in Biloxi, Mississippi, gets wind of a scam orchestrated by one of the nations most powerful shipping magistrates. The story really gets interesting when Lannigan puts it together that his own firm stands to gain millions (stacks on stacks) from the scheme, but that no one but the firms founders stand to benefit. In his rage, our protagonist decides to get a little crafty. How crafty? Well, for starters, he manages to successfully fake his own death and siphon millions into a private, offshore bank account. But what does he do with the money? Does he get away with it? Youll have to read to find out. The Tipping Point  by Malcolm Gladwell (2000) The Tipping Point is the  first and, arguably, the best book  of Gladwells eclectic career. Inspired by Gladwells research on AIDS and the nature of epidemics in general, this book looks into what would happen if everything (from business to social interactions) unfolded in the same nature as an epidemic. That is to say, what would happen to the world as we know it if every interaction, every endeavor, unfolded first slowly, and then all at once, until we were  powerless to stop it? Fast Food Nation  by Eric Schlosser (2001) Fast Food Nation  might not be a novel, but its definitely readable. Each and every one of us, particularly residents of the U.S., is familiar with the stronghold the Burger Barons have over the meat industry. This book lifts the curtain on the cruelty of the mass market industry and how terribly it treats both its  human employees and the  animals  it raises  for slaughter. Schlossers work was the first monumentally influential piece that to change  the way we think about our food and start the healthy eating revolution. The Book Thief  by Markus Zusak (2005) Though technically a Young Adult novel,  The Book Thief is so inventive and so interesting that it quickly became an international bestseller with both teens and adults raving about how good it is.  This deeply emotional novel is painful and  magnificent from start to finish. Narrated by the character Death, the story follows Leisel, a recently orphaned girl  taken in by an Aryan family during Hitlers reign,  just before the rise of the Nazi regime. In addition to defending their newest child, Leisels adoptive parents take in a Jewish boy and conceal him in their basement, putting their  entire family at risk. The Road  by Cormac McCarthy (2006) A favorite of  scholars who appreciate its  meditations in regards to the human condition, The Road is one of those novels that both academics and the general public can love. Its a spare, brutal novel told in deceptively simple prose about a father and son traveling on the road in a barren, post-apocalyptic America.  Along the way, the man and his son (who are never named) encounter occasional thieves and at one point a band of cannibals (seriously), as well as suffering from  hunger, fear, and the dangers of a bitter  midwestern winter. Billy Lynns Long Halftime Walk  by Ben Fountain (2012) Winner of the National Book Critics Circle Award, Fountains first novel generated a lot of interest when it was published  almost four years ago. The story follows Billy Lynn and seven of his fellow rookies from the U.S. Armys Bravo squad. Fresh out of  an Iraqi firefight, the eight young men are dubbed heroes and taken on a stateside  tour of the U.S. culminating  in the titular halftime appearance at a Dallas Cowboys game. This novel captures the essence of what it means to live as a United States soldier in the 21st century. Readers are given a window into how soldiers live, their emotional turmoil, the incredible stress theyre under, and what its like to suffer from  PTSD.

