The Process When Making an Act of Parliament

The Process When Making an Act of Parliament Making law is one of the core functions of Parliament. Laws begin as bills and must progress through a number of set stages in both the House of Commons and the House of Lords. Only Parliament can make new laws, or change existing ones, that affect the whole of the UK and so proposals are brought to Parliament by the Government and by individual Members of Parliament . These are called ‘Bills’. There are 3 different types of Bills, these are Public Members’ Bills, Private Members’ Bills and Hybrid Members’ Bills.Most Public Bills are introduced into Parliament involve public policies which will either effect the whole country or a large section of it, these Bills are known as Public Bills, for example, the Legal Services Act 2007. Public Bills change the law which applies to the population and are the most common type of Bill in Parliament Government Bills, and those put forward by MP’s or Lords, al so known as Private Members’ Bills. A Private Bill is a Bill designed to pass a law which will only affect individual people.A Private Bill does not make law for the whole country. However, a Private Members Bill is a Bill which is introduced by an indivual Member of Parliament. Very little Private Member Bills become laws, but there have been some important laws passed, for example the Abortion Act 1967 and the Household Waste Recycling Act 2003. MPs and Lords can introduce as many bills as they want, but most of them will have little chance of becoming laws. A ballot is present at the start of each parliamentary session.Sometimes an MP will use the Ten Minute Rule to make a short speech on the advantages of a bill they want to introduce, which is often a way of drawing attention to an issue rather than saying the advantages of their chosen bill. Bills can be introduced to either the Commons or the Lords first, every Public Bill has to be passed through stages in both Houses until it can become a law. The first stage is the bill’s official introduction to the House. It is made up of the short title of the bill being read out by the Clerk in the chamber.Then, then bill is given a date for the second stage, which is the second reading and an order made for it to be officially printed, making it available to all Members and the public. The second reading is when the main purpose of a bill is discussed and voted on. This is the first opportunity for MPs or Lords to say their concerns on areas where they think changes are needed. If the bill passes this stage, it moves on to the committee stage. The committee stage is where a detailed examination is said. It usually starts within a couple of weeks after the bill’s second reading.A Public Bill Committee is appointed which is usually able to take evidence from experts from outside Parliament. Changes for discussion are selected by the chairman of the committee and only members of the committee c an vote on the changes. This is when it is agreed on, changed or removed from the bill. A small amount of bills are dealt with by a Committee of the Whole House which takes place in the main chamber, where every MP is able to take part. The Lords Committee stage usually takes place in the main chamber and there is no time limit on discussion of amendments.The report stage is when a bill is returned to the House after the committee stage, this is where the whole House reviews the amended form of the bill. The third reading is the final opportunity for each House to debate and to vote on the bill as a whole. Debate on the bill is usually short, where changes can’t be made at the third party reading. The third party reading is the final vote on the Bill as a whole. There is a further debate on the Bill if six or more MP’s request it. If this happens, the Bill passes to another House where it will have to go through the same stages again.The power of the Supreme Court is l imited. When the Supreme Court makes changes to the Bill, the changes will be considered by the House of Commons before the Bill goes to its final stage. If the Supreme Court refuses to pass a Bill, the House of Commons can introduce the same Bill in the next Parliamentary session, if it is passed by the House of Commons for a second time it can then receive the Royal Assent and become a law without the agreement of the Supreme Court. The Royal Assets is a monarch has to approve the Bill and give their agreement for it to become a law.The last time the Royal Asset was refused was in 1707 when Queen Anne refused to agree to the Scottish Militia Bill. The doctrine of Parliamentary sovereignty means that any statute passed by the Parliament can’t be challenge. It is associated with Dicey, who defines sovereignty as the right to make any law and the principle that there is no competing legislative body of Parliament. Parliament does not have time to debate every small detail of c omplex regulations. Making regulations through delegated legislation saves Parliamentary time.Society has become very technical, this makes it impossible that members of the Parliament cold have all the knowledge needed to control technology, ensuring environment safety, dealing with different industrial problems or operating complex taxation schemes. Delegated legislation allows the Government to make changes to a law without needing to push through a completely new Act of Parliament. Consultation is important for rules with technical things, where it is necessary to make sure that the regulations technically work.The process of passing an Act of Parliament can take time and in an emergency Parliament may not be able to pass law quick enough. However, Orders in Council can be made very quickly. Delegated legislation can be revoked easily when necessary so that the law can be kept up to date. This can be useful when monetary limits have to change each year, for example the minimum w age or the limits for legal aid. The main criticism is that delegated legislation takes law making away from the House of Commons and allows non-elected people to make law.This criticism can’t be made of laws made by the local authorities since there are elected bodies and accountable to the local citizens. Another problem is sub-delegation, this means that the law making authority is handed down another level. The large amount of delegated legislation is also a disadvantage as it makes it difficult to discover what the present law is. The delegated legislation shares with the Acts of Parliament the same problem that can cause difficulty in understanding the law. The UK joined the European Union on 1st January 1973.European law is mainly concerned with trade and work, but this affects areas of law, such as agriculture, company law, consumer rights, employment rights and environmental law. Since the UK joined the European Union, the highest court in our legal system is the Eur opean Court of Justice. The European Union law is made by the European Court of Justice is binding on all courts in England and Wales. The European Union doesn’t affect all area of our law, such as our criminal law, for this law the highest court is the Supreme Court. Parliament is seen as being the supreme law maker for England and Wales.The UK entering the European Union has affects Parliament’s supremacy, as the European laws take priority over any national law. This was decided even before the UK joined the European Union in the Dutvh case of Van Gend en Loos in 1963. Parliament can still be said to be supreme, since it is only through Parliament passing the European Committee’s Act 1972 that European law has effect in the UK. The Human Rights Act 1998 joined the European Convention on Human Rights in British law. This means that anyone taking a court case in the UK can rely on the rights given in the Convention as part of their case.The Act makes it impossi ble for a public authority to act in a way that is incompatible with a Convection right. Public authority is anyone who has some public function, this does not include Parliament. The right to life is the most fundamental of human rights. This is everyone’s right to life and is protected by the law, if this is breached then there is a breach of the Convection, this was seen in the case of McCann v United Kingdom in 1995. The aim of the Human Rights Act 1998 is to give  further effect to rights and freedoms under the European convention on human rights.

Dodge Charger Commercial Analysis

Commercial subject was to show that if you have this car will make your life better. To appeal to an audience of those individuals who have low self-esteem and are unsocial and lonely it expresses the notion that if you purchase this Dodge Charger that you will attract people who are on a higher social status. This â€Å"nerd† and his unattractive girlfriend are sitting in a car and he Is trying to convince her to have sex with him.Then an attractive girl comes and taps on the â€Å"nerds† window and asks about his car. After that more attractive girls come and ask bout the car, within all this action the â€Å"nerds† girlfriend ends up out of the car and all of the attractive girls end up In the car and they drive off leaving the unattractive girl behind. The Dodge commercial Is appealing to those Individuals who are on a low social status the nerds geeks and loners of the world.The purpose of this commercial Is to get people who are on a low social status to bu y this car because they believe the car will make them cooler. The voice of the speaker Is the â€Å"nerd† the typical nonsocial loner and the commercial portrays him becoming â€Å"cooler† and more social because of the car. The tone of the commercial optimistic and cheerful, the â€Å"nerd† was enthusiastic at the fact that the girls were giving him attention.The attitude of the commercial is joyful, the â€Å"nerd† is happy when the attractive ladies show him attention. This commercial is effective in its efforts to persuade its viewers to buy this car, there are a lot of lonely people in this world who would look at this commercial and believe one hundred percent that this car will do what the commercial is portraying, to give them friends and a social life and higher social status.

Consumer Culture Essay Example | Topics and Well Written Essays - 1750 words

Consumer Culture - Essay Example This is seen through the way they dress, their behavior, voice, hairstyle, or body characteristics (Edwards & Alexander, 2008). An individual’s identity should not be considered from ones behavior but from the way, others react towards you and the ability to keep on going narrative. This essay will focus on how self-identity has contributed to identity construction in the modern consumer society, and how gender identity is constructed, negotiated and presented within a market place. There will be a discussion on issues of masculinity and how they have contributed to gender identity. The existence of a body as a conduit for intentionality and the role of body image body image self-identity. Body The modern consumer society, which is marked with high reflectivity, is conscious of the heightened need for the construction of individual identity. In the modern consumer, society individuals have learnt how to construct, negotiate and represent their gender identity in a market place (Edwards & Alexander, 2008). The centrality in the reflexivity within the modern consumer society has resulted to individuals’ ability to confront and conceptualize their identities. In their quest for self-identity, they always want to know how they should act, what they should be, and what they need to do regarding their gender roles. These questions about what an individual should do and how to behave are always answered from the day-to-day social interaction. Self-identity is not made up of set characteristics but understanding of self-identity is through reflexivity, which creates an understanding of a person’s biography hence representing him as a social actor who has a consistent sense within self (Edwards & Alexander, 2008). This is evident from the way a person interacts with people and the way in which he represents himself in a social setting for example in a market place. Existence of a body as conduit of intentionality The behavioral theorists have publis hed a lot of work that theorizes the relationship between self and the body. Together with other phenomenologist’s course satire and Merleau Ponty recognizes that, a person’s presence in the world means that there is existence of a body, which is a material thing. For the body to exist the process should be dynamic. Existence means that you should always be in action. A person attains correctness and the fullness of existence if he is always active (Edwards & Alexander, 2008). To exist means to perform, Heidegger and Merleau in their ideas about the body as a conduit for intentionality have reversed Descartes’ claims that the certainty of existence is through relocating the locus from† I think† to â€Å"I can†. Death therefore is a transformation from† I can â€Å"to â€Å"I can no longer do†. This issue of death therefore says that there is no activity because there is no life. The account of bodily existence that was highly art iculated in the theories of feminism meant that although there was that essence of the body, the point of view lived in a different manner for both men and women. There was an assertion that there is lack of significance in the biological facts that bring the difference between men and women (Edwards & Alexander, 2008). The image of the body The image of the body is understood with others depending on the image that they create about a person and this plays a great role in the modern consumer society. Several definitions define the body image. It is

