The Dos and Donts of Observation Essay Assignment

The Do's and Don'ts of Observation Essay Assignment The Basics of Observation Essay Assignment There is a range of methods to effectively start your academic paper. It isn't enough to take statistics and say it's the safest type of transport on the planet without being the passenger. There were large red bins loaded with a variety of unique varieties of toys. It's key for them to create a feeling of self and moral values. Socio-dramatic play has become the most advanced type of symbolic play and demands the usage of imagination to perform their roles. It's interesting what he says about this, In the long run, children may develop the notion that reward is earned primarily on merit, not understand that difficult work and self-discipline are necessary to earn it. The children were provided a picture and then requested to circle the right word like a fan, after they circle the suitable word they are instructed to compose that word in the space below. For those weeks you will be posting on WebCT, you do not have to submit a difficult copy, though you might wish to print up your responses for the class discussions and in-class exams. Students knew how to navigate, go to different sites which were related to the lesson and make a folder to put their assignments in. In addition, it suggests that students have to be given answers only as soon as they have generated questions. The students need to use unique strategies to receive their answers for the questions. Most students simply choose the simplest of topics for their paper and begin writing. Observation Essay Assignment: No Longer a Mystery Constructive learning of this kind can only occur if you're present. Play is an essential portion of development and early learning. Attempt to be as objective as possible, but feel free to produce well-reasoned inferences about what you've seen. A traditional instance of naturalistic observation are found in many experimental psychology courses. The observation might be direct or indirect. Naturalistic observation is a way of observing people in their usual environment. Studies have various strategies and unique costs with respect to benefits and side effects for the subjects. In other instances, informed consent is a must and can involve bringing certain info to other parties. Ethics Informed consent is a significant portion of all studies. 1 important fact to keep in mind is that children are thinkers and they are going to learn by exploring and seeking to understand the world around them. Firstly children are going to be able to create something new, and they are going to be able to take risks. The way in which the kid manipulates and combines the materials already offer the teacher clues regarding the child's cognitive structures. Make certain to use the right age range for the kid. Conclusion All colleges should put money into a location like the Stars lounge. The students are very comfortable and challenged in a nutritious way. The teachers weren't ever all three involved at the identical time. If you want to find the maximum grade, you always need to begin writing with the outline. The Lost Secret of Observation Essay Assignment You may do more observation sessions to allow you to find sufficient information regarding the child for you to do analysis and reflection. Now the true building proved to be a different story. There's evidence that certain parenting styles might not be as supportive of a kid's cognitive and social emotional improvement. Naturalistic observation is a technique that's utilised to collect behavioral data in actual life circumstances.

The Edict Of Milan As A Form Of Betrayal - 882 Words

The Edict of Milan was an order given by Emperor Constantine of the Roman Empire in the year 313. This order marked the acceptance for the Christian faith within the Roman Empire after decades of persecution. Its issuance led to Christianity becoming the dominant faith in the Roman Empire, as well as the most widely practiced religion in the world today. Unfortunately the end of the persecution of Christians was cause for the persecution of pagans, resulting in cultural, political, and scientific changes. The authors of Civilizations Past Present state that before the Edict of Milan, Rome was tolerant of other religions so long as they did not threaten the empire. Christianity, however, was regarded as dangerous to the social order and the empire itself. This is because the empire worshipped gods which were not included in the Christian faith (a monotheistic system of belief). Roman officials considered Christians’ refusal to sacrifice to Roman gods as a form of betrayal. Add itionally, Christians secluded themselves from the citizens of other faiths and denied their religions, claiming they were illegitimate. They were pacifistic individuals, refused to join the army and refused to attend events their faith decreed sinful. In the years from 23 February of AD 303 to 311, Emperor Diocletian banned Christianity throughout Rome and began the worst known persecution of its followers, condemning those who refused to sacrifice to the Roman godsShow MoreRelatedExploring Corporate Strategy - Case164366 Words   |  658 Pagesbusiness and club activities, there would be three divisions: an international arm, encompassing radio, touring and record compilation; a brand division, focused on retail, product licensing and the Ministry website; and a marketing division, aiming to form long-term relationships with brands such as Philips and Bacardi. Rodol denied that the reorganisation was motivated by simple cost considerations, and underlined its importance for movi ng the brand forward towards long-term goals. Central would be

Nuclear Power and Radioisotopes free essay sample

Radioisotopes are considered as a double-edged sword. They can be the greatest innovation in science, or the cause of death. Radioisotopes are isotopes that are produced artificially or naturally through the process of synthesis and separation. These combinations of protons and neutrons are unstable and give off a radioactive wave. Radioisotopes can be used for many different functions such as an atomic bomb or to help in the field of medicine. They are very important and without them, doctors would have lost a very important tool. In the field of medicine, radioisotopes are used to provide information about the functioning of a person’s specific organs or to treat disease. The idea of using radioisotopes is to â€Å"image internal structures and processes† in the human body (Ioffe). This is similar to using an X-rays. The advantage to using radioisotopes is that it can show all of the internal structures. X-rays can only see hard tissue like bones but radioisotopes can show a diagram of all soft tissue like muscle. Radioisotopes are not only limited to imaging processes. Another use is to treat diseased organs or tumors by â€Å"killing cancerous cells† (Ioffe). This process is called radiation therapy. Some examples of the radioisotopes in this process are â€Å"Iodine-131, phosphorus-32† and for â€Å"more radical uses, Boron-10 to specifically attack tumor cells† (Ioffe). In the process, radioactive elements are inserted near the tumor. Radiation is more harmful to growing cells and cancerous cells grow at an uncontrolled rate, giving them a disadvantage to radiation exposure. The cancerous will start to be destroyed and when it is all gone, there is no chance for the tumor to grow back again. An important factor in radiation therapy is that the radiation kills all cells indiscriminately. Although it is impossible to control the isotope to only kill the bad cells, the hope is that the radiation kills off more cancerous cells and less of the healthier cells. Without Radioisotopes, tumors would have to be removed in a different way. Tumors would have to be surgically removed. The down side to this process is that if all of the cancerous cells were not removed, the tumor has a chance of growing again. Making diagrams of the internal structure would also be hindered without radioisotopes. Technologies such as MRI scanners and CAT scans would not exist without radioisotopes. These clearer and more advanced imaging would not be available. Without radioisotopes, the field of medicine would have been left in a huge disadvantage. Although radioisotopes can be very beneficial, it has caused a lot of controversy throughout the world. Using radioisotopes causes radioactive waste. All isotopes have half-lives, the time taken until the amount is half of the initial amount. Half-lives can vary from each isotope. There are isotopes that have low half-lives where level of radiation â€Å"drops to less than 1% of the original amount in a matter of hours or days† (Newton). These can be stored safely until the amount can be safely thrown away. Other isotopes have half-lives over a millennium such as Uranium-235 which has a half-life of 713,000,000 years (Newton). These radioisotopes continue to emit harmful radiation for practically forever. To safely dispose of such long lasting isotopes require â€Å"burying them deep in the earth, a procedure that still has not been satisfactorily demonstrated† (Newton). There is no way to safely dispose of or to store these isotopes. As a result, the environment is harmed by the radiation that will never fade. These long lasting radioisotopes also happen to frequently be used in nuclear energy plants, which is also a very controversial topic. The energy given is a great amount but with dangers. Chernobyl and Fukushima are examples the negative side of nuclear energy. When disaster stuck, much off the radiation started to affect the environment and the people. Chernobyl had to be evacuated and even now after twenty-five year, the area is still dead. There is much fear that comes with radioisotopes and how they are used. There are not only positive results that come with using radioisotopes. Many problems can be created. Radioisotopes can also help out the future generations of humanity. As mentioned before, the nuclear power plants causes’ controversy, but it also produces solid results. The world faces a problem with pollution. Nuclear energy, however, produces no pollution from the process of creating energy. Today, the energy produced by nuclear power plants exceeds â€Å"360 gigawatts† (Merriman). This is a huge amount of energy that makes clean energy as well; much different than fossil fuels that creates many tons of carbon waste. For a better future, carbon emissions have to be cut down. Nuclear energy is also gaining popularity. Overseas and in Britain, â€Å"by 1990 it was obtaining more than 70 percent of its electricity† through nuclear energy (Merriman). This is an example of the potential that nuclear energy has. Over half of the electricity supplied in a whole nation was coming from nuclear energy. The future generations will gain a great asset to obtaining a clean and powerful energy source. Radioisotopes can be used for various functions. The isotopes can also cause many problems. The question is whether the isotopes give more than it takes away. As a chemistry student, I feel that radioisotopes are very important. They are the reasons why such advance technologies in medicine and energy are available. Even though there are negative aspects in using the radioisotopes, the benefits outweigh the downsides. Radioisotopes can kill the patient when applied too much dosage, but without radioisotopes, there may not have been a chance for recovery. That should make incentive for more research to go into radioisotopes and making them safer. There is no reason to be afraid of them. With more research, the safety of using radioisotopes can be increased. There are present dangers to using radioisotopes but it is still beneficial to use them

Life Magazine free essay sample

A study of the great photojournalist magazine, Life. This paper explores the changes in American culture and reading habits that led to the demise of Life magazine. The author explores how the culture outgrew the medium of weekly publications and demonstrates Life Magazines place in todays mass media society. Life magazine changed the way that the world looked at itself. And then, the world having been changed, it looked elsewhere and the magazine, that served as a weekly pictorial glossy from 193672, ended its reign as one of the most important and influential periodicals of the 20th century. Founded by Time publisher Henry Luce, the magazine helped to introduce to the world the importance of photography to the telling of news stories. Life employed some of the greatest photojournalists of the 1930s through 1960s, and their superb renditions of the life of the world during those decades ensured the magazines prestige and dominance. We will write a custom essay sample on Life Magazine or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page