The Story of How Canada Got Its Name

The Story of How Canada Got Its Name The name Canada comes from kanata, the Iroquois-Huron word for village or settlement. The Iroquois  used the word to describe the village of Stadacona, present-day Quebec City. During his second voyage to New France  in 1535, French explorer Jacques Cartier sailed up the Saint Lawrence River for the first time. The Iroquois pointed him in the direction of kanata, the village at Stadacona, which Cartier misinterpreted as a reference to  both the village of Stadacona and the wider area subject to Donnacona, the Stadacona Iroquois chief. During Cartiers 1535 trip, the French established along the Saint Lawrence the colony of Canada, the first colony in what the French called New France. Use of Canada gained prominence from there.   The Name Canada Takes Hold (1535 to the 1700s) By 1545, European books and maps had begun referring to this small region along the  Saint Lawrence River  as Canada. By 1547, maps were showing the name Canada as everything north of the St. Lawrence River. Cartier referred to the St. Lawrence River as la rivià ¨re du Canada  (the river of Canada),  and the name began to take hold. Even though the French called the region New France, by 1616 the entire area along the great river of Canada and the Gulf of Saint Lawrence was still called Canada. As the country expanded to the west and the south in the 1700s, Canada was the unofficial name of an area spanning the American Midwest, extending as far south as what is now the state of Louisiana. After the British conquered New France in 1763, the colony  was renamed  the Province of Quebec. Then, as British loyalists headed north during and after the American Revolutionary War, Quebec was divided into two parts. Canada Becomes Official In 1791, the Constitutional Act, also called the Canada Act, divided the Province of Quebec into the colonies of Upper Canada and Lower Canada. This marked the first official use of the name Canada. In 1841, the two Quebecs  were united again, this time as the Province of Canada. On July 1, 1867, Canada  was adopted as the legal name for the new country of Canada upon its confederation. On that date, the Confederation Convention formally combined the Province of Canada, which included Quebec and Ontario, with Nova Scotia and New Brunswick as one Dominion under the name of Canada. This produced the physical configuration of modern Canada, which is today the second largest country in the world by area (after Russia).  July 1 is still celebrated as Canada Day. Other Names Considered for Canada Canada wasnt the only name considered for the new dominion, although it was ultimately chosen by unanimous vote at the Confederation Convention.   Several other names were suggested for the northern half of the North American continent leading up to confederation, some of which were later repurposed elsewhere in the country. The list included Anglia (a medieval Latin name for England), Albertsland, Albionora, Borealia, Britannia, Cabotia, Colonia, and Efisga, an acronym for the first letters of the countries  England, France, Ireland, Scotland, Germany, with the A for Aboriginal. Other names floated for consideration were Hochelaga, Laurentia (a geological name for part of North America), Norland, Superior, Transatlantia, Victorialand and Tuponia, an acrostic for The United Provinces of North America. This is how the Canadian government remembers the name debate on ​Canada.ca: The debate was placed in perspective by Thomas D’Arcy McGee, who declared on February 9, 1865: â€Å"I read in one newspaper not less than a dozen attempts to derive a new name. One individual chooses Tuponia and another Hochelaga as a suitable name for the new nationality. Now I ask any honourable member of this House how he would feel if he woke up some fine morning and found himself instead of a Canadian, a Tuponian or a Hochelagander.† Fortunately for posterity, McGee’s wit and reasoning–along with common sense–prevailed... The Dominion of Canada Dominion became part of the name instead of kingdom as a clear reference that Canada was under British rule but still its own separate entity. After World War II, as Canada became more autonomous, the full name Dominion of Canada was used less and less. The countrys name was officially changed to Canada in  1982  when the Canada Act was passed, and its been known by that name ever since. The Fully Independent Canada Canada did not become fully independent from Britain until 1982 when  its constitution was patriated under the Constitution Act of 1982, or the Canada Act, The act essentially transferred the countrys highest law, the British North America Act, from the authority of the British Parliament- a connection from the colonial past- to  Canadas  federal and provincial legislatures. The document contains the  original statute that established the  Canadian Confederation  in 1867 (the British  North America  Act),  amendments  that the British Parliament made to it over the years, and Canadas Charter of Rights and Freedoms, the result of fierce negotiations between the federal and provincial governments that set down basic rights ranging from freedom of religion to linguistic and educational rights based on the test of numbers. Through it all, the name Canada has remained.

International Human Resources Management Strategies Essay

International Human Resources Management Strategies - Essay Example Some companies tend to lack the knowledge that globalization is closing the gap on how we relate to others. This paper on International HRM aims to assess various key issues associated with the management of human resources in a global environment, such as the key strategies or challenges faced by companies operating in international locations; the most effective approach recommended for global companies to operate successfully in an international environment; etc. For the purpose of this study, Nike Inc., is chosen for discussion and analysis. International HRM strategies: Nike Inc. Nike Inc., is an international footwear, sportswear and equipment supplier headquartered in Washington, U.S.A, and having branches all over the globe. The company truly reflects the characteristics of a truly global multinational brand, due to its successful operations in international markets. Nike’s international HRM strategies involve introduction of market driven policies aimed at profit maxim ization. Led by visionary Phil Knight, Nike Inc.'s phenomenal success in international markets was achieved by outsourcing majority of its manufacturing operations to low-wage countries such as Indonesia, Vietnam and China. The company received flak for its outrageous HRM policies whereby young children and other workers in the Nike factories were made to work for long durations in unsafe work environments, raising alarm in the international community (Aswathappa & Dash, 2007). However, ever since the company has focused on improving its working conditions and rewired its approach to human resource management by introducing polices focusing on an integrated and multi-disciplinary team to support and monitor its outsourcing operations. The company today focuses on worker safety and sustainable business as its core business strategy and vision (Nike Inc., 2012). Global challenges of IHRM: A significant number of organizations have internationalized their operations over the past coupl e of decades. This new trend has given rise to global challenges with regard to the management of human resources across international borders. The key challenges faced by managers today, with regard to International HRM include aligning its resources and work practices with those of the host nations; increasing risk of global terrorism; change in patterns of hiring and staffing; ethical and CSR challenges; strategic challenges etc (Dowling, Festing, and Engle, 2008). However one of the most pressing issues faced by multinational companies today is to monitor and supervise the code of conduct and HRM practices in the host countries. Various multinational companies such as Nike, Benetton, Levi Strauss, Reebok, Adidas etc., among many others have faced severe criticism in their home country for their unethical work practices. These companies have been accused of child labor and violation of human rights thus resulting in a serious negative impact on its brand image. Similar challenges were faced by companies like Google for its questionable ethical practices in China; Coca Cola for its CSR practices; Allure Cruise Lines' strategic challenges etc (Dowling, Festing and Engle, 2008; Deresky, 2007). Some of the other key challenges faced by the multinational related to international HRM include those associated with ethnocentric, polycentric, geocentric and/ or region centric approaches. Ethnocentricity refers to