If a tree falls Essay Example | Topics and Well Written Essays - 500 words

If a tree falls - Essay Example From his portrayal of McGowan, the producer seems sympathetic of the plight of this radical activist and the ELF as a whole, albeit from a neutral perspective. The producer has used McGowan’s case to represent plight of the ELF and has also examined the origin of radical environmentalism and has highlighted the destruction that was brought by the Earth Liberation Front in the 1990’s. He has also discussed the issue of terrorism as explained by the government, and in the process he has presented a character, McGowan who does not meet the criteria of being a terrorist in the post 9/11 era. The documentary aims to establish whether crimes directed towards property, and no person is injured constitute terrorism. Through the documentary, we learn that the ELF, which is a conglomeration of radical environmental organizations/groups, opted for civil disobedience and annihilation of environmental abuse symbols when it was unable to accomplish its objectives (Miller & Vandone 67). Therefore the producer of the documentary seeks to establish whether these heinous acts, in the name of radical environmentalism, were terrorist acts. As th e documentary progresses, we feel that Curry is sympathetic about the manner in which radical environmentalists are regarded as terrorists. He gives one example in Oregon when protesters were dispersed by police by tear gas canisters. From this, the audience pities these radical environmentalists who were manhandled by police officers. Therefore, it would seem that the producer used this scenario to depict his sympathy towards radical environmentalists like McGowan. The producer has used McGowan effectively to post the questions that he had in mind. Through McGowan, we sympathize with a former member of the ELF who has been sentenced to life imprisonment due to charges of ‘terrorism’’. McGowan had already

Management Essay Example | Topics and Well Written Essays - 1500 words - 11

Management - Essay Example Managerial communication is the element of an organization or business that helps the managers of those organizations to communicate with each other, that is if there is more than one manager, as well as with the other employees within the organization.â€Å"Managers must be efficient and effective communicators in a fast-paced highly competitive environment.† (Hynes, Geraldine E, P18).If information is not shared, then it is of no use to the organization and will bring no benefit. In order to share this information, there has to be proper communication techniques that will help the individual members of an organization stay up to date with the latest on goings, events and developments. Good communication helps ease the transfer of valuable information between members of one party to members of another, otherwise known as the sender and the receiver. Managers of an organization that are working towards a common goal, are required to smooth out the flow of information by using effective managerial techniques. Managerial communication is divided into two sub categories, namely; interpersonal communication and organizational communication. Interpersonal communication is the communication or the transfer of information that takes place between two or more individuals at a workplace, whereas organizational communication is one that occurs at all levels of an organization. ... Understanding of a manager’s message is based on the receiver’s perception and message interpretation† (Larry R Smeltzer, Donald J. Leonard, 1994, p27). Many of these issues are related to decision making that turn out to be controversial and not too favorable for some of the subordinates. A controversial decision will incur anxiety and resistance, especially decisions that speak about any sort of change or alteration to the structure of the organization. Changing an organization’s goals for example, will definitely create uncertainty in groups, leading eventually to anxiety and protest. Although lying or half truths are sometimes spread for the benefit of the organization, the process of doing so can destroy the trust that an employee has built with the employer. Due to this, the employee will begin to question the employer’s sincerity and most probably seek a new job where the employer is someone he/she can trust. The employee might even tend to sp read the notion of the employer being insincere and this could be disastrous for the organization, potentially losing valuable employees. Another issue that arises in the management of an organization is caused when the realities of power are not recognized. If a manager is found to be really high in the organization’s hierarchal structure, it is possible for problems that occur in the organization, to reach that manager a little too late and also softened in nature so as to cause minimal blow. Every employee who passes on the problem ensures to reduce the degree of that problem. If the manager is unable to properly recognize the integrity of the situation, the problem might not be dealt with in the right way and may lead to undesirable consequences. In the same way, messages and information

Admission essay Example | Topics and Well Written Essays - 500 words - 8

Admission - Essay Example As a certified interpreter of the Saudi Sign Language who worked in various government and private institutions, I have had the opportunity to represent my country at various conferences concentrating on the field of Special Education in the past. This was an opportunity that presented itself to me while I was also training in other Sign Language specializations both in and outside of my country. These training and representative stints allowed me to take on the position of Director of the Deaf Club in Riyadh from 2002 -2004. Aside from my aforementioned accomplishments, I also worked as a Lecturer at the Salman Bin Abdulaziz University in the schools Special Education Department as well as a teacher for the deaf at the Saudi Ministry of Education for more than eleven years. It was only 2 years ago, in the year 2011 to be exact. When I decided to pursue higher academic training in relation to my job description in Saudi. I realized that my work demanded that I achieve a higher level of both Special Education and English language training in order for me to competently accomplish my tasks. it was this need for advanced language training that led me to enroll first at the English Language Institute of Lamar University during the fall semester of 2011. I continue to attend language classes at Lamar alongside 2 additional classes related to the study of the American Sign Language. I completed my studies in ASL1 and 2 at Lamar University as well. I have an ardent desire to attend your university for my graduate studies because of your world renowned expertise in the field of Special Education. With the unparalleled training and mentoring that I stand to gain by attending your university program, I will be able to return to my country armed with the most up to date knowledge and skills in the field of Special Education. I would like to thank you for the time that you have taken to consider my application for

Physical Agents Essay Example | Topics and Well Written Essays - 1000 words - 1

Physical Agents - Essay Example Ultrasound therapy uses sound waves to cause stimulation of tissues under the skin surface. The sound waves have a high frequency (between 800,000Hz to 2,000,000Hz) which causes movement in cellular molecules. It promotes blood circulation, prevents swelling and edema, and reliefs chronic pains. An ultrasound sound works with a gel spread on the skin as it transmits the sound waves from the ultrasound head. LLLT is different from ultrasound: it does not require a gel, and is used directly on the skin without a gel application. An ultrasound has limitations on its effectiveness and a range of applications compared to LLLT. An ultrasound should not be used on acute injuries, plates, pins or bony prominences. Physiotherapists prefer the LLLT over the ultrasound when it comes to its use on the above mentioned areas, which the LLLT performs effectively. Ultrasound therapy works on closed wounds only. It has both thermal and non-thermal properties, which makes it therapeutically beneficial. It generates warmth at high intensities, and it is thus useful in muscoskeletal conditions, such as spasms and changes the model of wound healing phase, to improve the outcome of wound healing or the scar. LLLT employs low-level lasers to alter the process of healing at the level of the cell, even on an open wound. It reduces inflammation by lowering the quantity of enzymes and chemicals in the cell linked to inflammation and pain. It also increases the speed of wound healing by increasing cell division and cell proliferation. Through various researches, it is possible to compare the effects of laser and ultrasound on wound healing. Pressure sores are common in patients who have spinal cord injuries due to the immobilizing effect of the condition. The effect of therapeutic ultrasound on pressure ulcers treatment with ultrasound on pressure ulcers have not shown significant benefits in healing of the ulcer in

Response Paper Guidelines Essay Example | Topics and Well Written Essays - 500 words

Response Paper Guidelines - Essay Example In the opening section of the article, Fitzhugh maintains that he established a quarterly journal in 1987 in order to help other students and teachers measure the outcomes of education. Thus, the journal, The Concord Review, offers the students a chance to publish the exemplary high school history essays. Another forum founded by Fitzhugh, the National Writing Board was concerned with providing an independent assessment of high school research papers and he maintains that the students of history have made good use of it. In the following sections of the article, the author recounts the nature of students’ term papers, and the significance and consequences of writing such papers, etc. He also suggests the various ‘forces’ or hazards that dumb down writing and nonfiction reading in the high schools. According to Fitzhugh, the encouragement and publicity given to serious nonfiction academic writing are not sufficient and the endeavors such as The Concord Review are n ot able to survive due to ‘very little money and few subscribers’.