Attitudes and Smoking Behaviour

Attitudes and Smoking Behaviour While the result of research is important, one of the critical aspects of the research is how one comes to these results. Without the proper survey to measure data, the research itself has no construct validity and is useless. Thus, it is important to ensure you have a survey designed to measure the proper variable before you make a conclusion concerning the data collected.By addressing the topic of attitudes and situational factors that correlate with smoking behaviour, we have an opportunity to develop a new scale to measure attitudes. Specifically, we can use this new scale to compare beliefs of smokers to non-smokers and determine if there is any correlation between individual smoking and smoking behaviour of one's peers.The body of past research suggests that smoking behaviour correlates strongly with peer smoking. In a study conducted by Simons-Morton (2002), two surveys were distributed among middle-school students, one at the beginning of the school year and one at the end.Be lle of the BallWhile the aim of the research was to determine if parental influence or adolescent adjustment predicted future behaviour, the study also found that, among other factors, peer smoking behaviour positively correlates with the individual smoking behaviour. A second longitudinal study done by Maxwell (2002) also compared the influence of peers in initiating risk behaviours that included smoking. Results from this also suggest that smoking peers increase initiation of smoking behaviour in non-smokers and non-smokers with peers who smoked were almost twice as likely to initiate smoking as compared to non-smokers with non-smoker peers. They also found that individuals with non-smoking peers were just as likely to terminate smoking behaviour, suggesting that acceptance of behaviour by peers is more important than the activity itself.A final study conducted by Levitt and Edwards (1970) administered a single survey and analysed the...

Activities to Practice Decoding Skills for Reading

Activities to Practice Decoding Skills for Reading Decoding skills help a child learn to read and develop fluency in reading. Some of the major decoding skills include recognizing sounds and sound blends, deciphering the meaning of a word through recognition or context and understanding the role of each word within a sentence. The following activities help a student build decoding skills. Recognizing Sounds and Sound Blends Give the Clown a Balloon This exercise helps teach and reinforce that letters can sound different depending on the letters around them, for example, the a in hat sounds different than the a in cake because of the silent e at the end of the word. Use pictures of clowns; each clown represents a different sound for the same letter, for example, the letter a sounds differently in many different words. One clown can represent a long a, one can represent short a. Children are given balloons with words containing the letter a and must decide which clown gets the balloon. Sound of the Week Use letters or letter blends and make one sound the sound of the week. Have students practice recognizing this sound in daily reading, picking out objects in the room that have the sound in them and coming up with a list of words that contain the sound. Be sure to keep the letter or letter blend on the board or in a place that is highly visible in the classroom throughout the week. Understanding the Word’s Meaning Building Vocabulary - Synonym Crossword Puzzle This activity can be used for different ages, using simple words and clues for young children and more difficult for older children. Create a crossword puzzle; students need to find a synonym for the clue. For example, your clue might be blanket and the word covers can be put into the crossword puzzle. You can also create a crossword puzzle using antonyms. Change the Words without Changing the Story Provide students with a short story, maybe a paragraph long, and have them change as many words as they can without changing the meaning of the story very much. For example, the first sentence might read, John went running through the park. Students might change the sentence to read, John moved quickly through the playground. Parts of a Sentence Adjectives Have students bring in a picture of something from home. This can be a picture of a pet, a vacation, their home or a favorite toy. Students trade pictures with another class member and write as many adjectives as they can about the picture. For example, a picture of a pet dog can include words such as: brown, little, sleepy, spotted, playful, and curious, depending on the picture. Have students trade pictures again and compare the adjectives they found. Race to Make a Sentence Use vocabulary words and write each word on two cards. Divide the class into two teams and give each team one set of the words, face down. The first member of each team picks up a card (should be the same word on both cards) and runs to the board and write a sentence using the word. The first person with a correct sentence gets one point for their team.

The difference between how we viewed war movies in 60's and war movies Term Paper - 1

The difference between how we viewed war movies in 60's and war movies in 70's - Term Paper Example War movies were critical reflections of the logic of the cold war, and in the 1960s, they were something that the society demanded1. In the 1970s, war movies were a nuisance, and considered the government’s propaganda to justify the nation’s stay in Vietnam. The negative attitude towards war movies during this period was due to the actions of American soldiers in Vietnam as aired by television networks2. The change of attitude altered the production structure of American wars, and this formed the basic difference between war movies of the 1960s, and of the 1970s. This paper is a discussion about the difference in the perception of war movies between 1960 and 1980. War movies during this era had action oriented plots and were characterized by historical recreations of war related events, or major battles, and POW camp escapes and experiences. They also included espionage or spy tales, biopics of important war figures, submarine warfare, personal heroism, air dogfights, resistance movements, brutalities showing war as hell, tough trench experiences, veterans returning home, and pre-war intrigue. The films explored themes such as the effects war on the society, combat, studies of inhumanity and futility of battle, escape and survivor stories, intelligent explorations of human issues and morality, and stories of courageous sacrifice and fight back3. 1960s war movies were stories about the cold war. They were stories of American power, pride, and might. The movies represented Americans’ will to fight for what they believe was right. Reading through the perceptions that American people had about war movies at the time shows that the movies were also their source of information about their leaders’ potential4. To Americans, the movies told the truth about the cold war and the communists intentions. Americans were believed that communists wanted to destroy socialism. The movies acted as the real stories about what was going on in the battle

Research Project Essay Example | Topics and Well Written Essays - 3000 words - 2

Research Project - Essay Example tz, 2002), one of the greatest accomplishments at the onset of the 21st century is the continuous pursuit of fitness since the beginning of our existence. Fitness remains to be paramount to health and well-being. In cognizance of the recognized importance of fitness in the life of everyone, fitness centers or health clubs commonly known as a gym emerged almost everywhere. Fitness gyms cater to almost all age groups but usually to teens, adults and even elderly. The Fitness Center is a health, recreational and social facility geared towards exercise, sports and other physical activities. It may be for a for-profit commercial facility or a community or institutionally supported center. A successful facility will accommodate both the serious athlete and the casual recreational user. (Mion, E.G. 2010) It was found that fitness centers in the past 20 years have not only proven to be popular and very much in demand by fitness conscious consumers but also a very profitable business opportunity. There are many aspects to carefully consider prior to starting a fitness center. However, with careful research and proper planning fitness center can be a fabulous business to start, operate, and own not to mention that it also has the potential to be very profitable. Opening a fitness center requires careful planning and research and the following are some aspects of the business that should be considered: Where will the fitness center be located, how much square footage would be required/ focus of the business (caters to all people or one specific group, service (Will the center be full service meaning optional aerobic classes and one-on-one personal training for clients, staff, marketing, competition(How much does the competition charge?). ( Business Idea Center: Fitness Center) The fitness centers shall continue to be a profitable business venture. It may also important to know that top fitness trends for 2011 include fitness programs for older