Is there international law Essay Example | Topics and Well Written Essays - 1000 words

Is there international law - Essay Example The vast organization that constitutes international law includes an assortment of international traditions, formal contacts, pacts, consensus, and charters such as the United Nations Charter. The United Nations Charter has various codes of conduct or protocols, law courts and summaries of legal agreements which include legal examples of previous decisions handed down by the International Court of Justice. In the absence of a potent governing apparatus to enforce implementation of international law, international law is confined to the parameters where enforcement of international law is only possible when those in power agree to abide by the law (MacCormick 259). The underlying argument of this paper is whether there is international law which every country confides and abides to fully. Countries have different governing systems, and they usually adhere to their own version of international law which might include both case laws and legislation in their country. The adherence to int ernational laws includes practical implications, measures and legal redress. These principles are recognized as part of international procedure which are implemented as a courtesy and respect for the Charter of the United Nations. This Charter includes but is not limited to national and international laws for respecting human rights and the sovereignty of other countries. They also include international laws regarding investments, offshore banking, tariffs, imports and exports, contracts, dumping and much more. However, to be recognized as a sovereign state, it is mandatory for a state to have its own government and defined territory (Wood 169). The sources such as international organization like the United Nations which are involved in the international law making processes face difficulties in formulating and implementing international laws since this is a complicated process that has to take into consideration any issues which that specific international law may produce. Determin ing the basis of international law will also include its claim to legal authority, its legality and rationalization and why should people be in compliance with such laws. The issue of origins is commonly addressed by international scholars by referring to the prescribed sources of international law, most specifically sources that are found in Article 38 of the 1945 International Court of Justice Statute treaty law and universal philosophy and ethics, supported by other reliable sources such as case laws written by renowned scholars. The legal philosophy advocated by Grotius is not written in the constitution, but refers to respect accorded to other sovereign states. This had become absolutely necessary during the early seventeenth century because there was no way of enforcing international law and the monarchies that had power or had seized power refused to adhere to or obey any law except their laws. All disagreements between states were settled by the use of military force (Kammer hofe 88). Conventionally, the states have used established international law makers and have formulated laws that apply to specific issues within their own states and the same laws are applicable to other states and individuals equally. Consequently, there

Theories of Reading Essay Example for Free

Theories of Reading Essay So far, there are three main theories which explain the nature of learning to read. First, the traditional theory, or bottom up processing, which focused on the printed form of a text. (2) the cognitive view, or top-down processing enhanced the role of background knowledge in addition to what appeared on the printed page. Third, the metacognitive view, which is based on the control and manipulation that a reader can have on the act of comprehending a text, and thus, emphasizes the involvement of the reader’s thinking about what he is doing while reading. 1. The traditional bottom-up view The traditional bottom-up approach to reading was influenced by behaviorist psychology of the 1950s, which claimed learning was based upon â€Å"habit formation, brought about by the repeated association of a stimulus with a response† and language learning was characterized as a â€Å"response system that humans acquire through automatic conditioning processes,† where â€Å"some patterns of language are reinforced (rewarded) and others are not,† and â€Å"only those patterns reinforced by the community of language users will persist† (Omaggio 1993, 45-46). Behaviorism became the basis of the audio-lingual method, which sought to form second language â€Å"habits† through drilling, repetition, and error correction. Today, the main method associated with the bottom-up approach to reading is known asphonics, which requires the learner to match letters with sounds in a defined sequence. According to this view, reading is a linear process by which readers decode a text word by word, linking the words into phrases and then sentences (Gray and Rogers, cited in Kucer 1987). According to Samuels and Kamil (1988: 25), the emphasis on behaviorism treated reading as a word-recognition response to the stimuli of the printed words, where â€Å"little attempt was made to explain what went on within the recesses of the mind that allowed the human to make sense of the printed page†. In other words, textual comprehension involves adding the meanings of words to get the meanings of clauses (Anderson 1994). These lower level skills are connected to the visual  stimulus, or print, and are consequently concerned with recognizing and recalling. Like the audio-lingual teaching method, phonics emphasizes on repetition and on drills using the sounds that make up words. Information is received and processed beginning with the smallest sound units, and proceeded to letter blends, words, phrases, and sentences. Thus, novice readers acquire a set of hierarchically ordered sub-skills that sequentially build toward comprehension ability. Having mastered these skills, readers are viewed as experts who comprehend what they read. The bottom-up model describes information flow as a series of stages that transforms the input and passes it to the next stage without any feedback or possibility of later stages of the process influencing earlier stages (Stanovich, 1980). In other words, language is viewed as a code and the reader’s main task is to identify graphemes and convert them into phonemes. Consequently, readers are regarded as passive recipients of information in the text. Meaning resides in the text and the reader has to reproduce it. The ESL and EFL textbooks influenced by this perspective include exercises that focus on literal comprehension and give little or no importance to the reader’s knowledge or experience with the subject matter, and the only interaction is with the basic building blocks of sounds and words. Most activities are based on recognition and recall of lexical and grammatical forms with an emphasis on the perceptual and decoding dimension. This model of reading has almost always been under attack as being insufficient and defective for the main reason that it relies on the formal features of the language, mainly words and structure. Although it is possible to accept this rejection for the fact that there is over-reliance on structure in this view, it must be confessed that knowledge of linguistic features is also necessary for comprehension to take place. To counteract over-reliance on form in the traditional view of reading, the cognitive view was introduced 2. The Cognitive View (top-down processing) In the 1960s a paradigm shift occurred in the cognitive sciences. Behaviorism became somewhat discredited as the new cognitive theory represented the mind’s innate capacity for learning, which gave new explanatory power to how humans acquired their first language; this also had a tremendous impact on the field of ESL/EFL as psycholinguists explained â€Å"how such internal representations of the foreign language develop within the learner’s mind† (Omaggio, 1993: 57). Ausubel (cited in Omaggio, 1993: 58), made an important distinction between meaningful learning and rote learning. An example of rote learning is simply memorizing lists of isolated words or rules in a new language, where the information becomes temporary and subject to loss. Meaningful learning, on the other hand, occurs when new information is presented in a relevant context and is related to what the learner already knows, so that it can be easily integrated into one’s existing cognitive structure. A learning that is not meaningful will not become permanent. This emphasis on meaning eventually informed the top-down approach to L2 learning, and in the 1960s and 1970s there was an explosion of teaching methods and activities that strongly considered the experience and knowledge of the learner. These new cognitive and top-down processing approaches revolutionized the conception of the way students learn to read (Smith, 1994). In this view, reading is not just extracting meaning from a text but a process of connecting information in the text with the knowledge the reader brings to the act of reading. In this sense, reading is a dialogue between the reader and the text which involves an active cognitive process in which the reader’s background knowledge plays a key role in the creation of meaning (Tierney and Pearson, 1994). Reading is not a passive mechanical activity but purposeful and rational, dependent on the prior knowledge and expectations of the reader. It is not merely a matter of decoding print to sound but also a matter of making sense of written language (Smith, 1994: 2). In short, reading is a psycholinguistic guessing game, a process in which readers sample the text, make hypotheses, confirm or reject them, make new hypotheses, and so forth. Schema Theory Another theory closely related to top-down processing called schema theory also had a major impact on reading instruction. It describes in detail how the background knowledge of the learner interacts with the reading task and illustrates how a student’s knowledge and previous experience with the world is crucial to deciphering a text. The ability to use this schemata, or background knowledge, plays a fundamental role in one’s trial to comprehend a text. Schema theory is based on the notion that past experiences lead to the creation of mental frameworks that help a reader make sense of new experiences. Smith (1994: 14) callsschemes the â€Å"extensive representations of more general patterns or regularities that occur in our experience†. For instance one’s generic scheme of an airplane will allow him to make sense of airplane he has not previously flied with. This means that past experiences will be related to new experiences, which may include the knowledge of â€Å"objects, situations, and events as well as knowledge of procedures for retrieving, organizing and interpreting information† (Kucer, 1987: 31). Anderson (1994: 469) presents research showing that recall of information in a text is affected by the reader’s schemata and explains that â€Å"a reader comprehends a message when he is able to bring to mind a schema that gives account of the objects and events described in the message†. Comprehension is the process of â€Å"activating or constructing a schema that provides a coherent explanation of objects and events mentioned in a discourse† (Anderson, 1994: 473). For Anderson and Pearson (1988: 38), comprehension is the interaction between old and new information. They emphasize: â€Å"To say that one has comprehended a text is to say that she has found a mental ‘home’ for the information in the text, or else that she has modified an existing mental home in order to accommodate that new information†. Therefore, a learner’s schemata will restructure itself to accommodate new information as that information is added to the system (Omaggio, 1993) Content and formal schemata Schema theorists differentiate formal schemata (knowledge about the structure of a text) from content schemata (knowledge about the subject matter of a text), and a reader’s prior knowledge of both schemata enables him to predict events and meaning as well as to infer meaning from a wider context. Formal schemata refers to the way that texts differ from one another; for example, a reading text could be a fictional work, a letter to the editor, or a scientific essay, and each genre will have a different structural organization. Knowledge of these genre structures can aid reading comprehension, as it gives readers a basis for predicting what a text will be like (Smith 1994). For example, if a reader knows that the typical format of a research article consists of sections subtitled Introduction, Theoretical Basis, Methods, Results, Discussion, and Conclusion, that knowledge will facilitate their interaction with the article and boost  comprehension. On the other hand, if he is not familiar with this formal schema, teaching it to him could lead to improved reading ability with lasting and beneficial effects. Content schemata refers to the message of the text. One’s familiarity with the content will make more productive and efficient. As Anderson (1994: 469) explains, â€Å"a reader comprehends a message when he is able to bring to mind a schema that gives account of the objects and events described in the message†. Activating and building schemata  Since the reader plays a fundamental role in the construction of meaning, his age, gender, experience, and culture are important considerations for teachers who want to select readings that will motivate their students. Anderson (1994) notes that when readers cannot locate a schema that fits a text, they may find it incomprehensible. In some cases readers may not have a schema that is significant to the text, or they may need help to activate the pertinent schema to be able to comprehend the text. In such cases it may not be possible for the reader to understand the text, and the teacher must be ready to engage in â€Å"building new background knowledge as well as activating existing background knowledge† (Carrell, 1988: 248). In parallel with this, Bransford (1994) points out that difficulties in comprehension may be caused by the lack of background knowledge presumed by the text, and he sees the responsibility of instructors as being twofold: to activate preexisting schemata and to help students to integrate isolated â€Å"parcels† of knowledge into a schema or to build a new one. If the texts to be read contain a cultural context that is different from the student’s, the issues of formal and content schemata become even more important. McDonough (1995), explains that, to a higher extent, this is the reason why ESL and EFL students find it difficult to read in a second language with texts that contain cultural assumptions of the target culture. They may lack the culture-specific background knowledge necessary to process the text in a top-down manner. His reports on several studies demonstrate how people outside a given culture may misunderstand events with unfamiliar cultural connotations. (Students from different cultural backgrounds taking standardized tests which assume common schemata for will also face the same problem. ) Applying schema theory to L2 reading Based on the aforementioned ideas, it is obvious that in order to teach reading effectively, the teacher’s role to activate and build schemata is paramount. To achieve it, he should in advance select texts that are relevant to the students’ needs, preferences, individual differences, and cultures in order to provide meaningful texts so the students understand the message, which entails activating existing schemata and helping build new schemata. Then, after selecting the text, he needs to do the following three stages of activities to activate and build the students’ schemata. (1) Pre-reading activities, in which the teacher have students think, write, and discuss everything they know about the topic, employing techniques such as prediction, semantic mapping, and reconciled reading. The objective is to make sure that students have the relevant schema for understanding the text. (2)During-reading activities, in which the teacher guide and monitor the interaction between the reader and the text. One important skill teachers can impart at this stage is note-taking, which allows students to compile new vocabulary and important information and details, and to summarize information and record their reactions and opinions. (3)Post-reading activities which facilitate the chance to evaluate students’ adequacy of interpretation, while bearing in mind that accuracy is relative and that â€Å"readership† must be respected as long as the writer’s intentions are addressed (Tierney and Pearson, 1994). Post-reading activities focus on a wide range of questions that allow for different interpretations. While schema activation and building can occur in all three stages, the pre-reading stage deserves special attention since it is here, during the students’ initial contact with the text, where their schemata will be activated. Pre-reading activities Pre-reading activities is aimed to activate existing schemata, build new schemata, and provide information to the teacher about what the students know. In their report on the positive effect various pre-reading activities had on reading comprehension, Chen and Graves (1995, 664), define them as â€Å"devices for bridging the gap between the text’s content and the reader’s schemata†. Various activities and materials can help the teacher introduce key vocabulary and reinforce concept association to activate both formal and content schemata. Formal schemata will be activated by employing devices such as advance organizers and overviews to draw attention to the structure of a text. The content schemata will be activated by using various pre-reading activities to help learners brainstorm and predict how the information fits in with their previous knowledge. One of the most important pre-reading activities proposed by schematic theorists isprediction. According to Goodman (1988: 16), prediction is important because â€Å"the brain is always anticipating and predicting as it seeks order and significance in sensory inputs†. Smith (1994, 19–20) defines prediction as â€Å"the prior elimination of unlikely alternatives†. According to him, predictions are questions the readers ask the world and comprehension is receiving the answers. He emphasizes that it is prediction that makes skilled readers effective when reading texts that contain familiar subject matter. â€Å"Prediction brings potential meaning to texts, reducing ambiguity and eliminating in advance irrelevant alternatives. Thus, we are able to generate comprehensible experience from inert pages of print† (Smith 1994, 18). Another pre-reading activity is previewing, where students look at titles, headings, andpictures, and read the first few paragraphs and the last paragraph; these activities can then help students understand what the text is about by activating their formal and content schemata and making them familiar with the topic before they begin reading in earnest. Semantic mapping is another pre-reading activity that Carrell, Pharis, and Liberto (1989: 651) describe as a useful way to pre-teach vocabulary and to â€Å"provide the teacher with an assessment of the students’ prior knowledge or schema availability on the topic†. This activity asks students to brainstorm about the reading topic as the information is displayed on a graphic â€Å"map. † As students make associations, the map becomes a thorough summary of the concepts and vocabulary that they will encounter in the reading. It can also help build schemata and vocabulary that students do not yet possess. Again, it is important to know something about the students so the selected texts contain the type of material that is likely to be familiar and interesting to them. Reutzel (1985) proposes another type of pre-reading activity called reconciled readinglesson, which reverses the sequence presented by many textbooks where the text is followed by questions. Instead, the teacher develops pre-reading questions from the questions that appear at the end of the reading. Smith (1994) criticizes comprehension exercises presented at the end of a reading because they are like memory tests. He argues that using prior knowledge efficiently contributes to fluent readers, and he believes that there is a reciprocal relationship between visual and non-visual (prior knowledge) information; the more the readers have of the latter, the less they need of the former. Although not all the post-reading questions can be easily turned into pre-reading ones, this strategy can be invaluable to activate schemata. 3. The metacognitive view According to Block (1992), there is now no more debate on â€Å"whether reading is a bottom-up, language-based process or a top-down, knowledge-based process. † It is also no more problematic to accept the influence of background knowledge on readers. Research has gone even further to define the control executed by readers on their trial to understand a text. This control is what Block has referred to as meta-cognition. In the context of reading, meta-cognition involves thinking about what one is doing while reading. Strategic readers do not only sample the text, make hypotheses, confirm or reject them, and make new hypotheses while reading. They also involve many activities along the process of reading, whose stages can be divided into three, i. e.before reading, while reading, and after reading. The activities the readers involve before reading are to identify the purpose of the reading, identify the form or type of the text. In the second stage (while reading), they think about the general character and features of the form or type of the text—such as trying to locate a topic sentence and follow supporting details toward a conclusion, project the author’s purpose for writing the text, choose, scan, or read in detail, make continuous predictions about what will occur next based on information obtained earlier, prior knowledge, and conclusions obtained within the previous stages. Finally, in the last stage, they attempt to form a summary, conclude, or make inference of what was read. Guidelines for Effective Teaching of Reading After discussing the ideas and concepts presented in the three reading theories, we are now on the position of arranging tips and guidelines for implementing a theory of reading which will help to develop our learner’s abilities. These tips are arranged in three sections which are parallel with the three consecutive reading stages: before reading, during reading, and after reading. Pre-Reading Tips Before the actual act of reading a text begins, some points should be regarded in order to make the process of reading more comprehensible. First, teachers need to make sure that the texts to read contain words and grammatical structures familiar to the learners. If the texts contain unfamiliar vocabulary, teachers can introduce key vocabulary in pre-reading activities that focus on language awareness, such as finding synonyms, antonyms, derivatives, or associated words. Second, teachers should make sure that the topics of texts chosen are in accordance with the age range, interests, sex, and background culture of the students for whom they are intended. If they are not, it is necessary to provide the necessary background information to the reader to facilitate comprehension. This activity could be carried out by letting the class members brainstorm ideas about the meaning of a title or an illustration and discuss what they know. The followings are some activities teacher can use during the pre-reading stage. These activities will not take a very long time to carry out. However, they are very effective in overcoming the common urge to start reading a text closely right away from the beginning. 1. Teacher-directed pre-reading, in which some key vocabulary, ideas in the text, and the type of the text are explained. In this approach the teacher directly explains the information the students will need, including key concepts, important vocabulary, and appropriate conceptual framework. The text types are also necessary to introduce because texts may take on different forms and hold certain pieces of information in different places. The students’ familiarity with the types of the text they are reading will develop their understanding of the layout of the material. Such familiarity will, in turn, enable them to focus more deeply on the parts that are more densely compacted with information. Even paying attention to the year of publication of a text, if applicable, may aid the reader in presuppositions about the text as can glancing at the name of the author. 1. Interactive activities, in which the teacher leads a discussion in which he/she draws out the information students already have and interjects additional information deemed necessary  to an understanding of the text to be read. Moreover, the teacher can make explicit links between prior knowledge and important information in the text. 1. Reflective activities, in which students are guided to make themselves aware of the purpose and goal for reading a certain piece of written material. At the beginning stages this can be done by the teacher, but as the reader becomes more mature this strategy can be left to the readers. For instance, the students may be guided to ask themselves,â€Å"Why am I reading this text? What do I want to do or know after finished reading this? Being aware of their purpose and goal to read, later—in during reading activities—they can determine what skill(s) to employ: skimming, scanning, reading for details, or critical reading During-reading tips The activities carried out in during-reading stage consist of taking notes, reacting, predicting, selecting significant information, questioning the writer’s position, evaluating, and placing a text within one’s own experience. These processes may be the most complex to develop in a classroom setting, the reason being that in English reading classes most attention is often paid to dictionaries, the text, and the teacher. The followings are tips that encourage active reading. Practicing them will help the students be active readers. 1. Making predictions: The students should be taught to be on the watch to predict what is going to happen next in the text to be able to integrate and combine what has come with what is to come. 2. Making selections: Readers who are more proficient read selectively, continually making decisions about their reading. 3. Integrating prior knowledge: The schemata that have been activated in the pre-reading section should be called upon to facilitate comprehension. 4. Skipping insignificant parts: A good reader will concentrate on significant pieces of information while skipping insignificant pieces. 5. Re-reading: Students should be encouraged to become sensitive to the effect of reading on their comprehension. 6. Making use of context or guessing: Students should not be encouraged to define and understand every single unknown word in a text. Instead they should learn to make use of context to guess the meaning of unknown words. 7. Breaking words into their component parts: To keep the process of comprehension ongoing, efficient readers analyze unfamiliar words by break them into their affixes or bases. These parts can help them guess the meaning of a word. 8. Reading in chunks: To ensure reading speed, students should get used to reading groups of words together. This act will also enhance comprehension by focusing on groups of meaning-conveying symbols simultaneously. 9. Pausing: Good readers will pause at certain places while reading a text to absorb and internalize the material being read and sort out information. 10. Paraphrasing: While reading texts, it may be necessary to paraphrase and interpret texts sub-vocally in order to verify what was comprehended. 11. Monitoring: Good readers monitor their understanding to evaluate whether the text, or the reading of it, is meeting their goals. After-reading tips 12. Post-reading activities basically depend on the purpose of reading and the type of information extracted from the text. Barnett (1988) states that post-reading exercises first check students’ comprehension and then lead students to a deeper analysis of the text. In the real world the purpose of reading is not to memorize an author’s point of view or to summarize text content, but rather to see into another mind, or to engage new information with what one already knows. Group discussion will help students focus on information they did not comprehend, or did comprehend correctly. Accordingly, attention will be focused on processes that lead to comprehension or miscomprehension. 13. Generally speaking, post-reading can take the form of these various activities: (1) discussing the text: written/oral, (2) summarizing: written/oral, (3) making questions: written/oral, (3) answering questions: written/oral, (4) filling in forms and charts (5) writing reading logs (6) completing a text, (7) listening to or reading other related materials, and (7) role-playing. RESEARCHED BY: FARNAIDA L. ABUBACAR, MAT-ENGLISHJULY 01, 2011.