Literature Review Celebrity Chef Essay Example for Free

Literature Review Celebrity Chef Essay This review should bring all relevant facts about the subject and facilitate practitioners and highlight areas for further research. In short celebrity endorsement is about endorsing products with the help from a celebrity. Consumer association towards a celebrity endorsed produced increases their purchase intention as many see the celebrity as a role model. However, it is important that the consumer can identify with the celebrity and that the celebrity? s image fits with the produced he or she endorses, only then will celebrity backing be an effective advertising strategy. . 2. Background and Definition Nowadays, celebrities are used in advertising in almost every context. Athletes such as Michael Ballack (Adidas) or Tiger Woods (Rolex) or models such as Cindy Crawford (Omega) or Heidi Klum (Katjes) endorse several products. These celebrities act as a spokesperson in order to advertise and promote products (Kambitsis et al. , 2002). Celebrities can create more positive responses towards advertising and greater purchase intentions than non-celebrity endorsers (Byrne et al. , 2003). Using celebrity as an endorser for a given product can either be positive or negative for a company/brand. A campaign that turned out successfully was the campaign with Jamie Oliver as an endorser for the supermarket chain J. Sainsbury. The successful format of the TV production â€Å"The naked chef† provided an ideal platform to use for the advertising campaign within a context relevant for J. Sainsbury? s desire (Byrne, 2003). An example of a campaign that did not turn out successful was when J. Sainsbury used the actor John Cleese in the â€Å"value to shout about† campaign in 1998. Employees and customers alike felt that Cleese was not the right personality to personify the supermarkets quality image (Whitehead, 2003). In the literature there are two different definitions of celebrity endorsers used. The definitions used are: â€Å"A celebrity endorser is an individual who is known to the public (actor, sports figure, entertainer, etc. ) for his or her achievements in areas other than that of the product class endorsed†. (Friedman, 1979, p. 63) â€Å"Any individual who enjoys public recognition and who uses the recognition on behalf of a consumer good by appearing with it in an advertisement†. McCracken, 1989, p. 310) In other words these definitions says that an individual who is known to the public in different ways. The individual is famous and utilizes his or her publicity to advertise a product that does not have anything to do with the individual fame. I consider McCracken? s definition as the most informative one as it is short and concise. The definition gives a clear view of what a celebrity endorser is. Previous studies have been done on consumers? response to celebrity endorsement in advertising. Results of these studies show that celebrities make advertising believable and enhance message recall. Furthermore, when celebrities are recognized with brand names, it creates a positive attitude toward the brand and a distinct personality for the endorsed brand. In the following chapter the method used for this review will be introduced. The chapter will start with how a literature review is defined, followed by the literature search, method problems and quality standards. 2. 1. Definition of literature review Conducting a literature review is about understanding a topic that has already been addressed, how it has been researched by other authors, and what the key issues are (Hart, 1998). According to the author Chris Hart (1998) the definition of a literature review is the selection of available documents; both published and unpublished (in my review I will only study published academic documents), on the topic, which contains information, ideas, data and evidence written from a particular standpoint. 2. 2. Literature search, methodology used When searching for articles I used the databases Emerald, Ebsco and ProQuest. These databases were used because of the highest ranked journals in the field of marketing were listed there. I used the article Journal quality list (2008) issued by Harzading. com, research in international and cross-cultural management. High ranked journals increase the validity of the thesis, as validity is defined as â€Å"The ability of a scale or measuring instruments to measure what is intended to be measured†(Zinkmund, 2000). I also tried to find books relevant to the topic by using the library here at Les Roches International School of Hotel management as well as the library database google. scholar. . 3. Description of sub-topics Purchase intentions: Describes what impact the celebrity endorser has on the consumers purchase intentions. A consumer is more likely to purchase complex or expensive products which are endorsed by celebrities rather than by non-celebrities. Daneshvary and Schwer (2000) point purchase intention as an environment of associations between endo rsement and consumer, depending if the consumer can identify with that association and purpose. Consumers? association to celebrity endorsement/endorser: How consumers associate/have a connection towards the celebrity endorsement/endorser. If a company want a consumer to associate to an endorsed product it is important to choose an endorser who uses the product and where that use is a reflection of professional expertise (Daneshvary and Schwer, 2000). A formula 1 driver endorsing helmets is good, while a tennis player endorsing car polish is less good (ibid). Consumers? attitudes towards the endorser: The consumers? often have a positive attitude towards the product and the celebrity, despite the fact, that it is well known, that the endorser earned a lot when promoting the product (Cronley et al. 1999). Effectiveness of celebrity endorsement/endorsers: How effective is the usage of celebrity endorsement. It is, most likely, more effective to use celebrity endorsement constantly to increase the strength of the link between the celebrity and the endorsed brand. It is also more effective to use a celebrity who is not associated with another product (Till, 1998). Positive/negative effects of celebrity endorsement: the usa ge of celebrity endorsement can be both positive and /or negative, which can influence the company / brand in the end. For example, using celebrities can be very costly; also, celebrities might switch to a competitor, which would then increase the risk of a negative impact (Agrawal and Kamakura, 1995). However, in can be said that celebrities in advertising are widely spread and persistent and the marketing executives continue to utilize celebrity endorsement as an advertising strategy (ibid). Profitability of celebrity endorsement: The use of celebrity endorsement will hopefully lead to increased profitability. A study indicates that there is a positive impact of celebrity endorsement on the expected future profits, which recommends marketing managers to use celebrity endorsers in their advertising campaigns (Agrawal and Kamakura, 1995). Friedman/Friedman (1979)Does effectiveness of celebrity endorsement depend on the product? Interviews with 360 house wives Celebrity endorsements are not effective for all products Till (1998)What are the effects of celebrities endorsing more than 1 product? Case study with 99 students, who were shown different advertisings using the same celebrity endorserThe use of the same celebrity endorser to advertise for various products has got a negative impact on the efficiency of the ad, the product and the endorser. Atkin / Block (1983)Is celebrity endorsement effective in advertising and how does it influence customer purchase intentionsExperiment with 196 test persons, where each participant was shown 3 versions of an ad. Each version featuring a celebrity endorser and a non-celebrity. Advertising using celebrity endorsement is under special conditions more effective than using non-celebrities. Choi et al. (2005)How can celebrities be used successfully in advertising? How effective is the recall-value and the emotional response to celebrity advertising? Experiment with different groups of test persons. Advertising with celebrities is more effective than using non-celebrities under special conditions. Sanbonmatsu / Kardes (1988)How does the credibility of a celebrity affect the consumer purchasing intention? Interviews with 542 persons. Consumer purchasing intentions are more effected using celebrities than using non-celebrities. Tripp et al. (1994) How do consumers judge the celebrity endorsement, the ad and the brand, if the celebrity endorses various products? What are the effects on purchasing behaviour? First Study: interviews with 461 students. Second Study: Interview with 10 test persons. Simultaneous advertising trough the same celebrity has a negative effect on the ad, the product and the celebrity. Agrawal/Kamakura (1996)Which economical effects on advertising are there when using celebrities? Event-Study in regards to the effects on share prices trough the announcement of celebrity endorsementCelebrity endorsement can have a positive and a negative effect on share prices. Agrawal/Kamakura (1995)Can a single celebrity have a positive effect on the company? s value? Analysis of the share price of a company after announcing a celebrity endorserCelebrity endorsement can have a positive and a negative effect on share prices. Charbonneau / Garland (2005)How does a company find the right celebrity endorser for its products? Which criteria should be considered? Questionnaires: 414 marketing managers at 148 advertising companies.

The Viability of Fission and Fusion for our Planet Essay -- essays res

The Viability of Fission and Fusion For our planet As the global population increases exponentially, having passed six billion in 1999, the world population is expected to be 8.9 billion by the year 2050. The worlds energy consumption will increase by an estimated 54 percent by 2025. Energy demand in the industrialized world is projected to grow 1.2 percent per year. Energy is a critical component of sustained economic growth and improved standards of living. One of the major requirements for sustaining human progress is an adequate source of energy. As the world’s technological enhancements and standards of living improve, so too does their appetite for electricity. The largest sources of energy at the moment are the combustion of fossil fuels; coal, oil and natural gas. Fossils fuels account for nearly 88 % of the world's energy needs, with Oil at 41 percent, Coal providing 24 percent, and natural gas, the remaining 22 percent. In the next five-hundred years, the globe will need a considerable increase of energy. Nuclear Fission Fission is a nuclear process that takes place in the nucleus of an atom. It is a process whereby a nucleus of a heavy, neutron enriched atom, usually Uranium-235 (U-235), splits into two or more smaller nuclei. This process releases substantial amounts of energy as a by-product. In a common reaction in a nuclear reactor a nucleus of U-235 captures a neutron and then undergoes a fission event releasing two or three neutrons of about 14 MeV (Mega electron Volts) energy. A pair of fission products is formed which is accompanied by the release of huge amounts of energy (100 million to several hundred million electron volts of energy). Nuclear Fusion Nuclear Fusion is the energy-producing process which takes place continuously in the sun and stars. In the core of the sun at temperatures of 10-15 million degrees Celsius, Hydrogen is converted to Helium providing enough energy to sustain life on earth. On earth, the most suitable use of fusion occurs when the nuclei of heavy isotopes of hydrogen - Deuterium (D) and Tritium (T) join and form a larger nucleus. At the temperatures required for the Deuterium-Tritium fusion reaction, the fuel has changed its state from gas to Plasma. Scientific advancements on how fusion reactions can be contained need to be made before we can use fusion as a practical source of energy. The basic ... ... fission has the ability to make a long-lasting major contribution but suffers from problems of public and political acceptability. Fusion offers an additional, secure, virtually resource-unlimited, source of supply, with important environmental advantages. Because of the environmental advantages summarised above, there should be no constraints on grounds of public acceptance to the widespread, intensive and indefinite deployment of fusion power. Considering the fact that fusion possesses environmental and safety advantages over all current alternatives for electricity sources, its development is a very important component in any strategy designed to allow economic growth to continue world-wide in the longer term, without generating major global environmental deterioration. Thus the case for investing a small part of our current output in the development of fusion is an aspect of the more general case for sustainable development. Involvement in the world-wide programme to bring fusion technology to a commercially usable state is a wise contribution to sustainable development. Fusion technology brought to completion would be an asset of the utmost value to give to our descendants.