An Analysis Of Huntingtons Theories Of Democratisation Politics Essay

An Analysis Of Huntingtons Theories Of Democratisation Politics Essay The course of modern democratization is actually far more difficult than Huntington suggests in his theory, the Third Wave of Democratization. In fact, this theory fails to elucidate very different explanations for democratization. First of all, it is required to make a separation as to the causes of democratization. Secondly, the wave approach takes for granted that there is now a global movement to establish democracy. This argument might be true to an extent, considering what is happening in certain countries all over the world, and especially in the Arab world. But, according to a more precise consideration, the number of stable and liberal democracies is actually growing very slowly.  [1]  Huntington presumed that more democracies were emerging because more elections were being held. However, holding elections, as mentioned in previous sections, does not necessarily indicate the implementation of democracy and democratization. In other words, if elections were taken as the o nly, or the main sign of democracy and democratization, then a country like Lebanon would be one of the most democratic countries in the world. Quite simply, social conflict theory has been pointed to in conventional studies as sparking the democratization process.  [2]  This theory, based on capitalism, is regarded as the classic method of analysing political reform. It states that the class structure was overturned by capitalism, which led to the formation of a middle class and thus an insistence on social and economic reform so that the new system could be maintained. Indeed, Seymour Lipset asserts that capitalism bread bourgeois and middle class professionals, who are essential for political reform and hence democracy.  [3]   Some researchers believe that democratization has its roots in the 1776 American Revolution. Dahl, for example, dates the process to the success known by the question of representation which brought about the Revolution and ultimately saw the birth of the United States. Other scholars, such as Huntington, equate democracy with individualism and consequently hold the view that its first wave began in the 1600s. The rapid spread of capitalism in the West and the fierce social conflicts that ensued should equally be considered. The non-elite or lower classes were increasingly empowered by growth in the economy, creating a situation where they came to recognize those rights that had so far been denied them. The process of democratization, therefore, resulted from social conflicts. Meanwhile, capitalism and its ensuing social conflicts resulted in the development of a modern and fairly independent state able to play a pivotal role in further social reform. In Europe, this new state enabled the advancement of socio-economic reforms which helped pave the way towards democratization.  [4]  In other words, socio-economic pressure played a key role in leading to democratization, taking into consideration the combination of this pressure with the development of a liberal state that was to some degree autonomous. We can see various different types of self-declared democracies in modern experiments with democratization. Certain countries have seen the emergence of a liberal democracy, while others have seen a degree of electoral change. But the overall picture is completed by the problems democracy faces in most Third World countries. It is thus imperative that we make a distinction between democracies with problems or part-democracies, and those that are secure and strong. In short, contemporary processes of democratization encompass failures and successes. The question raised here is: why do some democratization experiments succeed where others fail? The following is Grugels short answer to this question: Democracies are political systems comprising institutions that translate citizens preferences into policy, have effective states that act to protect and deepen democratic rights, and count on a strong participatory and critical civil society. A consolidated democracy is one in which this political order is routinised and accepted. Consolidation, then, implies both the deepening and stabilizing of democracy. In addition, the chances for consolidation are greatest in cases where favourable international circumstances are allied with state capacity and a growing, vocal and effective civil society.  [5]  133 Initially, the process of democratization started most powerfully in countries which were economically strong and well developed. In other words, stable democracy seemed to be a luxury only rich nations  could afford. But this form of democracy or this concept was not to succeed all the time as it was challenged in some capitalist and economically developed countries such as the former German Democratic Republic in the 1930s, which, although it distributed wealth relatively equitably and was officially dedicated to social justice, could hardly be considered democratic.  [6]  Also, in some authoritarian regimes democracy was replaced by fragile or semi-democracies. This implies that although capitalism is essential, it still does not ensure the emergence of democracy (e.g. semi-democracy in Malaysia). Meanwhile, democratic types of government continued to exist in some countries for considerable periods, even though economic development was slow and elitism was still in force. T his happened, for example, in the island nations of the English-speaking Caribbean, Venezuela and India. In summary, we should see the wave theory as a useful way of placing democratization in its global setting. However, it must be noted that it is not capable of including the various factors implicit in the process. It stresses the need to note that democracy has more chance of developing following social conflict at certain times in world history. But, as we have seen above, on a wider scale the application of wave theory is rather limited. Furthermore, it falls short of clarifying how democracy develops on a national level. With this in mind, we must examine theories of social and economic change and political action in order to gain an understanding of the matter. 2.2.2.2.2 The Process of Democratization It is not a matter of surprise if we find that the number of succeeded and thriving  democratizations is overbalanced by either had undergone failure or stalled experiments. Given that, in some countries around the world, problems like socio-economic imbalance and gender inequality means that democratization will keep on being slow and will remain a painful, and sometimes impossible, task. Since the Portuguese dictatorship was overthrown in 1974, the number of democratically ruled countries has dramatically increased. Prior to this, there were an estimated forty democracies word-wide; these were joined steadily during the late 1970s and early 1980s as a number of states made the transition from authoritarianism to seemingly democratic government. The late 1980s and the decline, and ultimate collapse, of the Soviet Union saw a significant boost to the pace of world-wide democratization. Consequently by the end of 1995 there were, as Larry Diamond has noted, between 76 and 117 democracies, depending on the method used to measure them.  [7]  This post-1974 period is what Samuel Huntington has termed the third wave of global democratic expansion; he demonstrated how important the effects of regional and international democratization were.  [8]   Undoubtedly, holding elections or toppling an authoritarian regime and replacing it with another, even if this receives the support of the people, does not permit a country to wear the badge of democracy. Huntington describes supplanting military regimes as the extremely important beginning to third wave democratization. However, he unwillingly skims over the underlying principal behind taking such action. He states that countries came to begin the process of democratization because of a huge growth in democratic discourse. But it was in fact a result of social and economic change at both the national and supra-national levels. Quite simply the old political system became unable to function in the context of accelerated change to socio-economic structures and had to be exposed and taken apart. It is possible to view democracy today as the culmination of a steady but important development in political thinking. Since the 1800s it has gradually taken root and grown across throughout the world, demonstrating its ability to spread modern values and beliefs. This development, however, was not straight forward and has faced challenges, but the reasons behind and the incentives involved in democracy have been different in space and time. In the nineteenth century, for example, change was spurred on by social class, whereas in the last two decades of the twentieth century it was carried forward by a complicated mixture of social conflict, state building, free global trade and external influences. There has been considerable effort made to provide an explanation for the expansion of democracy; the most convincing of these has been Huntingtons wave theory. With its wide ranging ability to include different issues, it argues that the causes of democratization in those countries to wh ich the wave is common are comparable. Huntingtons theory also makes note that reverse waves of authoritarianism have followed those of democratization. This viewpoint is backed up by his mention of those societies that have either been unable to secure lasting democracy or have seen its collapse. Huntington explains a wave of democratization as follows: A wave of democratisation is a group of transitions from nondemocratic to democratic regimes that occur within a specified period of time and that significantly outnumber transitions in the opposite direction during that period of time. A wave also involves liberalisation or partial democratisation in political systems that do not become fully democratic. Each of the first two waves of democratisation was followed by a reverse wave in which some but not all of countries that had previously made the transition to democracy reverted to non-democratic rule.  [9]   For Huntington, it was from the beginning of the nineteenth century until 1930 when the first wave took place. This was, as he argues, associated with the growth and development of liberal democracy in theory and practice. He continues by saying that the defeat of the Axis powers in 1945 was indicative of the Second wave. At that time, the coalition led by the Americans lead the process of democratizing the occupied territories of Germany, Japan and Austria. In his book, Huntington finally comes to the third wave of democratization which, he argues, started in Portugal in 1974, then spread to Greece and Spain, and after that, in the 1980s, reached some Latin American countries. This wave, according to Huntington, ended up in Eastern and Central Europe and the Soviet Union. One can argue that the profound need for economic growth and popular awareness about political developments contributed greatly to the smooth and painless integration of these countries into the democratic union. To sum up, adding to what Huntington demonstrated in his book, one can extend these three waves some other encouraging developments that have occurred in certain other developing countries which have showed a great desire for democratization. However, one should bear in mind that in many of these countries these objectives have been counterbalanced and outweighed by conditions that have rendered electoral democracy increasingly shallow, illiberal, unaccountable, and afflicted.  [10]  In other words, establishing some democratic institutions which are believed to be taken or filled by elected members from the public cannot, in itself, be seen as a proof of successful democratization. 2.2.2.2.3 Democratization and the State Democracy describes the system; democratization describes the process. This rule shows us the boundary between democracy and democratization. When discussing democratization it might be helpful to demonstrate its purpose. The purpose of democratization is the building of a democratic state. But the question is: How does this happen? The general consensus is that democracy entails more than simply holding elections. However, academics have so far been unable to agree on what exactly is necessary. We are aware that the state is, in the final analysis, a means of dominating society. In a democracy, then, hierarchies which act combining legitimate power, persuasion and bureaucracy tend to hold power. A further characteristic of a democracy is the existence of several bodies that hold authority and make decisions. In an undemocratic state, meanwhile, democratization makes the state apparatus its main target. Therefore, it is rather illogical to believe that an undemocratic state will itse lf try to carry out democratization. Overall, a democratic governments legitimacy is reliant on its ability to convincingly demonstrate it is truly representative of the people, acts in their interest, and can be held accountable by them. Therefore, a democratic government should adhere to these principles. Although democratic and capitalist states naturally work to a business- and profit-oriented agenda, it is more likely that they will answer demands for social and economic justice given that they rely on a healthy balance between this and economic prosperity in order to survive. With regard to force, it is widely agreed that the state can coerce and use violence. However, it is argued that in a democracy there is no need to resort to this unless it is to protect against outside threats or against criminals or those causing social disorder. Grugel has assessed some fundamental characteristics of a democratic state: I. Territorial integrity, either as a result of the belief that the state represents a nation or through negotiations and legitimate and binding agreements that make a multinational state possible. II. The rule of law, that is, minimal rights and duties of citizens are legally encoded and the parameters of state activity legally defined. III. A minimal use of legally sanctioned violence against its own citizens. IV. A popularly elected and representative government that is formally controlled by constitutional channels of accountability. V. A complex bureaucracy that can make claims to impartiality. VI. The existence of multiple centres of power. VII. The formal existence of channels of access to decision making, even for subordinated social groups, which are operational to some degree. VIII. Some commitment to social and economic justice.  [11]   In short and to end this section, the only way that leads to fully democratizing any state involves applying, to a degree, the following three conditions: Institutional change. Representative change. Functional transformation. These three steps create the path towards full democratization, regardless the fact of that in contemporary democratizations, most attention focuses on having and implementing institutional change.