Sustainability issue of companies

The new Pfizer has three business segments : health care, animal health and consumer health reduces. The company's innovative products are sold in over 1 50 countries and regions. Pfizer has the world's most advanced production facilities and testing technology, its first-class detection and analytical tools perfect quality assurance system, the company ‘s products meet or exceed the Chinese Pharmacopoeia and U. S. Pharmacopoeia standards, and the company's products is permitted exported to Japan, Australia, the Philippines and Europe .At present, China -listed products include: Pioneer will , Salesperson , Cutthroat , Difficult , Anoraks , Zloty , URI Y Inning , Vicarage , Celebrate , Lipton and so on. Sustainability issues Pfizer sustainability issues in two areas, the problem is that Pfizer as a leader in the pharmaceutical industry, they need to continue the development of new drugs or improve their existing product to make it better with better efficacy and smaller Side ef fects, this problem is a pharmaceutical industry as a whole needs to confront the issue.Although Pfizer in the year 2013 on this issue to make the appropriate action, but in the future this issue which will always be a core issue for the sustainable. Second problem is that Pfizer commitment to sustainable environmental problems. Pfizer hopes between the value and the social and environmental damage caused by the production of products continues to seek a balance, while minimizing the risk to our shareholders. Our strategic approach focuses on reducing energy and water consumption, in addition to innovative ways to manage waste.Report issue in the annual report Among Pfizer Annual Report on environmental matters for the company listed as a special detail explanation. Pfizer in Environmental Matters were particularly marked in the year 2009 to 2012 which are similar provisions for changes in Pfizer Pfizer hermetically plant in violation of the federal Clean Air Act as well as some mad e by the U. S. Environmental Protection Agency (EPA) approved remedy measures. The compensation and other matters relating to litigation or Pfizer for the development of new products also caused itemized breakdown of explanation and description to make the annual report them.Incentives Pfizer and enthusiasm to motivate employees to develop improved products interaction of which is how to have a positive impact among colleagues engaged in a frank and open dialogue, and to take responsible action and results. OWN information! Help colleagues to take appropriate risks and innovative thinking thoughtful, challenging the prevailing views and assumptions and make better, faster decisions. For example: research colleagues took an innovative approach defined as type 2 diabetes, helped lead to the formation of a Joint venture to promote therapeutic compounds for the treatment of this potential contours.In what is now our global innovative pharmaceutical business, a team of researchers detect ed formability challenge – a complex of symptoms characterized by chronic widespread pain condition pain, fatigue, etc. And created a use of electronic medical records to identify and a new method of diagnosis of formability related variables. Business development team in Portugal, will help lead to some account Enabler was significantly higher than the performance of innovative contracting market. C.V. Is the second-largest drugstore chain Walgreen, in the United States, with more than 7,600 stores, is based on the total income of the second largest U.S. Prescription drugstore. As the retail pharmacy division of C.V. Caretaker company, which is listed as the 13th largest according to the company, in the Fortune Global 500, 2013. The main competitors C.V. drugstore chain Walgreen ranked 37th. C.V. Sales of prescription drugs and a wide range of general merchandise, including over-the- counter drugs, beauty products and cosmetics, film, photo finishing services, seasonal merch andise, greeting cards, and through their C.V. pharmacy and convenience food stores and on-line drugs bulls through C.V.. Com.It also provides healthcare services through its Maintenance than 600 clinics, as well as their diabetes care center. Most of these clinics are located within C.V. stores. New environmental sustainability issues facing the C.V. is facing a health care form that appears after and how to make us have a better impact on the community. Since 2013, the annual C.V. U. S. Health care reform changes and ongoing major demographic change will be faced with the overall environment and there will be a significant change in the next few years, and the initial deployment of the AC has been with challenges.The C.V. believe their corporate responsibility is to help patients and clients achieve their health, moral and responsible business. Listed separately in the annual list of C.V. for health care reform and other issues acing the changing business strategy and organization al self-made structures as well as how to give their patients and clients better treatment and services made corresponding policies. C.V. For health care reform and other issues increased their business health insurance market, which is the main C.V. growth strategy in the coming years, and our strong position in the medical market, retail and IBM auxiliary. N our patients and customers to help us in particular on the establishment of a number of assets to manage some of the characteristics of the patient's health are spending, including: the presiding Judge, a rare disease management and professional integration, through a consistent, integrated retail / mail options special connection specialist patients and according to our unique automated platform Involving medical claims management technology, market-leading home infusion services.These can enable our customers and patients to be healed while spending the least cost, while C.V. in order to allow patients access to their custom ers and provide maximum convenience thief allow consumers through the mail or at our convenient retail pharmacies to get them prescription options. C.V. Plans through their medical advisers and Silversmith prescription drug plan to help their clients and patients with certain chronic diseases, such as diabetes and cardiovascular disease, identify gaps care, stick to their prescription drugs, and better manage their health.We also expanded the program to Medicare beneficiaries, which helps health plan clients achieve better clinical star ratings, so in terms of the community to get more recognition and thus indirectly on large their potential customers. Home depot The Home Depot was founded in 1978, is the world's largest home improvement detailer, the second largest U. S. Retailer. Home Depot sales of all types of building materials, home furnishings and lawn garden products, and provide a wide range of related services.Home Depot stores average standards covering nearly 9,758 squar e meters indoors and another 2,138 square meters of outdoor garden products area. In addition to the standard Home Depot store outside, we have mainly provides products and services for the home improvement and remodeling projects EXPO Design Center, the face of professional customer service Home Depot Supply and The Home Depot Landscape Supply. The Home Depot Sustainable problems faced there first is a change in accounting standards and subjective assumptions; second is dedicated to improving the environment.The first issue is due to changes in accounting standards will significantly affect our financial results or financial position. Generally accepted accounting principles and related accounting pronouncements, implementation guidelines and on a wide range of issues is related to our business, such as revenue recognition, impairment of assets, impairment of goodwill and other intangible stets, inventories, lease obligations, self-insurance, tax matters and interpretations litigat ion is very complex, involving many subjective assumptions, estimates and judgments.Changes or changes in the interpretation of these rules or the basic assumptions, estimates or Judgments could significantly change our reported or expected financial results or financial position. The Home Depot in the annual report which , especially for companies from the year 2012 to the year 2013 in the field of environment in which to make a detailed description of the measures and for the year 201 5 is expected , especially in the many is to change the energy savings made , because in the last time the greatest problem the Home Depot is excessive energy consumption .And in 2013, the year in which the company's energy management team to continue to pursue the establishment of strict energy- efficiency standard operating practice , all of our U. S. Facilities . These measures include HAVE temperature control unit , and adhere to strict lighting plan, which is the largest source of energy consump tion in our stores , and the use of energy management systems in each store monitoring energy efficiency. We estimate that , through the implementation and use of these energy- saving external programs, we saved almost 7. One billion kilowatts hours ( kHz ) since 2004 . That year, we set a goal to reduce per kHz Square feet in our U. S. Stores by 20% by the year 2015 , and we met that goal in fiscal year 2013 , ahead of our target date . The Home Depot act to protect the environment in order to motivate the creation of a recycling project in particular, through this project can reduce the items to be thrown away to reduce the increase in recycling garbage.There is a plan to deal with gizzards materials and waste, which determines the company's sales or use of hazardous substances, including specific precautions to avoid leakage and contamination, general procedures for handling damaged containers, and provide powerful clean-up countermeasures to limit leakage of. Workplace Hazardous Materials training in understanding and more in-depth training, environmental compliance associates who are specifically designated to store and erase all contacts responsible for dangerous goods. References 1. The Home Depot 2013 Annual Report 2. The C.V. 2013 Annual Report 3. The Pfizer 2013 Annual Report