Math Lesson Plan :: essays research papers

Grade Level: 4 Time: 40 minutes Subject: Math Topic: Dividing and Multiplying to Find Equivalent Fractions NY State Learning Standards: Mathematics, Science, and Technology Standard 1: Analysis, Inquiry, and Design †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Students will use mathematical analysis and scientific inquiry to seek answers and develop solutions. Materials:   Ã‚  Ã‚  Ã‚  Ã‚  Mathematics Textbooks (page 401)   Ã‚  Ã‚  Ã‚  Ã‚  Notebooks   Ã‚  Ã‚  Ã‚  Ã‚  Pencils   Ã‚  Ã‚  Ã‚  Ã‚  Different colored chalk Objectives: Students will be able to name and write equivalent fractions by multiplying and dividing. Procedure: 1.  Ã‚  Ã‚  Ã‚  Ã‚  Ask students – What does equivalent mean? 2.  Ã‚  Ã‚  Ã‚  Ã‚  Point out that we have already used fraction strips to show equivalent fractions. 3.  Ã‚  Ã‚  Ã‚  Ã‚  Explain that we are now going to use multiplication and division to write equivalent fractions. 4.  Ã‚  Ã‚  Ã‚  Ã‚  First, start with multiplication and show an example of how to make an equivalent fraction. Remind students that what we do to the top we must do to the bottom (signal hands up†¦.hands down) 5.  Ã‚  Ã‚  Ã‚  Ã‚  Use one color of chalk to show what you do to the numerator and another color to show what you do to the denominator. 6.  Ã‚  Ã‚  Ã‚  Ã‚  Put another example on the board and ask a volunteer to help write an equivalent fraction. 7.  Ã‚  Ã‚  Ã‚  Ã‚  Point out that the number we use to multiply can be any number, as long as what you do to the top, you do to the bottom. 8.  Ã‚  Ã‚  Ã‚  Ã‚  Go over multiple examples together and assign textbook examples. Go over various answers. 9.  Ã‚  Ã‚  Ã‚  Ã‚  Call students up to the board to show some answers. 10.  Ã‚  Ã‚  Ã‚  Ã‚   Go on to show equivalent fractions using division. 11.  Ã‚  Ã‚  Ã‚  Ã‚  Explain that the first step in finding equivalent fraction using division is to find the factors of both the numerator and denominator. 12.  Ã‚  Ã‚  Ã‚  Ã‚  Circle the common factor and divide both the numerator and denominator by the same number†¦.because what you do to the top, you must do to the bottom.

Alternative Medicine and the Christian Responsibility Essay -- Medical

Alternative Medicine and the Christian Responsibility Acupuncture, ayurveda, chiropractice, homeopathy, meditation, osteopathy, and yoga are just a few of the many types of medicine practiced all over the world. According to the western establishment, all these forms of medicine are called alternative medicines. However, some of the aforementioned techniques have been in continuous use for over six thousand years, predating western medicine by over four thousand years. Yet, still many M.D.'s reject alternative forms of medicine. One of the buzzwords in medicine in recent years has been "holistic medicine". Physicians are becoming more aware of the need to treat the whole patient rather than just certain symptoms. Due to this realization, a small percentage of doctors are turning to ancient forms of medicine as a guide to alternative treatments. As alternative forms of medicine emerge in the western world, Christian scientists need to determine the moral, religious, and scientific validity of such techniques in order to gain a more holis tic approach to medicine. Moral Issues According to the Hippocratic Oath, which every physician must take, each physician is expected to deliver the form of care which she considers most beneficial to a patient's health. There are a few minor stipulations guiding treatment by a physician, but for the most part, doctors have much liberty in choosing a regimen for a particular patient. If we look only at the Hippocratic Oath as the governing body of a physician's actions, then we must admit that no doctor is obligated to broaden his views and seed treatments with which he is not already familiar. However, every year doctors are required to fulfill certain requirements in continuing educatio... ...at an open mind about many of the forms of alternative medicine may reveal new forms of beneficial treatment that can save money and even lives. Each Christian scientist has the responsibility to seek morally, religiously, and scientifically sound forms of alternative medicine as a supplement to the western medicine in our society today. Works Cited Collinge, William. 1996. The American holistic health association complete guide to alternative medicine. New York: Warner Books. Inglis, Brian and Ruth West. 1983. The alternative health guide. New York: Dorling Kindersley Limited. Maciocia, Giovanni. 1989. The foundations of Chinese medicine. New York: Churchill Livingstone. Marti, James E. 1995. Alternative health medicine encyclopedia. Detroit: Visible Ink Press. Plotkin, Mark J. 1993. Tales of a shaman's apprentice. New York: Penguin Books Ltd.

Heaven and Hell Divided in C. S. Lewiss The Great Divorce :: Lewis Great Divorce

Heaven and Hell Divided in C. S. Lewis's The Great Divorce    C. S. Lewis is known throughout the world for his ability to tuck theology into fantasy. He's the author of many books such as the Chronicles of Narnia, The Screwtape Letters and Mere Christianity. One of his less popular books, but one that he considered among his favorites, was The Great Divorce. The title refers to the separation of Heaven and Hell.    Although a relatively thin book, it is packed with thought provoking questions concerning ones faith. In this story, the narrator and main character, embarks on a bus ride from the twilight of Hell to the outskirts of Heaven. Here he encounters many people, called ghosts, who have also been in Hell. The narrator observes their struggle with whether to stay in Heaven, or hold onto their petty sins and return to the lonely darkness of Hell. C. S. Lewis' descriptions and characters are what really make this story incredible.    The main character of the story never receives a name. This was done in order to make him seem less like another character, and more like a mirror image of oneself. He is the character that the reader seems to relate with the most. Not only does the audience relate to him but so do the other characters in the book. One such example of this is on Page 14, while the narrator is getting on the bus. "I thought you wouldn‚Äà ´t mind my tacking on to you . . . for I've noticed that you feel just as I do about the present company." This is interesting because the narrator has neither seen nor spoken to this character before. Another case is on page 29, "What's the sense of allowing all that riff-raff to float about here all day. Look at them." Here again, another ghost seems to be drawn to the narrator and speaks to him as if they had already met.    Those people who were already in Heaven the main character referred to as "solid people." He called them this because, unlike the ghosts, they were not transparent. The narrator‚Äà ´s solid person, or teacher as he calls him, is George MacDonald and is introduced at the beginning of chapter 9. George MacDonald is a famous writer and C. S. Lewis has never tried to hide the fact that he admires Mr.

Essay on A memorable day Essay

India is a country of different communities belonging to different religions. So almost every day we see a festival being celebrated with joy and fun. The festivals make our life colourful and charming. There are some religious festivals, some are based on seasons and some are of national importance. They are celebrated with great joy and fun. The Indian religious festivals are Deepawali and Dussehra, Id-ul- Fitr and Id-ul Zuha. X’mas day and the New Year’s day, Mahavir Jayanti, Buddha Jayanti, Guru Nanak’s Birthday etc. Though these festivals are marked by different communities, yet they are celebrated by all without any ill-will and communal hatred. Festivals promote the feelings of com ­munal harmony. Holi, Baisakhi and Basant are important seasonal festivals. Basant declares the arrival of spring season. Holi is a festival of colours. It marks the end of the winter season. Baisakhi is the seasonal festival of the Punjab. It is celebrated at the end of harvesting season. The Independence Day, the Republic Day and the Gandhi Jayanti are national festivals. These are celebrated with great joy by all the communities throughout the country. The Independence Day is cel ­ebrated on 15th August, 1947 on this day we got freedom from the British Empire. The Prime Minister hoists the national flag on the Red Fort on this great historic day. The Republic Day is celebrated on 26th January. On this day a colourful parade starts from Vijay Chowk which ends at the Red Fort. Gandhi Jayanti (Oct. 2) is the birthday of Mahatma Gandhi-the father of nation. Thus we find that the festivals bring a new charm in the life of Indians.

Stretching and Activity

* Copy and answer the following questions in a word processing document. * Be sure to save the assignment document to your Personal Fitness folder. * Be sure to save your work as 2_04. rtf. Assignment Questions Part I: Beginning the Activity 1. Choose an activity such as walking, running, aerobics, soccer, basketball, or rollerblading. What exercise activity will you participate in? Running 2. Why is the warm-up phase of your training program important? It will stretch each major muscle group which will be worked during the activity you are preparing for. 3.Why is the cool-down phase of your training program important? Stretch all major muscles; focus on those that will have a large demand placed on them. 4. Identify areas of your body in which you have experienced muscle soreness due to vigorous activity. Legs and arms. Part II: Design a Warm-up for Your Personal Needs For each of the following, describe what you will do to prepare your body for the activity that you selected in Par t 1, #1. Aerobic exercise: Light jog, slow cycling, easy jump roping, side shuffles (running sideways without crossing your feet), skipping, and jogging backwards.Stretching (stretch all the major muscle groups used): ? Will involve static (still) stretches and/or dynamic (moving) stretches. * Static stretches involve stretching a muscle group as far as you can, without causing pain. Static stretches should be held thirty seconds for maximum effectiveness. * Dynamic stretches, another safe form of stretching, involves slow movements which stretch the muscle groups. Sport-specific exercise: Activities should mimic the movements you will do in the vigorous activity you are preparing for but are done at a lower level of intensity. Part III:Design a Cool-down for Your Personal Needs For each of the following, describe what you will do for your cool-down for the activity that you have selected. Aerobic activity: A slow jog around a field or court is one of the best ways to cool down. Str etching: Static stretch for 10 minutes after the light jogging, cycling, or walk. Recovery: Use the R. I. C. E. D. procedure to treat any sprains, bruises, or strains. Part IV: Practice What You Designed 1. Practice the warm-up you have designed. 2. Consider how the warm-up/cool-down made you feel. Did it help prepare you for the workout?What changes would you consider making for the next workout? Be prepared to discuss this information with your instructor in your Discussion-Based Assessment. It helped me prepare. I would change nothing. What I already I changed was great enough because of how well it made me feel. Part V: Skills and Performance 1. Think about an activity you participate in and explain how each of the skill-related components of balance, reaction time, agility, coordination, power, and speed can enhance your performance levels in that activity. If all the components are combined then you will get stronger, faster, and healthier.

Age discrimination

Gus Atavist and the other candidates that were over the age of 40 were not consider for the new positions, therefore, showing that these antedates were being age discriminated against (He-man, Judge, Icemaker- Mueller, 2012). EPIC did not follow protocol on the listing the new position, interviewing or selecting the employees for the new CSS positions. EPIC did not post the position with the Job descriptions, therefore, not allowing candidates to know what the duties of the new positions were or allowing them to figure out if they met the qualification of the Job.In the past Gus has always received outstanding remarks on his appraisals, therefore, should be consider for the new CSS position. He was overlooked because they stated that he lacked technical and communication skills that are needed for the position. However, there was not any written comments or suggestion in his personnel file that stated that he lacked technical or communication skills. Thus, there was no documentation of why he did not receive the position.Past appraisals and personnel files of the candidates were not used until after the candidates were given the Job, therefore, the senior vice president of corporate claims (SPEC) and managers of corporate claims (MAC) did not know what the work ethics, skills and communication of the candidates were. The vice president of regional claims was not allowed to give any input on any of the candidates that worked under him. Thus, the candidates were not selected based on their qualifications or communication skills (He-man, Judge, Icemaker-Mueller, 2012).The SPEC and the MAC took the list of the candidates, discussed the candidate with each other and evaluated them. The candidates were never evaluated based on qualifications technical or communication skills because the personnel files, appraisals and the input of the VRRP or human resources were never used. Job description was not posted or wrote up to describe the details of the positions, therefor e, the SPEC and the MAC could not evaluate if the candidates were qualified for the Job. However, the only candidates that were offered position were the young candidates.These candidates did not have more skills, education, and qualification than the other candidates because the SPEC and the MAC did not follow human resource protocol (He-man, Judge, Icemaker-Mueller, 2012). Age discrimination involves treating a person/candidate unfavorable because of his or her age. For an example, not hiring or promoting a candidate because of their age (Sheen & Klein, 2001). Thus, the only conclusion is that Gus and the other candidates who are over the age of 40 were discriminated against because of their age.Rebuttal from the Viewpoint of EPIC Best Protection Insurance Company is in the process of restructuring. They have to eliminate regional center manager positions, however, they are increasing five new corporate claims specialist positions. Unfortunately, there are more position that are b eing eliminated than they are creating. Therefore, the ARC have to apply for the ewe positions if they want to stay with the organization. The SPEC and the MAC reviewed all the candidates. They looked at all the candidates' qualification, technical and communication skills.They selected those candidates who was the best candidates for the CSS positions and best for the organization to grow into the future. The personnel files, appraisals and the input from the VRRP were not needed in the first phase of promoting. The decision was made based on the experience that the SPEC and the MAC has working with the candidates. Based on the decisions the five candidates were offered the positions. After, the candidates were offered the positions the SPEC and the MAC did review the personnel files and the appraisals to make sure there was not discrepancy.Unfortunately, Gus Atavist and the other candidates were not the best candidates for the position. Gus lacks the technical and communication sk ills that EPIC need to grow into the future. Gus and the other candidates were not discriminated because of their age. Thus, their age was never consider or evaluated during the entire process. If they did meet the requirements their age could have been an added value because of their experience. The CSS position is an established position within the EPIC Company.Therefore, EPIC did not write a new Job description and qualification, since the positions was already created. The company is not creating a new Job, new Job description and new job qualifications. They are Just increasing the amount of CSS that they already have, therefore, a new Job description is not needed. Thus, the reason that the position was not posted, Job duties described and qualifications (He-man, Judge, Icemaker- EPIC is an equal employment opportunity employer and they do not discriminate against race, sex, or any other characteristics.The company has not been accused of discrimination until now when not all the candidates did not receive the promotion to the CSS position. Gus Atavist and other candidates that were not chosen could not give examples of the younger employees being favored over them before in the past. Thus, EPIC does not discriminated against anyone, the only reason that age discrimination is being brought up is because Gus and the other candidates were not qualified and did not receive the promotion (Age Discrimination, 2014).In conclusion, the candidates were reviewed and evaluated based on their lubrication, technical and communication skills. The SPEC and the MAC did their evaluation based on the past work experience. After the selection the personnel files and appraisal were review to make sure the candidates were the best candidates. Unfortunately, there was only five positions that were added and some employees were going to have lose their positions. Gus Atavist and the other candidates were not discriminated because of their age. They were not selected because t hey did not meet the requirements for the position. Age discrimination Gus Atavist and the other candidates that were over the age of 40 were not consider for the new positions, therefore, showing that these antedates were being age discriminated against (He-man, Judge, Icemaker- Mueller, 2012). EPIC did not follow protocol on the listing the new position, interviewing or selecting the employees for the new CSS positions. EPIC did not post the position with the Job descriptions, therefore, not allowing candidates to know what the duties of the new positions were or allowing them to figure out if they met the qualification of the Job.In the past Gus has always received outstanding remarks on his appraisals, therefore, should be consider for the new CSS position. He was overlooked because they stated that he lacked technical and communication skills that are needed for the position. However, there was not any written comments or suggestion in his personnel file that stated that he lacked technical or communication skills. Thus, there was no documentation of why he did not receive the position.Past appraisals and personnel files of the candidates were not used until after the candidates were given the Job, therefore, the senior vice president of corporate claims (SPEC) and managers of corporate claims (MAC) did not know what the work ethics, skills and communication of the candidates were. The vice president of regional claims was not allowed to give any input on any of the candidates that worked under him. Thus, the candidates were not selected based on their qualifications or communication skills (He-man, Judge, Icemaker-Mueller, 2012).The SPEC and the MAC took the list of the candidates, discussed the candidate with each other and evaluated them. The candidates were never evaluated based on qualifications technical or communication skills because the personnel files, appraisals and the input of the VRRP or human resources were never used. Job description was not posted or wrote up to describe the details of the positions, therefor e, the SPEC and the MAC could not evaluate if the candidates were qualified for the Job. However, the only candidates that were offered position were the young candidates.These candidates did not have more skills, education, and qualification than the other candidates because the SPEC and the MAC did not follow human resource protocol (He-man, Judge, Icemaker-Mueller, 2012). Age discrimination involves treating a person/candidate unfavorable because of his or her age. For an example, not hiring or promoting a candidate because of their age (Sheen & Klein, 2001). Thus, the only conclusion is that Gus and the other candidates who are over the age of 40 were discriminated against because of their age.Rebuttal from the Viewpoint of EPIC Best Protection Insurance Company is in the process of restructuring. They have to eliminate regional center manager positions, however, they are increasing five new corporate claims specialist positions. Unfortunately, there are more position that are b eing eliminated than they are creating. Therefore, the ARC have to apply for the ewe positions if they want to stay with the organization. The SPEC and the MAC reviewed all the candidates. They looked at all the candidates' qualification, technical and communication skills.They selected those candidates who was the best candidates for the CSS positions and best for the organization to grow into the future. The personnel files, appraisals and the input from the VRRP were not needed in the first phase of promoting. The decision was made based on the experience that the SPEC and the MAC has working with the candidates. Based on the decisions the five candidates were offered the positions. After, the candidates were offered the positions the SPEC and the MAC did review the personnel files and the appraisals to make sure there was not discrepancy.Unfortunately, Gus Atavist and the other candidates were not the best candidates for the position. Gus lacks the technical and communication sk ills that EPIC need to grow into the future. Gus and the other candidates were not discriminated because of their age. Thus, their age was never consider or evaluated during the entire process. If they did meet the requirements their age could have been an added value because of their experience. The CSS position is an established position within the EPIC Company.Therefore, EPIC did not write a new Job description and qualification, since the positions was already created. The company is not creating a new Job, new Job description and new job qualifications. They are Just increasing the amount of CSS that they already have, therefore, a new Job description is not needed. Thus, the reason that the position was not posted, Job duties described and qualifications (He-man, Judge, Icemaker- EPIC is an equal employment opportunity employer and they do not discriminate against race, sex, or any other characteristics.The company has not been accused of discrimination until now when not all the candidates did not receive the promotion to the CSS position. Gus Atavist and other candidates that were not chosen could not give examples of the younger employees being favored over them before in the past. Thus, EPIC does not discriminated against anyone, the only reason that age discrimination is being brought up is because Gus and the other candidates were not qualified and did not receive the promotion (Age Discrimination, 2014).In conclusion, the candidates were reviewed and evaluated based on their lubrication, technical and communication skills. The SPEC and the MAC did their evaluation based on the past work experience. After the selection the personnel files and appraisal were review to make sure the candidates were the best candidates. Unfortunately, there was only five positions that were added and some employees were going to have lose their positions. Gus Atavist and the other candidates were not discriminated because of their age. They were not selected because t hey did not meet the requirements for the position.