Caribbean Studies Syllabus

MODULE 1: CARIBBEAN SOCIETY AND CULTURE OVERVIEW Module 1 introduces students to the role played by geography in shaping the society and culture of the Caribbean region as well as the historical evolution of Caribbean society, the cultural characteristics of the Caribbean people, and the ways in which Caribbean society and culture influence and are influenced by societies and cultures outside the region. GENERAL OBJECTIVES On completion of this Module, students should: 1. Understand the factors which have shaped Caribbean society and culture; 2. Appreciate how cultural traits evident throughout the region have resulted from Caribbean peoples’ experiences; 3. Understand the common features which exist within Caribbean diversity; 4. Understand the relevance of concepts encountered within the Module, to their own lives and to the lives of their communities SPECIFIC OBJECTIVES Students should be able to: 1. Locate and define the Caribbean; 2. Explain the terms ‘society’ and ‘culture’; 3. Describe the characteristic features of Caribbean society and culture 4. Analyze the impact of the historical processes in Caribbean society and culture; . Assess the impact of geographical processes on Caribbean society and culture 6. Evaluate the ways in which societal institutions impact on their lives; 7. Analyze how the global community and Caribbean society impact on each other CONTENT 1. Location and Definition of the Caribbean Region i. Geographical location: a. Names of territories b. Sub-regions, for ex ample, Greater Antilles, Lesser Antilles, Western Caribbean, Southern Caribbean, The Bahamas; c. Position of territories in relation to the Caribbean Sea, Atlantic Ocean and the continental land masses i. Definitions of the Caribbean Region a. Geographical; b. Geological; c. Historical; d. Political; iii. Caribbean Identity and Culture 2. Characteristics of Society i. Society a. Shared common purpose; b. A defined territorial space; c. Continuity over time and space; d. Citizenship within a space; ii. Culture a. Learned behavior common to all human beings; b. Norms and values which provide a guide to behavior; c. Institutions which prescribe behavior; 3. Characteristics of Caribbean Society and Culture i. Cultural Diversity Positive and negative effects of cultural diversity; ethnic and cultural differences; the accommodation made among different ethnic groups with respect to space, political and economic power and social visibility. ii. Social Stratification a. Plantation society and its impact on Caribbean social stratification (that is, race, colour, and money as major factors in social stratification); education as a basis for new class formation and upward mobility; b. Concepts such as plantocracy, intelligentsia, middle class, bourgeoisie, working class, underclass, caste; iii. Social Mobility iv. Hybridization a. Factors such as racial admixture and colour in the formation of Caribbean society and culture; terms like mulatto, meztizo, dougla, transculturation, creole; b. Erasure, retention and renewal of cultural practices 4. Impact of Historical Processes i. Migratory movements and the establishment of patterns of settlement by different groups within the Caribbean from pre-Columbian times to the present ii. The development of systems of production: encomienda, slavery, indentureship, the plantation system iii. Responses of the Caribbean people to oppression and genocide: resistance, revolution, development of peasant groups v. Movements toward independence a. Political enfranchisement: i. Adult suffrage; ii. Internal self-government; iii. Economic enfranchisement; iv. Entrepreneurial activities, including shop-keeping and savings societies. 5. Impact of Geographical Phenomena i. Plate tectonics a. Definition; b. Location and movement of the Caribbean plate; c. Earthquakes and volcanoes: soc ial displacement. ii. Hurricanes – social and economic consequences iii. Soils – erosion, conservation iv. Coral reefs – coastal protection, sustainability of fishing industry v. Droughts 6. Impact of Societal Institutions on Caribbean People i. Family i. Education iii. Religion iv. Justice System 7. Caribbean-Global Interactions i. Influences of extra-regional societies on the Caribbean a. Consumption patterns: goods and services; b. Creative expressions: festivals, music, theater arts, culinary practices; c. Education: impact of colonialism; the information age; language; curriculum reforms, for example, teaching of Caribbean Studies in universities in the United Kingdom d. Political influences: i. Westminister System; ii. Rule of law; iii. Electoral processes; iv. Caribbean contribution to the political life of the host communities of Europe and North America; . Labour: the influence of migratory labour; vi. Sport – cricket, soccer, basketball, track a nd field; vii. Religion – traditional and non-traditional religious practices e. Mass Media f. Tourism ii. Caribbean influences on extra-regional countries a. Important political issues created within countries of Europe and North America by the presence of large numbers of Caribbean people (for example, impact of the Haitians and Cubans living in Florida upon the politics of that State). b. The impact of Caribbean festivals like Notting Hill Carnival in the United Kingdom (U. K. Labour Day in Brooklyn, Carnival in Miami and Caribana in Canada on the economics of the areas where they occur ; the impact of migrant labour on the economies of the countries of North America. c. The impact of festivals and music of the Caribbean ( for example, carnival, calypso, reggae, punta, salsa, zouk) upon the festivals, music, pageants and street parades of the countries of North America, Europe, Africa, and of Japan. d. The impact of Rastafarianism on countries throughout the world e. The i nfluence of Caribbean culinary practices within the countries of North America and Europe. Suggested teaching and Learning Activities To facilitate student’s attainment of the objectives in his Module, teachers are advised to engage students in the following teaching and learning activities. 1. Students are encouraged to compile a Glossary of key terms and concepts drawn from the module 2. Students can create a scrapbook based on newspaper, magazine and Internet clippings which are relevant to the themes in the Modules 3. Produce maps and charts to define the Caribbean illustrating features of the physical environment, patterns of settlement and migration 4. Individual or group projects in which students conduct interviews with members of the society on societal and cultural changes 5. Lectures by elders of the community on the characteristics of Caribbean society and culture 6. Tours of plantations; documentaries on slavery, resistance and free villages and independence 7. Class debate on the struggles for, and benefits of independence 8. The use of video footage, photographs from media houses and international agencies on hurricanes and volcanoes. Students can produce their assessment of the impact of these disasters on society and economy 9. Students can design posters on the importance of soils and coral reefs to territories 10. Invite musicians, calypsonians, and folklorists to give lectures on creative expressions 11. Students to deliver 5-7 minute presentations on the impact of societal institutions on Caribbean people RESOURCES Chavannes, B Rastafari: Roots and Ideology, Mona: Syracuse University Press Series, The Press, 1994 Deosaran, R. Reddock, R And Mustapha, N (eds) Contemporary Issues in Social Science: A Caribbean Perspective. Vol: 1, 1994 James, C. L. R. Beyond a Boundary, London: Hutchinson and Company Limited, 1993 Nettleford, R. Caribbean Cultural Identity, Kingston: Institutes of Jamaica, 1978 Payne, A. and Sutton, P. (eds. ) Modern Caribbean Politics, Kingston: Ian Randle Publications, 1993 Reddock, R. (ed. ) Ethnic Minorities in Caribbean Societies, St. Augustine: ISER, 1996 Sutton, C. and Chaney, S. (eds. ) Caribbean Life in New York City: Socio-cultural Dimensions, Centre of Migration Studies, 1987 Thomas, Hope E. Explanation in Caribbean Migration, London: The MacMillan Press Limited, 1992 http://www. pwi. netcom. com/hhenke http://www. caricom. org MODULE 2: ISSUES IN CARIBBEAN DEVELOPMENT OVERVIEW Module 2 introduces students to different conditions which satisfy the definition of development; to interrelationships among social, cultural, political and economic factors in the development of the Caribbean region; and to key individuals and institutions which have shaped the region’s development GENERAL OBJECTIVE On completion of this Module, students should demonstrate an understanding of the relationship between: i. Politics, economics and development; ii. Culture and development; iii. Technology and development; iv. Social justice and development SPECIFIC OBJECTIVES Students should be able to: . Describe the concepts of development and the indicators used to measure development; 2. Evaluate how development in the region is influenced by political, economic, social, cultural, environmental and technological factors; 3. Assess the ways in which globalization affects development in the region; 4. Explain the ways in which the evolution of the integration movement in the Caribbean has influenced development in the region; 5. Evaluate the importance of sports to the development of the region; 6. Assess the significance of Caribbean thought to development of the region; 7. Critically analyze factors which impact on the mass media’s contribution to the development of the region; 8. Formulate reasoned responses to issues of social justice within their communities CONTENT 1. Concepts and indicators of development i. Concepts a. Sustainable development b. Economic development ii. Indicators a. Levels of income b. Productivity c. Social and economic equalization d. Modern knowledge e. Improved institutions and attitudes f. A rationally co-ordinated system of policy measures g. Environmental factors 2. Factors that promote or hinder development i. Political ideologies; popular movements i. Distribution of wealth; resources; income generation iii. Changing class boundaries iv. Definition of Caribbean experience and identity v. Natural and man-made disasters vi. Impact of productive sector vii. Tourism a. Contribution b. Challenges 3. Globalization and Development i. Definition and Stages Facilitators of globalization, for example: a. World Trade Organi zation; b. International Monetary Fund; c. World Bank; d. Transnational organizations; e. Technology; f. Trade; g. Ideologies ii. Impact and Response a. Industry and commerce; b. Distributional sector (supermarkets, department stores); . Labour; d. Technology; e. Ideology 4. The integration movement i. The evolution of: federation, CARIFTA, CARICOM, OECS, ACS ii. Achievements and challenges of three of the following: a. Caribbean Community (CARICOM); b. University of the West Indies (UWI); c. Caribbean Examinations Council (CXC); d. West Indies Cricket Board (WICB); e. Caribbean Tourism Organization (CTO); f. Caribbean Single Market and Economy (CSME); g. Regional Security System (RSS) 5. Contributions of sport i. Generation of Income ii. Health and fitness iii. Educational opportunities iv. Sense of Caribbean identity v. Discipline and morale vi. Presence on the world scene vii. Sports tourism 6. Intellectual traditions Objectives and impact of the following: a. Pan Africanism; b. Negritude; c. Industrialization by invitation; d. Marxism and neo-Marxism; e. Caribbean perspectives on British Capitalism; f. Trends in Caribbean feminist thought; g. Indo-Caribbean thought; h. Indigenous perspectives 7. Roles and functions of the mass media i. Provision of information about institutions, events and trends in individual countries, the region and the global community j. Entertainment k. Construction of national identity . Cultural imperialism 8. Social justice i. Knowledge of competing concepts of social justice, for example, recognition of natural rights, welfare and mutual advantage ii. Discrimination on the grounds of age, gender, ethnicity, race o class iii. Indicators of development affected by breaches of social justice: a. Levels of social and economic equalization b. Productivity c. Quality of life Suggested Teaching and Learning Activities To facilitate student’s attainment of the objectives in this module, teachers are advised to engage students in the following teaching and learning ctivities 1. Students are encouraged to compile a glossary of terms and concepts within the Module 2. Students should compile a scrap book on the lives and world of persons who have contributed to the development of the region in the field of politics, labour, the arts, sports. 