AP history Yanamamo tribe

The Yeoman's diet consists of meat, fish, bananas, and fruits that are gathered. Each family is given a plot of land to garden. Bananas, plantains, sugarcane, mangoes, sweet potatoes, papayas, manioc, and corn are Just some of the crops that are grown. The Yeoman's are one of the last groups of people to practice Polygamy, or when a marriage consists of more than two people. In the Yeoman culture, a woman is in charge of all the domestic duties, chores, and taking care of the children. Basket weaving is a skill that the women of the tribe have perfected.These baskets are used for carrying and storing food. Yeoman children are to help their mothers with the day to day activities. At the age of eight, young boys begin to watch over the male members and learn the duties of a man in the Yeoman community. The language that Is spoken is comprised of four main languages, Yang, Sauna, Homonym and Yeoman. The Yeoman culture Is described as being filled with violence. The Womanly people have a history of acting violently towards other tribes, and each other. They are known to raid nearby villages, and Diana women and children.Violence Is one of the leading causes of Womanly death. Most of Yeoman males die violent deaths In constant conflict between neighboring tribes (Unknown, normally Indians of Brazil†). In the past, the Yeoman have generally attacked Europeans settlers that are Invading their land. This culture had remained almost completely Isolated from outside Influence until the twentieth century. In the asses, several missionaries came to the Womanly territory. With them they brought an abundance of Western goods, medical retirement, and offering to open up schools to the Womanly.Although with many promises to better their culture, the Womanly refused the westernizes and the missionaries failed to convert any of the Womanly people. This was Just one of the many challenges the Indigenous culture has faced from the Invasion of Western society. Although their population Is slowly decreasing, the Womanly people have been able to mammalian their Orlando way of life. AP history Yeoman tribe By Chelsea-Gerard community. The language that is spoken is comprised of four main languages, Yang, Sauna, Homonym and Yeoman.The Yeoman culture is described as being filled with violence. The Yeoman people have a history of acting violently kidnap women and children. Violence is one of the leading causes of Yeoman death. Most of Yeoman males die violent deaths in constant conflict between neighboring tribes (Unknown, ammonia Indians of Brazil†). In the past, the Yeoman have generally attacked Europeans settlers that are invading their land. This culture had remained almost completely isolated from outside influence until he twentieth century.In the asses, several missionaries came to the Yeoman treatment, and offering to open up schools to the Yeoman. Although with many promises to better their culture, the Yeoman refused the westernizes and the m issionaries failed to convert any of the Yeoman people. This was Just one of the many challenges the indigenous culture has faced from the invasion of Western society. Although their population is slowly decreasing, the Yeoman people have been able to maintain their original way of life.

Historical Documents Essay Example | Topics and Well Written Essays - 750 words

Historical Documents - Essay Example Most economists attribute the 1929 stock market crash in the United States as the trigger for the great depression. 4Trade and incomes experienced a dramatic drop. This led to a dip in tax collection for the treasury. At the peak of the great depression, unemployment rates stood at 25% in the United States. Other developed nations had unemployment rates of over 30% of the working age population. Many historians and economists believe that there are two theories that best describe the cause of the Great Depression. 5 The Demand theory argues that service and products were being over produced while the demand was not keeping up with the supply. Companies were over investing in products that had no matching demand meaning the companies were spending more than they were making6.This led to huge losses and companies going out of business leading to high unemployment rate. The monetarist theory believes that the depression was minor problem that was compounded by poor decisions and mistakes by financial institutions7. These institutions inflated debts causing people to stay indebted for much longer period8. Whatever triggered the great depression is still subject to debate but it cannot be denied that its effects were felt globally10. I used the online library to get my sources specifically Google books section. I opted for this source since it was the easiest way to access some books which the local library may not have .Hence it is convenient and can be accessed 24 hours a day. The books have various strengths and weaknesses which led me to choose them after evaluation. The secondary sources though have are recently published books and rely mostly on previously published works whose accuracy may not be easily verified. Their main advantage over the primary sources is that they may tap into more studies and research works that may not have been possible hence provide a more comprehensive and

Argument about physically disabled people. We choose a Essay

Argument about physically disabled people. We choose a subject(physically disabled people) on which to alter people's thinking - Essay Example This greatly affects the quality of life people with disability can lead. The negative attitude stemming from the society leads to denial of opportunities for the physically disabled. Physical disability is not distant from everyone of us. Personally, I underwent a major surgery at 16 on my legs which forever changed my understanding of physical disability. The surgery culminated into a rare condition called Miserable Malalignment. Eventually, matters became so complicated for me that the doctors tried to perform a correction by aligning my legs through sawing both of my legs' bones in half, twisting them to the right place and eventually using screws to keep them in place. This condition prevented me from going on with normal life and every aspect of my life was interrupted including my studies. I had become a physically disabled person. Coping with the situation was hard because I had always believed that physical disability was a condition one was born with. Therefore for me becoming physically disabled at age 16 was something I least expected. Of all facets in life, it is my schooling and social life that was worst affected. In terms of schooling I had to change from school based learning to home based schooling just because the school I had been attending had not put in place facilities for the physically disabled. This negatively affected my performance in school. During this time I came to understand how the society had been unfair to the physically disabled. The fact that my school lacked or did not have elevators or ramps dawned on me. It led me to look around and I found that very few schools had in place facilities for the physically disabled. Although the government has come up with reforms specifically those aimed at integrating special education to regular schools this has not been widespread as many schools, churches, hospitals, cinema theatres, shopping malls as well as other public places lack facilities for the physically disabled. My social life was equally affected considering the fact that prior to my surgery I had made friends. This enabled me to understand how society views people with social disability specifically how the society lacks important information on physical disability. The fact that friends deserted me was a clear indication that the society has formed very baseless attitudes towards people with disability. The mere sight of a physically disabled person in a wheelchair is enough to cause people to run away from those they are supposed to offer care to. I realized that there are very many stereotypes which have been formed by the society about physical disability. The society does not understand th at disability is not inability. Therefore it is not rare to hear cases of physically disabled people who are qualified being denied opportunities because the stereotype that; disabled people cannot perform like non-disabled people, is very rife in the community. There is even belief in some communities that physical disability is communicable or contagious and therefore if one is physically disabled, friends and foes alike tend to keep a 'safe' distance. The stereotypes formed around physical disability go in as far as making some parents or caregivers to fail to take physically disabled children to school because they hold the belief that physical