3. A class research project: for example, the development by groups of students of charts to show a comparative performance among countries of the Caribbean region in areas like GNP, provision of health, literacy rates and unemployment 4. Student Parliamentary debate on the 1990 World bank Report for the Caribbean . Class debates on a range of topical issues, for example, the failure of the Federation, CARICOM, social justice, health, crime and economic issues 6. Panel discussion on Caribbean intellectual tradition 7. Students write a ‘play’ on globalization and its effects 8. A guided tour to a local media corporation 9. Students can evaluate television and radio programmes, advertisements based on criteria arrived at through class discussion 10. Students write letters to the editor of national newspapers, formulating responses to a range of issues 11. Students reate posters on the improper disposal of industrial waste, and overcrowding in urban centres. RESOURCES Beckles, H. A Spirit of Dominance: Cricket and Nationalism in the West Indies, Kingston: Ian Randle Publications, 1997 Globalization, Communications and Caribbean Identity, Kingston: Ian Randle Publications, 1995 Rethinking Development, Kingston: Consortium Graduate School In the Social Sciences, 1995 Black Meteors: The Caribbean in Intenational Athletics, Kingston: Ian Randle Publications, 1998 Dunn, H. S. (ed. ) Girvan, N. (ed) Ince, B. Leo-Rhynie, E. Bailey, B. and Barrow, C. eds. ) Gender: A Multi Disciplinary read er on the Caribbean, Kingston: Ian Randle Publications, 1996 MODULE 3: INVESTIGATING HUMAN AND SOCIAL DEVELOPMENT IN THE CARIBEAN OVERVIEW This Module introduces students to some of the major concepts and skills which should be mastered in conducting research. Through the research process, students will have the opportunity to deepen their understanding of a defined area of Caribbean experience which they have selected GENERAL OBJECTIVES On completion of this module, students should: 1. Demonstrate research and analytical skills; . Work independently or in teams to formulate, conduct and report on inquiries into issues they have identified as significant to the region 3. Appreciate the importance of ethical issues in conducting research SPECIFIC OBJECTIVES Students should be able to: 1. Explain the nature and purpose of research; 2. Identify a research problem; 3. Evaluate existing information about the problem; 4. Formulate relevant research questions and or hypothesis; 5. List var ious methods and instruments of data collection; 6. Apply appropriate formats in presenting data; 7. Draw conclusions and make recommendations; 8. Use American Psychological Association convention correctly; 9. Adhere to basic principles for maintaining ethical standards in conducting research CONTENT 1. Nature and purpose of research i. Systematic enquiry ii. Generation of new knowledge iii. Reliability and validity in research iv. Problem solving 2. The research problem Identification of a research problem 3. Sources of Information h. Identifying and accessing sources: a. Existing literature; b. Internet Resources; c. Oral histories; d. Newspaper reports; e. Minutes of meetings; . Archive i. Criteria for selection and use: a. Relevance; b. Degree of objectivity; c. Adequacy 4. Characteristics of research objectives i. Relevance ii. Direct link to research problem iii. Informed by sources iv. Clarity 5. Methods and Instruments of Data Collection i. Sampling a. Probability and non-probability; b. Target population i. Surveys a. Types of surveys; b. Interview techniques; c. Questionn aire construction 6. Format of Presenting Data i. Tabular ii. Graphic iii. Text 7. Conclusion and Recommendation i. Main findings in relation to research objectives ii. Areas of contention in relation to research objectives iii. New and interesting findings, if any iv. Limitations of the study v. Areas for further research 8. American Psychological Association Conventions (APAC) i. Bibliographies ii. Referencing 9. Principles of ethical conduct, for example: i. Consent of research subjects; ii. Respect for privacy and confidentiality; iii. Integrity and transparency of the research process THEMES Recommended Areas for Investigation The following themes represent areas of interest to the contemporary Caribbean in terms of their significance to regional development. The list is not considered exhaustive and it is expected that new themes will be added. Under each theme heading, broad areas for possible study are identified for the guidance of students. Students may choose one of the themes to be the subject of the research project A. The Environment i. ii. iii. iv. v. vi. vii. Pollution Sewage and Solid Waste Management Coming to terms with Natural and man-made Disasters Housing growing populations Protection of Parks and the National heritage Toxic Waste Disposal Renewable and non-renewable resources of the Caribbean B. The Mass media i. ii. iii. iv. v. Impact of selected media on cultural expressions and values Issues arising from the control of information by extraregional media organizations Issues surrounding censorship and freedom of information Effects of media messages on the economies of Caribbean countries The effects of new technologies on the growing influence of the mass media in the Caribbean C. Gender Issues in the Caribbean i. ii. iii. iv. v. Changing male-female relationships in the Caribbean – causes and characteristic features Gender issues in education Gender relations in the workplace Gender issues in the mass media Gender issues and the law D. The Productive Sector and Development i. ii. iii. Farming practices and land tenure Development of appropriate technologies Impact of new technologies iv. Foreign dominance of the productive sector Tourism Agro-industries v. vi. E. Health i. ii. iii. iv. v. Changing patterns of disease The impact of cultural habits and value systems Traditional/modern medicine Health care and the economy Sexual and reproductive health – social, economic, ethical and legal issues F. Crime in the Caribbean i. ii. iii. iv. v. vi. Crime as a function of changing social structures and technologies Trade in illicit narcotics Impact of crime on the economy and on the political structure Effects of crime on the society Impact on the physical well-being of individuals of the region International relations in the control of crime G. Sports i. ii. iii. iv. v. Effects of identified policies on the development of sports Physical benefits Sports and the regional/national economy Impact of developing technologies on performance in sports Changing patterns of interest and development H. The Work Place i. ii. iii. v. v. vi. Patterns of unemployment; causes and effects of unemployment Impact of changing technologies Challenges of entrepreneurial activity in the Caribbean Changing role of labour unions Industrial Law in the work place Providing education for the world of work I. The Languages of the Caribbean i. Historical and social factors shaping Caribbean Creoles ii. iii. iv. Implications for maintaining European languag es as the official languages of the region Roles and functions of Creole languages within Caribbean societies Oral traditions within the culture J. Religion i. ii. Emergence and persistence of folk forms of worship Religion and education in the region Impact of modernization on religion in the Caribbean Religion and alternative forms of medicine Religion and social change in the region Impact of religion on family values iii. iv. v. vi. K. Literary, Performing and Visual Arts i. Factors affecting the evolution of identified art forms (for example, history, inter-culturation, new technologies) Existing and potential roles for the performing arts in the development of countries within the Caribbean Ethical and legal issues – copyright, censorship Impact of globalization ii. iii. v. Suggested Teaching and Learning Activities To facilitate students’ attainment of the objectives in this Module, teachers are advised to engage students in the following teaching and learning activities. 1. Discuss the importance of the research paper in terms of the overall examination 2. Discuss research types and methods by teacher and other resource pe rson(s) 3. Provide a range of examples of problems statements, followed by class discussion to critically evaluate the effectiveness and completeness of sample problem statements 4. Provide examples of literature reviews to identify pertinent elements, such as: i. Relevance of theories and research findings to topic; ii. Agreement or disagreement between the stated theories; iii. Correct citation of sources 5. Group analysis of sample research reports so as to help students to arrive at an understanding of component parts, and of formats appropriate to different types of research design 6. Develop a glossary of research terms 7. Guided group library tours to help students to identify and access sources of information 8. Develop interviewing skills followed by class evaluation of the interviews 9. Mini-observation assignments within the classroom, the school, community or the workplace 0. Discuss the use and acknowledgment of sources to avoid plagiarism 11. Discuss the common problems encountered in designing and conducting research 12. Teacher feedback on project 13. Establish time lines for submission of drafts of the project Scope and Depth of Study Students should be guided in making decisions about scope and depth as they conduct and repor t on this study. Constraints of time and project length will affect the nature of the problem chosen, the population selected for study, and the extent of coverage of the relevant literature. It will also increase the demand that coverage of the literature be relevant and succinct. Time Management During the course of study, twenty contact hours are proposed for teaching the basic concepts of research and the skills of preparing a research proposal and report, as well as for discussion of factors which must be considered at different stages of the study. Twenty hours are allocated for the student’s independent work in carrying out the different phases of the study. At this time, the role of the teacher will be that of an advisor RESOURCES Suggested Reading List Boxill, I. , Chambers, C. M. , Wint, E. Introduction to Social research with Applications to the Caribbean, Kingston: Canoe Press, University of the West Indies, 1997 Roberts, P. West Indians and their Language, Cambridge: Cambridge University Press, 2001 Sanders, R. Narcotics, Corruption and Development in the Countries of the OECS: The Problem in the Smaller Islands of the Commonwealth Caribbean, Caribbean Affairs 3: 1, 1990 West Indian Commission A Time for Action: Report of the West Indian Commission, Mona: The Press, University of the West Indies, 1992 World Health Organization Health and Environment in Sustainable Developments Five years after the Earth Summit, 1997 OUTLINE OF ASSESMENT EXTERNAL ASSESSMENT 60% Written Papers – 4 hours 30 minutes Paper 01 (1 hour 30 minutes) Fifteen compulsory shirt-response questions 27% Paper 02 ( 3 hours) Eight essay questions of which candidates must answer four 33% INTERNAL ASSESSMENT 40% Paper 03A The internal assessment will consist of a research project. The project will enable the student to demonstrate skills and competencies developed from each of the three modules. Paper 03B Private candidates are required to write Paper 03B, an Alternative Paper to the Internal Assessment MODERATION OF INTERNAL ASSESSMENT An Internal Assessment Record Sheet will be sent each year to schools submitting students for the examinations. All Internal Assessment Record Sheets and sample of assignments must be submitted to CXC by May 31 of the year of the examination. A sample of assignments will be requested by CXC for moderation purposes. These samples will be reassessed by CXC examiners who moderate the Internal Assessment. Teachers’ marks may be adjusted as a result of moderation. The Examiners’ comments will be sent to schools. Copies of the students’ assignments that are not submitted must be retained by the school until three months after publication by CXC of the examination results ASSESSMENT DETAILS External Assessment by Written Papers (60% of Total assessment) There will be a combined question paper and answer booklet for Paper 01 Paper 01 (1 hour 30 minutes – 27% of Total Assessment) 1. Number of Questions This paper is made up of 15 compulsory short-response questions covering all three modules 2. Syllabus Coverage Knowledge of all topics is required. The intention is to test candidates’ knowledge across the breadth of the syllabus 3. Question type Questions will be structured, consisting of two, three or four parts. Questions will test candidates’ understanding of concepts and issues 4. Mark Allocation Questions will not necessarily be awarded the same number of marks. A question may be worth three, four, five or at most six marks The maximum number of marks for this paper is 80. This paper contributes 27% of the total mark for the Unit Paper 02 (3 hours – 33% of Total Assessment) 1. Number of Questions This paper consists of eight questions. Candidates are required to answer for questions, two from Module 1 and two from Module 2 2. Syllabus Coverage This paper tests Modules 1 and 2. Four questions will be set on Module 1 and four questions on Module 2. Candidates are required to answer two questions on each module. 3. Question Type Questions in this section will test higher order thinking skills such as application, analysis, synthesis and evaluation. Candidates will be expected to present a case for or against a particular point of view, using the concepts and issues discussed in the course There will be two types of questions. Type A There will be four questions of this type. These will test candidates’ ability to explain and elaborate on conceptual issues and apply general principles to a problem situation. Each question is worth 20 marks and candidates are required to answer one of two questions on Module 1 and one of two questions on Module 2 Type B There will be four questions of this type. These will require candidates to analyze problem cases, discuss and make evaluate comments or issues and present arguments for or against a particular point of view. Each question is worth 30 marks and candidates are required to answer one of two questions on Module 1 and one of two questions on module 2. INTERNAL ASSESSMENT Paper 03A – Internal Assessment (40% of Total Assessment) Internal Assessment is an integral part of student assessment in the course covered by this syllabus. It is intended to assist students in acquiring certain knowledge, skills and attitudes that are associated with the subject. The activities for the Internal Assessment are linked to the syllabus and should orm part of the learning activities to enable the student to achieve the objectives of the syllabus. During the course of study for the subject, students obtain marks for the competence they develop and demonstrate in undertaking their Internal Assessment assignments. These marks contribute to the final marks and grades that are awarded to students for their performance in the examination The guidelines provided in this syllabus for selecting appropriate tasks are intended to assist teachers and students in selecting assignments that are valid for the purpose of Internal Assessment. The guidelines provided for the assessment of these assignments are intended to assist teachers in awarding marks that are reliable estimates of the achievement of students in the Internal Assessment component of the course. In order to ensure that the scores awarded by the teachers are not out of line with the CXC standards, the Council undertakes the moderation of a sample of the Internal Assessment assignments marked by each teacher. Internal Assessment provides an opportunity to individualize a part of the curriculum to meet the needs of students. It facilitates feedback to the student at various stages of the experience. This helps to build the self-confidence of students as they proceed with their studies. Internal Assessment also facilitates the development of critical skills and abilities emphasized by this CAPE subject, and enhance the validity of the examination on which candidate performance is reported. Internal Assessment therefore makes a significant and unique contribution to both the development of relevant skills and the testing and rewarding of students for the development of those skills. The Caribbean Examinations Council seeks to ensure that the Internal Assessment scores are valid and reliable estimates of accomplishment. The guidelines provided in this syllabus are intended to assist in doing so. The internal assessment component of the examination is worth 120 marks. This contributes 40% of the total mark for the unit. The Research Project The internal assessment for this Unit is a research project on a topic selected on any area of the themes outlines on pages 22-25 of the syllabus. The assignment is worth a total of 120 marks for the internal assessment FORMAT OF THE REEARCH PROJECT I. II. Length: 2,000 – 2,500 words Structure: Cover Page (Title, Name, Date): Acknowledgements Table of Contents: III. a. Introduction and Purpose of Research b. Literature Review c. Data Collection sources d. Presentation of Findings e. Interpretation of Findings f. Discussion g. Conclusion/Limitations of the Research/Recommendations h. Bibliography i. Appendices Allocation of Marks for the Research Project Marks will be allocated according to the following scheme: Marks A. Introduction and Purpose of research, Statement of Problem (15) Literature Review Data Collection Sources (10) (15) B. C. D. Presentation of Findings (18) Interpretation of Findings (20) E. F. Discussion of Findings (15) G. Conclusion, Limitations of the Research, Recommendations (15) Overall Presentation and Writing Skills (12) H. *The points to be considered for section H are as follows: Presentation j. Cover Page k. Acknowledgements l. Table of Contents m. Bibliography n. Appendices Mechanics/Writing h. Paragraphing i. Vocabulary, use of language j. Grammar and Spelling marks] [Total 120 Marks for the Research Project would be allocated across Modules in the ratio 1: 1: 4. For example if the total marks for the project is 72, divide the mark in the ratio 1: 1: 4. Therefore the candidate will receive 12 marks. For Module 1, 12 marks for Module 2 and 48 marks for Module 3 CARIBBEAN EXAMINATIONS COUNCIL CARIBBEAN ADVANCED PROFICIENCY EXAMINATION CARIBBEAN STUDIES MARK SCHEME Candidates will be awarded a total of 12 marks for communicating information in a logical way using correct grammar. The marks are awarded in Section H in the mark scheme below RESEARCH PROJECT A. INTRODUCTION marks) (Purpose of research – Statement of Problem) ? (15 Excellent explanation of the purpose of the research ? Very good explanation of the statement of the question or problem to be researched ? Explained very well the educational value of the research ? Defined clearly all or nearly all the technical terms used in the study (13-15 marks) ? Explained well the purpose of the research ? Stated clearly the question or problem to be researched ? Explained well the educational value of the research ? Defined clearly most or nearly all the technical terms used in the study (10 – 12 marks) ? Explained adequately the purpose of the research ? Stated adequately the question or problem to be researched ? Explained adequately the educational value of the research ? Defined adequately technical terms used in the study (7-9 marks) ? Explained in a limited way the purpose of the research ? Stated vaguely the question or problem to be researched ? Explained vaguely the educational value of the research Defined a limited number of technical terms used in the study (4 – 6 marks) ? Explained poorly the purpose of the research ? Stated inadequately the question or problem to be researched ? Provided no clear explanation of the educational value of the research ? Provided no meaningful definition of technical terms used in the study (1-3 marks) B. LITERATURE REVIEW mark s) (15 ? Showed an excellent understanding of the relevant literature and previous research on the problem and related them properly to the study, that is, placed the research clearly in context (13 – 15 marks) Showed a good understanding of the relevant literature and previous research on the problem and related them properly to the study, that is, placed the research appropriately in context (10 – 12 marks) ? Showed an adequate understanding of the relevant literature and previous research on the problem and related them properly to the study, that is, placed the research satisfactorily in context (7 – 9 marks) ? Showed a limited understanding of the relevant literature and previous research on the problem and related them in a limited manner to the present study, that is, placed the research in context in a limited way (4 – 6 marks) Showed a poor understanding of the relevant literature and previous research and showed little or no connection to the pr esent study, that is, was unable to put the research in context (1 – 3 marks) C. DATA COLLECTION SOURCES (10 marks) ? Gave an excellent description of the different sources, from which information was collected and was obtained and how these sources contribute to an understanding of the research problem (9 – 10 marks) ? Gave an good description of the different sources, from which information was obtained and how these sources contribute to an understanding of the research problem (7 – 8 marks) Gave an adequate description of the different sources, from which information was obtained and how these sources contribute to an understanding of the research problem (5 – 6 marks) ? Gave a limited description of the different sources, from which information was obtained and how these sources contribute to an understanding of the research problem (3 – 4 marks) ? Gave a poor description of the different sources, from which information was obtained and how th ese sources contribute to an understanding of the research problem (1-2 marks) D. PRESENTATION OF FINDINGS marks) (18 Gave an excellent presentation of the findings using a variety of tables, graphs, maps or text and other forms that are appropriate, well labeled, presented accurately (16 – 18 marks) ? Gave a good presentation of the findings using a variety of tables, graphs, maps or text and other forms that are appropriate, well labeled, presented accurately most of the time (12 – 15 marks) ? Gave an adequate presentation of the findings and some tables, graphs, maps or text but not using as many varied methods as could have been used; the data were for the most part accurate and adequately labeled (8 – 11 marks) Gave a weak presentation of the findings using few graphs or tables or text, not always using the most effective method; the data were not always well presented or accurate (4 – 7 marks) ? Gave a poor presentation of the findings; little thoug h is given to the labeling and presentation and to the accuracy of the data (1 – 3 marks) E. INTERPRETATION OF FINDINGSDISCUSSION OF FINDINGS (20 marks) ? Interpretation was very well, accurate and very relevant to the issues being studied (17 – 20 marks) ? Interpretation was clear, accurate and relevant to the issues being studied (13-16 marks) Interpretation was not clear, not always accurate and not always relevant to the issues being studied (9 – 12 marks) ? Interpretation was unclear, inaccurate and of limited relevance to the issues being studied (5 – 8 marks) ? Interpretation was generally unclear, inaccurate and was of little relevance to the issues being studied (1 – 4 marks) F. DISCUSSION OF FINDINGS (15 marks) ? Provided an excellent discussion of findings and their implications and comparison with previous studies (13 – 15 marks) ? Provided a good discussion of findings and their implications and comparison with previous studies (10-12 marks) Provided a satisfactory discussion of findings and their implications and comparison with previous studies (7 – 9 marks) ? Provided a limited discussion of findings and their implications; little reference to previous studies were made (4 – 6 marks) ? Provided a very limited discussion of findings and their implications, no reference to previous studies were made (1 – 3 marks) G. CONCLUSIONS, LIMITATIONS AND RECOMMENDATIONS (15 marks) †¢ Conclusions were very clearly stated, very well developed, logical and relevant (13 – 15 marks) Conclusions were clearly stated, were well developed, logical and relevant (10 – 12 marks) †¢ Conclusions were satisfactorily stated, developed, some recommendations (7 – 9 marks) †¢ Conclusions were inadequately stated, showed limited relevance and development, recommendations were inappropriate and not very practical (4 – 6 marks) †¢ Conclusions were inappropriate and sho wed little or no relevance or practical value (1-3 marks) H. OVERALL PRESENTATION AND WRITING SKILLS (12 marks) (Communication of information in a logical way using correct grammar) i. Presentation (4 marks) †¢ Provided appropriate layout, and relevant tables of content, bibliography, appendices, cover page (4 marks) †¢ Provided adequate layout, and relevant tables of content, bibliography, appendices, cover page (3 marks) †¢ Provided layout appropriate for the most part, and tables of content, bibliography, cover page (2 marks) †¢ Provided a weak presentation and only some of the important elements such as table of content, bibliography, appendices, cover page and those that were given were not well done (1 mark) ii. Writing Skills (8 marks) Demonstrated very high level of writing competence, for example, organization, use of language, grammar, spelling (7 – 8 marks) †¢ Demonstrated high level of writing competence, for example, organization, use of language, grammar, spelling (5 – 6 marks) †¢ Demonstrated adequate writing skills, for example, organization, use of language, grammar, spelling (4 marks) †¢ Demonstrate d limited writing skills, for example, weak use of language and grammar, several spelling errors (3 marks) †¢ Demonstrated poor writing skills, for example, poor use of language, poor grammar, many errors in spelling (1 – 2 marks)

Social integration Essays

Social integration Essays Social integration Paper Social integration Paper One of the benefits of group work is increased social integration. Social integration has been show to have a significant positive effect on retention. Small groups of peers at the same level of career maturity create a social environment that motivates adult learners to persist. The importance of drawing on the experiences, skills, and values of the learners themselves is an internationally supported tenet of adult education. Groups allow students to draw on these experiences. They will then carry out the checks themselves whilst under supervision from the same instructor. The two lessons are rooted in the Process or Dynamic interaction curriculum model which is the opposite end of the scale from Product. This model of curriculum was advocated by Skillbeck and Walker and pioneered the more hands on approach to learning, without strict guidelines, losing the strict Objectives framework but still keeping the Aims. The students will then return to the classroom for the final session which will take the form of a Summative test on all the days events. The overall layout for this group of lessons was chosen because it gave the best format for learning opportunities for the students. Although in essence we have used all three models of curriculum design in assembling this lesson plan, Process, Product and Spiral. The eventual end product uses all three models to let the students build on information learned in earlier sessions. Research in the field of education by Dr Jerome Bruner has shown that this pattern will give the greatest amount of retention by the student population as a whole. The lesson content can be revisited again and again for the benefit of some of the weaker students whilst strengthening the learning of the stronger students amongst the class. There is defiantly a chain of reasoning or a step-by-step process employed in this lesson framework, each one of the individual pieces of the checklist is important in its own right but we have to explain the reasoning behind the positioning of this particular verification in the overall checklist. All of the paperwork must be shown and the reasoning behind the way in which we check it must be fully explained to all the students on the course. Again following the spiral learning curve the students will learn not only the switch, its location and state, but the reason behind its position in the overall checklist. This has an added bonus of developing independent thinking and promoting comprehension over simple memorization during the lesson. When revisiting the individual parts of the scheme you increase the knowledge of the student. This is in direct opposition to the linear model of teaching where the student learns one part after another in a strict order with no revisiting of previously learned units. In the linear model the first indication to the teacher of any lack of comprehension is a failure at the testing stage. With the use of the spiral approach, the teacher has a constant feedback from the student body of their level of comprehension and retention throughout the lesson stages, and can return to the problem areas to the benefit of an individual or group of students. In our considered (although new to the teaching profession) opinion this is definitely the better approach to the more rounded and complete education of our students. Individual Unit Objectives and Outcomes. During the five individual parts of this lesson plan we move from one side of the curriculum matrix to the other. The first two lessons are given in a strict classroom environment using the Product model. They follow the Aims and Objectives framework and therefore can be measured against quantifiable goals. In the case of both lessons the student must be able to list, correctly, the paperwork checks, the safety procedures and switch locations and position prior to entering the cockpit. This has no room for mistakes by the student; it is a safety issue and must be carried out correctly and with no error. These two lessons use the Cognitive and Affective domains, i. e. the students use the knowledge they have gained to construct and evaluate a foundation for learning. They can also develop the awareness of the reasons behind the structure of the lesson. The other two lessons in the plan follow the Process model and therefore, as such, have only Aims but no laid out objectives; they move more in the Dynamic area of the educational model and are more flexible in both construction and overall framework than the Objective based lessons. We still have Aims and goals, but the building of these lessons allows certain flexibility in the speed of learning for the students. They can be educated at the optimum speed for each individual student. The teacher has the opportunity to observe and assess the students learning. The teacher within the hangar environment has the hands on chance to guide the student along the best path for learning. These two lessons use the psychomotor domain i. e. the students develop Motor or physical skills to enable them to complete the task. Assessment The students are assessed in some form or another constantly throughout the five lessons. Formative assessment is carried out continuously during the four practical lessons by use of Socratic questioning to extract the answers from the students. We also use technical observation to assess the students demonstrative use of information during the hands-on stages of the lessons. Summative assessment is carried out in three stages of the lessons. The first being in the second lesson when the students complete a gapped handout both as a Summative test and as an aide memoir for their own use later on in the day. The second, and by far the largest, use of Summative assessment is during the last session and is a complete test of the five lessons activities, checking the students safety knowledge. This is a twenty question, multiple choice test which has an overall pass mark of 80%. The final use of Summative assessment is when the instructor fills out the area on the students individual portfolio assigned to each lesson. This one paragraph block is designed to allow the instructor to point out areas that require attention and also to comment on positive trends displayed by the student during this lesson. The students can read and comment on this portfolio at any time and as such forms an excellent form of feedback for both instructors and student. Overall strengths of the new lesson as perceived by the authors This group of five lessons was designed to fill a perceived gap in the programme that exists within our workplace. This area of the curriculum was lacking a coherent lesson to enhance the safety knowledge of the students prior to working on the aircraft in the hangar environment. Before the construction of this lesson the students were lectured on the safety devices with power point slides in a classroom and no practical time on the aircraft. They were then expected to confidently carry out the safety checks before entering the aircraft cockpit. It became blatantly obvious to the authors of this assignment that due to the diverse levels of learning abilities and the differences in learning speeds of the students, they were entering the hangar in an unfit state to work safely and confidently on the aircraft. This group of lessons were designed specifically to be, as much as possible in the military environment, student based and ultimately student friendly. The lessons are constructed to take the students through a logical progression, building levels of knowledge and understanding up to a point that they can confidently assess the state of the engineering paperwork and then carry out the checks of the safety devices before entering the cockpit. More to the point the students can do this by using not only the criteria that they have been shown and learned in the lessons but by constructing their own latticework of checkpoints from the retained knowledge. They know the reasons behind the selection of the paperwork chain and the rationale for the safety checklist. They now know the dire implications of missing a safety point on the engineering paperwork and misinterpreting a safety device within that cockpit. The lessons can be checked on the basis of the three curriculum evaluation dimensions; Quality. The lessons are effective and successful in that the students are more confident in their abilities and knowledge when they approach the problems in the hangar. Accessibility. The course is meeting the requirements of the clients or students; They are better equipped for the task and therefore they are safer. Validity. This concerns whether or not the plan of the lessons remains relevant to the occupational context for which it was designed. In the case of this segment of five lessons it will remain relevant for the near future, and given the level of in-house quality assurance that we as military instructors undergo when the need for adjustments and changes to the lesson become necessary they will be carried out to maintain relevance. The new lesson format has produced an altogether more self-assured technician, more confident in his or her abilities with the paperwork and safety devices and therefore a more efficient member of the workforce. Peer assessment from this assignments presentation The peer assessment from the presentation was extremely constructive. Everyone liked the format and content of the new lessons as explained to the group. By far the largest amount of feedback was to do with the inclusion issues that were mentioned in some depth in the presentation. It was mentioned by the class that because of our background in the military and the ethos of teaching that we came to the Cert Ed course with, it was extraordinary that we could produce such a scheme of work. Admittedly two years ago this would have seemed incomprehensible to both of us that we would even consider teaching in this manner let alone freely admit to trying to change the system at our workplace to reflect these new (to us at least) teaching concepts. Of all the positive feedback this was by far the most rewarding. In essence there was no negative feedback other than a personal observation that some computers (amazingly) do not talk to each other, and if they do it may not be in the same language. The presentation was marred by the difference in the perceived animation on our version of PowerPoint and the college version. A minor point but one that can totally un-nerve potential speakers seconds before a crucial and terrifying ordeal in front of their peers.

Table of Italian Interjections - Exclamations in Italian

Table of Italian Interjections - Exclamations in Italian You should know this list of common Italian interjections and their meanings. Common Italian Interjections abbasso- down with!ah- ha!ahi- ouch!, ay!ahimà ¨- alas!, woe is me!attenti- attention!basta- enough!, stop!boh- I have no idea!bravo- bravo!, well done! way to go!eh- ehmagari- I wish!, if only!mah- who knows?oh- ohohi- uh ohohibà ²- tut-tut!, tsk tsk!, phew!ohimà ¨- dear mepeccato- what a pity, what a shame, too badsalute- cheerstoh- tohuffa- what a bore!uh- ehmviva- hurrah for†¦!, long live...!zitto- silence! shut up!che spavento!- how scary!alla buonora!- at last! (finally!)buon viaggio!- have a good trip!mamma mia!- dear me!santo cielo!- goodness gracious!evviva!- hurray!salve!- hello!bene!- ok! (all right!)dio ce ne scampi e liberi!- God forbid!sicuro!- sure! (of course!)dai!- come on! (come now!)che fregatura!- what a rip-off!per carit!- for pitys sake! (please!)per amor del cielo!- for heavens sake!via!- go away! (go! come on!)accidenti!- damn it! (my goodness)povero me!- poor me!coraggio!- take heart!che barba!- how boring!

Changing the Scene of the Society Assignment Example | Topics and Well Written Essays - 500 words

Changing the Scene of the Society - Assignment Example The consequences of the cultural practice are that women will remain in their current position if they do not get empowered and strive to get equal positions with men. The consequence of the strife to be equal with men is that the female gender will be endangered. With the current trend where women strive to be equal with men, the role of the woman will be erased. Women are required to be submissive and do tasks that are considered to be feminine. This is no longer the case as women are now striving to do tasks that have been a preserve of only men. This is changing the scene of the society. There is a new definition of the terms female and male. Â  The definition of women is changing and no longer based on the biological differences. This is because of education and financial empowerment. Women have been known to be gentle in their undertakings and less aggressive when compared with men. This is changing and women are now seen to be aggressive and taking challenges that are considered manly. The struggle for many American women to be equal to men has been evident. Although women are fragile, they are seen to want to fight for battles that are fit for men. The woman gender is fast changing and is being erased by the struggle to gain equality. Women are now working and men are the ones being left at home to take care of domestic affairs. This is the norm as the career woman strives to achieve her ambitions. They no longer value the family values that have been sought and valued from time immemorial. Â  There are relationships that exist between Beauvoir’s truths and those of the readings that we had in class.

Sampling Techniques Essay Example | Topics and Well Written Essays - 250 words

Sampling Techniques - Essay Example To start with, probability sampling involves random selection and has four methods as follows. Simple random sampling where there is an equal chance of selection for every element. In systematic random sampling every nineth element is selected while stratified random sampling is one in which population is divided into segments (Trochim, 2004). Lastly cluster sample is where a particular subgroup is randomly chosen to represent the population under study. In conclusion, non-probability random samples occur due to influence by certain factors. These factors are as follows: Convenience which is easy to find, purposive relating to the purpose intended, snowball sampling where the chosen subject suggests another, and finally quota which involves subgroups chosen to represent a quota of the population to be studied (Tille and Ardilly,187). Sampling advantages are time saving, economical, easy to adapt, reliable and indispensable. Limitations of sampling or inaccuracy in the results, expensive in terms of time and energy, unsuitable in that not applicable to other areas, and inherent defects in the